"When students cheat, we usually feel betrayed, or we blame them for being lazy. Sometimes we even attack their character. But just like many adults, kids who cheat have rational reasons for cheating," writes English teacher Cris Tovani. In this article, she describes three instructional approaches that encourage students to cheat. First, teachers may forget to show students how the curriculum is relevant to their lives; when students see learning tasks as busy work, they naturally look for shortcuts, and cheating comes easy. Second, teaches may "give" students knowledge instead of empowering them to become active learners; when this happens, students perceive that getting the right answer is more important than constructing meaning. Third, busy teachers may blast through the curriculum without providing time for students to wrestle with their thinking, receive meaningful feedback, and respond to that feedback. Tovani discusses how teachers can adjust their instructional practices to promote more authentic, empowered learning that removes the temptation for students to cheat.