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.
(Teacher models) I am walking to my classroom and some kids start teasing me about the clothes I'm wearing. They laugh and call me names.
First, I am going to respond 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 anyone. My head is hanging and I look very sad.
Then I THINK COLD:
(Model) I think, "These things always happen to me. They're right, my clothes look ugly.”
Now, I ACT COLD:
(Model) I start to cry.
Roleplay how you (the teacher) would react to the same teasing, using the HOT response.
I LOOK HOT:
(Model) I hold my head up, stare at the teasers, clench my fists and look angry.
Then I THINK HOT:
(Model) I think "If I don't fight back, they'll tease me more."
Now, I ACT HOT:
(Model) I yell, "You're the ones with the ugly clothes. You better get out of my way" and I push them.
Finally, model the COOL response of LOOKING, THINKING, and ACTING COOL by "Ignoring" the teasers.
Review the "Ignoring" Process
I LOOK COOL
Ask the class to join you as you continue to model "Looking COOL." We put on our imaginary sunglasses, whistle the 3-Note Whistle and stop, relax, and take deep breaths. Maybe run our hands through our hair or stretch, rolling our head around or yawning. We look away, take a step and try to relax.
I THINK COOL
First, I think about "what might happen" if I act COLD or if I act HOT before deciding what to do. Then, I think of what to do about the teasing. "They're just trying to make me feel bad and want to see what I'll do. 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.
- Chester Puppets
- Student receives 3 Chester Faces and 2 paws for each puppet (COLD, HOT, and COOL) to color and cut out.
- Student glues each Chester Face and 2 paws to a paper bag.
- Puppets can be used in addition to or in place of the "Chester Icons" on sticks in Activity #2 (Roleplay with Puppet and students)
- Roleplay with Puppets and Students
- Choose a volunteer to play the role of the "teaser."
- Use any "friendly looking" puppet in the classroom for the "teasee" role (played by teacher)
- You may want to attach a pair of sunglasses to the puppet when modeling the "BeCool" response and also play the "3-Note Whistle" provided on audio cassette. The BeCool response for the following vignettes is the "ignoring" process.
- You are sitting with your classmates eating lunch and you spill milk on yourself. A friend laughs and begins to tease you. Teacher models, with the puppet, the COLD, HOT and COOL responses. Classmates can hold up the appropriate "Chester Icon" (made and used in Lesson 1) and/or "Chester Puppet."
- You are playing catch with your friend. The ball is bounced to you and hits you on the head. Your friend laughs and says, "You can't catch." Teacher models, with the puppet, the COLD, HOT and COOL responses. Classmates can hold up the appropriate "Chester Icon" and/or "Chester Puppet."
- While playing with a friend, you are rolling a truck and you call it a "car." Your friend corrects you and laughs. Teacher models, with the puppet, the COLD, HOT and COOL responses. Classmates can hold up the appropriate "Chester Icon" and/or "Chester Puppet."
Materials:
Paper bags (lunch size)
Crayons/markers
Scissors
Glue
Chester
Faces and paws (provided in Appendix)
(The following vignettes can be used along with other situations that may be appropriate in your own classroom.)