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Lesson 1: Behavior Development Activities

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

Example:

I am walking through a schoolyard corridor when I notice three bullies. hanging out. need to get past them. What should I do?

First, ty being COLD. Remember BLUE 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 sad. My face looks blank. I move timidly or fearfully.

Then I THINK COLD:

(Model) I think "This is all my fault. I shouldn't have walked through here. I'll bet they're going to hassle me. Why do these things always happen to me?

Now, I ACT COLD:

(Model) I walk towards them timidly. They stop me. I meekly say "Hi" They start hassling me. I fearfully plead for them to leave me alone. I say anything I can think of in the hopes of stopping their bullying

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

Model the COOL response and the "Look The Look" process.

Review the "Look The Look" 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 decide if the bullies are dangerous can I get hour?") "No. I don't think they want to fight. They are trying to be tough by making me look small going to stay COOL and "Look The Look."

I ACT COOL: I stand straight and tall. look confident, avoid direct eye contact and walk like I have someplace to go. I walk quickly past them.

Ask the class if they have 2ny questions or suggestions about how you modeled the BeCool process.

Additional Roleplay Activities

  1. Ask students to discuss instances when they've reacted to bullying 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 "Bully" and "Bullee" roles and ask students to roleplay the following using the COLD, HOT, and Cool response and the "Look The Look" (Anti-Victim Strategies) process.
  3. You are leaving school. Two bullies are walking towards you. What do you do?
  4. You are at the mall when you come upon some bullies you know from school. They've hassled you before and now they hassling you again. What do you do if you don't think they're dangerous?
  5. You are shooting hoops by yourself in the schoolyard. Two bullies approach and tell you that you're on their basketball court. You've heard that these guys are dangerous and may carry weapons. What do you do?
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Teacher Note: Let students know they can ask you 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.

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, "red fire," "blue 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: You are walking down the hall at school and a bully calls out, "Where are you going, nerd?"

(Choose Students)

Lary, LOOK COLD

Katie, LOOK HOT!

Hector, LOOK COOL!

Zachery, THINK COLD!

Kenny, THINK HOT!

Grace, Think COOL!

Tina, ACT COLD!

Stephanie, ACT HOT!

Brian, ACT COOL!

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Important Note: Spend a lot of time practicing the Anti-Victim "Look The Look" process. You may choose to replay the video several times to show Steve modeling the "Look The Look" process. Give each student an opportunity to practice their "Anti-Victim" demeanor.

The BeCool Game: Using the Teaching Cons

Play a variation of the BeCool game:

  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 L0OKING, THINKING and ACTING by holding up the Teaching lcon 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 ii different than intended by teacher.