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Lesson 2: Behavior Development Activities

Before asking students to act in their own roleplay activities, we suggest you model the process for them. Click here for specific characteristics of the COLD, HOT and COOL responses.

(Teacher models) My friend is showing me how to build a tower of blocks. But instead of helping me, he's/she's now taking over and showing how good he/she is at doing it. I'm getting really frustrated and angry. What should I do?

First, I try being COLD. Remember Chester's COLD face when you think about the COLD response. Watch what I do.

I LOOK COLD:

(Model) I drop my shoulders. My eyes look down. I don't look at him/her. My head is hanging and I look very sad.

Then I THINK COLD:

(Model) I think "I am no good at this. I don't know how to do it right. I don't want to play."

Now, I ACT COLD:

(Model) I don't say anything or look at my friend. 1 leave.

Roleplay how you (the teacher) would react to the same frustration using the HOT response.

I LOOK HOT:

(Model) I hold my head up, stare at the person, clench my fists and look angry.

Then I THINK HOT:

(Model) I think "He/She thinks he's/she's the best. I'll show him/her.

Now, I ACT HOT:

(Model) I yell, "What so great about your building?" and knock it over.

Model the COOL response to frustration and self anger, using the 4-Step Plan.

Review Acting COOL and the "4-Step Plan":

I LOOK COOL

Ask the class to join you as you continue to model "Looking COOL." We put on our imaginary sunglasses, stop and relax by taking deep breaths. We stand straight and look confident.

I THINK COOL

First, I think about "what might happen" if I act COLD or HOT before deciding what to do. Then, I decide how to handle my own anger and frustration calmly. "My friend is not trying to teach me how to build a tower. He's/She's just showing off. I know I could do this, but I need to practice more. I also need to stay COOL and tell him/her that he's/she's making me feel bad and what I want is help, not bragging."

I ACT COOL

I look directly at him/her and use a calm voice. I tell him/ her what I'm feeling using the 4-Step Plan.

Step 1: Tell what behavior you don't like.

"I don't like you bragging and not letting me have a chance to practice."

Step 2: Tell how the behavior makes you feel.

"You're making me feel bad."

Step 3: Tell what behavior you want.

"I want to build my own tower and I want you to watch me and give me help."

Step 4: Tell what will happen if you can't work things out.

"I'll have to have someone else to show me if you don't stop showing off."

Ask the class if they have any questions or suggestions about how you modeled the BeCool process.

1. Roleplay Activities

Assign "Angry/Self Person" and "Person Receiving the Anger" roles and ask students to roleplay the following using COLD, HOT and COOL responses and the 4-Step Plan. Have the BeCool sunglasses and the "3-Note Whistle" on audio cassette available for the COOL response:

  1. You're trying to master dribbling a ball that your friend lets you use. However, instead of letting you practice how to dribble the ball, your friend is looking over your shoulder and telling you what to do and how badly you are doing. You're now frustrated and feeling angry at yourself. What do you do?
  2. You're playing a game of hopscotch with your older sister. You're not as good at it as she is, and unfortunately, she keeps telling you that. You don't want to quit, but you're getting extremely frustrated and angry that you're not better at this. What do you do?
  3. Your friends are jumping rope and you want to learn how to do it, too. They turn the rope for you and you try several times. Each time, your feet get tangled in the rope. You're now frustrated with yourself and feeling angry. What do you do?
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Teacher Note: Let students know they can ask for help if they cannot remember what to do. Others can raise their hands if a student needs help and they want to coach them. The student may call on someone for coaching, or you can coach them in the steps.

2. "Relaxation/Positive Self-talk" Activity

Teacher begins directed activity by giving each student a sheet of paper and a crayon or pencil. Teacher holds up a model of a large circle with a large diamond inside.

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The teacher instructs the students to "make a picture that looks like the model. (Do not give the verbal cue "make a circle with a diamond inside.") The teacher quickly removes the model and tells the students to begin.

The goal of this activity is for students to experience mild frustration and use the "relaxation process" (stop, relax, take deep breaths) along with positive self-talk to attempt to solve the problem. The teacher may ask the following questions.

  1. "How is it going?"

    2. (Students may express having difficulty.)

  2. "How do you feel doing this activity?"

    3. (Students may feel frustrated, angry, embarrassed, etc.)

  3. "When we feel this way, what should we do?"

    4. (This will help facilitate a discussion that leads to the "relaxation process.")

Teacher takes students through the "relaxation process"... stop, relax and take deep breaths.

  1. "What could we say to ourselves when we feel this way?" (Help facilitate a discussion on positive self-talk)

      2. Examples of positive self-talk are:

    1. "I'll stay calm and try my best."
    2. "I can learn how to do this."
    3. "If I have trouble, I can ask for help."
    4. "I might have to practice more."

Teacher displays model again and students turn paper over. This time, the teacher demonstrates and explains the steps with the students on how to copy the design:

  1. "First, we begin by drawing a circle."
  2. "Everyone draw a circle like mine."
  3. "Now we are going to draw a diamond."
  4. "Everyone begin at the top of your circle like this, etc."

We encourage the teacher and assistant to walk around the room to insure that all the students end this activity successfully. Follow the activity with classroom discussions:

  1. "Do any of you ever feel frustrated during the day when you're playing, learning something knew, or when you think you should be better at something you're doing?"
  2. "How can you react when you feel frustrated?"

Review with the students how they can use the "relaxation process" and "positive self-talk" in these situations throughout the day.

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Teacher Note: When the teacher introduces a new concept or observes a student getting frustrated, he/she should remind students to use the relaxation and positive self-talk processes. Also, the design presented in this activity may be changed to meet the particular level of your students. For example, the cognitively challenged student may be presented with a simple design such as a circle or an "X."
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Return to: Guided Discussion
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Go to: Lesson 2 Review