Before asking students to act in their own roleplay activities, you will probably want to model the process for them. (see page 18 for specific characteristics of the COLD, HOT, and COOL responses.)
I accidentally scrape some paint off of my friend's new mountain bike. 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 "Now I've done it! 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 put on our imaginary sunglasses, whistle the BeCool 3-note whistle and calm down and take time to center ourselves. We breathe deeply. Maybe run 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, 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 my friend's anger is fair and what I should do. "Yes, I did scrape up his bike. But it was an accident. I need 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
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. Have the pair of BeCool sunglasses available for the COOL response.
- 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 drew all over the walls with crayons. Your Mom comes home and is very angry. What do you do?
- You repeat a nasty rumor about a friend of yours. Your friend finds out and is now angry at you. What do you do?
- You and your friends go rollerblading in the park. You carelessly leave behind your new 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.
The BeCool Game
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.)
Scenario: You borrow five dollars from your friend and promise to pay him/her back next week. When you get your allowance the following week, instead of paying your friend back, you buy a new CD you've been wanting badly. Your friend finds out and is angry at you for not keeping your word.
(Choose Students)
Robert, LOOK COLD!
Christina, LOOK HOT!
Joshua, LOOK COOL!
Jennifer, THINK COLD!
Kevin, THINK HOT!
Steve, THINK COOL!
Matt, ACT COLD!
Renee, ACT HOT!
Allison, ACT COOL!
The BeCool Game: Using the Teaching Icons
Play a variation of the BeCOOL game:
- Make copies of the ICE, FIRE, and CLOUDS Teaching Icons in Appendix and give one to each student.
- Model (the teacher) examples of LOOKING, THINKING, and ACTING COLD, HOT, and COOL.
- 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
- After confirming student responses (Yes, I was being very HOT), discuss student responses if different than intended by the teacher.