Directions: Carefully read and annotate each of the two nonfiction articles below. As you read, there will be questions for you to answer in the margins of the page. You will answer each of those questions in a separate document which you will share with me. If you’re in Block A, you will share your responses with Ms. Indar as well. The questions are listed for you below in the order they appear in the articles. Make sure to answer the questions in complete SEXY paragraphs. New Inclusive Approach Helps Schools Fight Bullying
Questions for analysis:
1. Would Ronan have been motivated to take this course of action against bullying if he hadn't been bullied himself? Why/Why not?
2. How is Ronan working to influence the students around him?
3. Why are all students "capable of and vulnerable to 'bullying behavior'"?
4. What is a moral compass? Why wouldn't extrinsic motivation fully promote it?
(hint: for this question, you might have to do some external research. Make sure you properly cite where your definitions come from)
How Influencing Works:
Analysis Assignment:
1. Choose two of the influencing techniques described in the article and explain how the characters in Macbeth use those persuasion techniques to get what they want. This response should be TWO paragraphs (one for one character/influence technique, and a second for the second character/influence technique). Make sure to use DIRECT quotes from both the article and Macbeth in your responses. You can use the same character in both paragraphs, but you cannot use the same influencing technique
New Inclusive Approach Helps Schools
Fight Bullying
By Vikki Ortiz Healy, Chicago Tribune
Sep. 20, 2013
CHICAGO — Last school year, 11yearold Ronan Schuelke wasn’t sure what to do when another boy in his class shoved him and called him names in the lunchroom.
This year, Ronan has been chosen by his peers at Stratford Middle School in
Bloomingdale, Ill., to star in a music video designed to teach respect through a catchy parody of a Katy Perry song.
After the school’s students watch the video, Ronan and other student leaders will hand out “Stallion Medallions” to classmates who try to stop bullying or who reinforce positive behavior. Students can score a medallion for telling a classmate to stop picking on someone, by sitting with a new student at lunch or by committing other random acts of kindness. The tokens can be redeemed for school supplies, tickets to plays or other small rewards. The school’s mascot is a stallion.
“I think this (concept) is something the kids will pick up … and maybe try it,” Ronan said.
As students settle back into school hallways where peer pressure lurks and insults await, the new approach at Stratford underscores an ongoing shift in how educators deal with bullying.
In the past, administrators often relied on individual conversations, sporadic motivational speakers and other piecemeal attempts focused on telling students not to be mean. But in recent years, media attention, state mandates and research on bullying have prompted dozens of school districts across Illinois — including at least 10 in the
Chicago suburbs — to try a more inclusive approach that addresses peer aggression while instilling a broader message of respect, educators say.
“Teaching them to show respect to each other is more effective than saying, ‘Don’t be a bully,’ ” said Brian Meyer, operations director for the state’s Positive Behavior
Interventions and Supports network. The organization provides schools with information on the latest antibullying techniques.
Under the network, schools acknowledge that all students are capable of and vulnerable to “bullying behavior.” Administrators survey students on problem areas, then faculty and students are trained in a schoolwide approach called “Stop, Walk and Talk.”
The idea is to
