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Lesson 1: Behavior Development Activities

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

Example:

I wear some new clothes to school today. I really like my new outfit, but then my friends start teasing and laughing and saying I look like a clown.

First, I am going to respond COLD. Remember BLUE or ICE when you think about the COLD response. Watch what I do.

I LOOK COLD:

(Model) I droop my shoulders. My eyes are cast down. I don't look at anyone. My head is hanging down. I look like I am carrying the whole world on my shoulders. And I look so sad!

Then I THINK COLD:

(Model) I think, "These things always happen to me. They're right, I look stupid and am ugly. I hate my new clothes."

Now, I ACT COLD:

(Model) 1 do nothing. I just stand there and take it.

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

Finally, model the COOL response of LOOKING, THINKING and ACTING COOL by first "ignoring" the teasers, then "laughing it off" and "changing the subject."

Review the "Ignore/Laugh It Off/Change The Subject" Process:

I LOOK COOL

Ask the class to join you as you continue to model "Looking COOL." We calm down and take time to center ourselves. We breathe deeply. Maybe run our hands through our hair or stretch, rolling our head around or yawning. We look away. Maybe we step away. We relax our muscles.

I THINK COOL:

First, I "Think Through the Consequences" of being COLD and HOT before deciding what to do (model "Thinking Through" COLD and HOT responses.) Then, I think of what to do about the teasing. "They're just trying to make me feel embarrassed and they want a reaction out of me. I'm going to stay COOL and "Ignore" them."

I ACT COOL:

I stand straight and tall, look confident and avoid eye contact with them. I walk passed them as if they aren't there.

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

Additional Roleplay Activities

  1. Ask students to discuss instances when they've reacted to friendly teasing in a COLD or HOT way.
    • Have students identify the LOOKING, THINKING and ACTING elements of these COLD and HOT responses.
    • Have them roleplay these COLD and HOT responses.
    • Have students identify the LOOKING, THINKING and ACTING elements of a COOL response in the same situation.
    • Have students roleplay the COOL response for these situations.
  2. Assign "Teaser" and "Teasee" roles and ask students to roleplay the following situations using the COLD, HOT and COOL response and the "Ignore" Process:
  3. Committing an error in manners, i.e., burping, spilling something on yourself, having spinach stuck in your teeth, etc.
  4. Looking bad, i.e., a new, bad haircut, ill-fitting or unstylish clothing.
  5. Making a mistake, i.e., at school, at home.
  6. Ask students to suggest their own scenarios.
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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. Students may take turns doing role plays for the class, or small groups of three or four can do them simultaneously.

The BeCool Game

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Play "The BeCool Game." Call on individual students to play out either a COLD, HOT or COOL response to various situations. (Remind students that if they can't remember exactly what to do, to remember, "fire," "ice," and "clouds" and act accordingly.)

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Note: You may choose to practice only the COOL response when playing the BeCool game.

Scenario: Heidi, imagine that you have just torn a hole in your jeans. You come into the classroom and someone makes fun of you. How would you LOOK COLD, HOT, COOL? (Coach her if she needs help.) What do you do first? Right, breathe deeply. Then what?

Michael, you are upset when your friends tease you for having spaghetti stains down the front of your shirt. LOOK COLD, HOT, and COOL.

Kyle, you closed the classroom door and caught your jacket in the door. Everyone is laughing. THINK COLD, HOT, COOL!

Jodi, what would you do if your friends were laughing at you because your hair looked funny? ACT COLD, HOT, and COOL, using "Ignore."

Natalie, imagine you just burped loudly in the classroom. Your friends have just started teasing you. ACT COLD, HOT, COOL, using "Ignore/ Laugh Off/Change the Subject."

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Important Note: With strangers, you should Ignore and Leave. Discuss with the students that it is best not to engage or try to "be friendly" with strangers.

The BeCool Game: Using the Teaching Icons

  1. Make copies of the ICE, FIRE and CLOUDS Teaching Icons in Appendix and give one to each student.
  2. Model (the teacher) examples of LOOKING, THINKING and ACTING COLD, HOT and COOL
  3. Ask students to show how the teacher is LOOKING, THINKING and ACTING by holding up the Teaching Icon that best represents the "tone" of the teacher's behavior. For example, if the teacher models ACTING HOT (aggressive), the students would hold up their Fire Icon.
  4. After confirming student responses (Yes, I was being very HOT), discuss student responses if different than intended by teacher.

Variation: Have students take turns acting out a response as the other students identify them and hold up the appropriate icon.