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Attacking the person making an argument rather than the argument itself. Example: 'Your argument on cognitive development is invalid because you're not a parent.'

Misrepresenting someone's argument to make it easier to attack. Example: 'He thinks we should give children more autonomy in their learning, which means he believes children should run the school.'

Asserting that a claim is true because an authority figure believes it. Example: 'This learning theory must be correct because Dr. Expert says so.'

Assuming that because B comes after A, A caused B. Example: 'Ever since we started using this new educational program, test scores have improved, so the program must be working.'

Presenting two alternatives as the only possibilities, when in fact more exist. Example: 'We can either reduce the number of school counselors or face worsening student behavior – there's no other option.'

Arguing that a small first step leads to a chain of related events culminating in some significant effect. Example: 'If we allow students to choose what they read, soon they'll want to control the whole curriculum.'

Assuming the conclusion of an argument—a kind of circular reasoning. Example: 'Integrative learning is effective because it integrates both theoretical and practical aspects of education.'

Making a broad generalization based on insufficient evidence. Example: 'He failed the test, so obviously he's not trying at all in school.'

Introducing an irrelevant topic to divert attention from the original issue. Example: 'We shouldn't be focusing on school bullying policies when there are bigger problems in the educational system.'

Using an ambiguous term in more than one sense, thus making an argument misleading. Example: 'All trees have barks. Every dog barks. Therefore, every dog is a tree.'

A conclusion or statement that doesn't logically follow from the previous argument or statement. Example: 'He's well-dressed and speaks well, so his arguments about educational reform are certainly valid.'

An argument in which the conclusion is included in the premise. Example: 'Giving students homework is beneficial because it gives them practice, and practice is beneficial.'

Claiming something is true because it has not been proven false or vice versa. Example: 'No one has conclusively shown that the new reading approach doesn't work, so it must be effective.'

Equating two things that are not equivalent. Example: 'Choosing to not punish a student for cheating is just like saying cheating is acceptable.'

Assuming a proposition is true because many or most people believe it. Example: 'Most teachers believe this curriculum works best, so it must be the best option.'

Arguing something is right because it has always been done that way. Example: 'We should continue to use textbooks because they have always been a central tool in education.'

Using a double meaning or ambiguity of language to mislead or misrepresent the truth. Example: 'The sign on the classroom door says 'Faculty Members Only', but I am a member of a family, so I can enter.'

Making an appeal to purity as a way to dismiss relevant criticisms or flaws of an argument. Example: 'No dedicated teacher would ever dislike teaching math. You dislike it, so you're clearly not a dedicated teacher.'

Assuming that what's true about one part of something has to be applied to all, or other, parts of it. Example: 'This educational application is advanced, so all the content it delivers must be advanced as well.'