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Lesson 1: Behavior Development Activities

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

l accidentally crashed my friend’s new bike and damaged it. Now my friend is really angry at me. What should I do?

First, I try being COLD. Remember ICE when you think about the COLD response. Watch what I do.

I LOOK COLD:

(Model) My eyes look down. I don't look at him. My head is hanging down. I am all bent over like I am carrying a heavy burden. And I look so sad.

Then I THINK COLD:

(Model) I think "It's all my fault. I'm so stupid. I deserve to be yelled at. I better not say anything or he'll yell more.

I ACT COLD:

(Model) I can't stand his anger, so I withdraw and leave. I feel powerless and worthless.

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

Model the COOL response and the "Accept/Apologize/Make Amends" process.

Review the "Accept/Apologize/Make Amends" Process:

I LOOK COOL:

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

I THINK COOL:

First, J "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 my friend's anger is fair and what should do. "Yes, l did damage his bike. But it was an accident to stay COOL and "accept" my mistake, "apologize" to him, and "make amends" by asking what he'd like me to do about his bike."

I ACT COOL:

I look directly at him and use a calm voice. I tell him I'm sorry and ask him what I can do to fix the bike.

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 someone's air anger 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 "Angry Person" and "Person receiving the anger" roles and ask students to roleplay the following using the COLD, HOT, and COOL response and the "Accept/Apologize/Make Amends" process.
    1. You promised your Mom you'd babysit your brother while she went to the grocery store. Instead, you talked on the phone to your best friend and your brother ended up breaking a cherished vase. Your Mom comes home and is very angry. What do you do?
    2. You repeat a nasty rumor about a friend of yours. Your friend finds out and is now angry at you. What do you do?
    3. You and your friends go rollerblading in the park. You carelessly leave behind your hew rollerblades. When you come home and discover your mistake, your Dad gets angry at you since he thinks you don’t value anything he buys for you.
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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.

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 borrow a piece of clothing from your friend and promise to return it to him/her. However, you end up getting it stained. Now your friend is angry at you.

(Choose Students)

Robert, LOOK COLD!

Christina, LOOK HOT

Joshua, LOOK COOL!

Jennifer, THINK COLD!

Kevin, THNK HOT! O

Steve, THINK COOL!

Matt, ACT COLD!

Renee, ACT HOT!

Allison, ACT COO

The BeCool Game: Using the Teaching lcons

Play a variation of the BeCool game:

  1. Make copies of the ICE, FIRE, and CLOUDS Teaching lcons 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.