Cool tools are one-page lesson plans that assist staff to teach students the school-wide behavioral expectations. Cool Tools are used to teach students procedures for non-classroom areas (e.g. asking for help, staying in your seat, organizing for homework completion, etc.) Here is an example:

Cool Tool #1

August 24 – 26, 2005

BentonElementary School

Expectation: I am SAFE

Skill/Rule: Stop recess activity immediately after recess bell. Walk to recess line-up area.
Context: Recess on the playground
Introduction: Tell students we are going to talk about BEING SAFE on the playground, by immediately stopping our recess activity, and lining up, at the first signal. Start by reviewing the signals for the end of recess (bell, whistle, etc). Discuss why it is being SAFE to properly and promptly stop their recess activity and get in their classroom line-up.
Teacher Model: On the playground, blow the whistle to signal the end of recess. Demonstrate the proper way to stop playing their recess activity (tetherball, 4-square, slide, swings, basketball, etc), and WALK to the classroom line-up position. Discuss why it is SAFE to line up immediately when the signal goes off.
Role Play:
Example: Linda and Becca are playing tetherball and the score is tied. The bell rings and they stop their game and walk to the classroom line-up area. They promise each other to continue their game at the next recess.
Non-example: David is having his best day ever playing basketball. He has made all the baskets he has attempted! He shoots for another basket just as the recess bell rings. He misses this shot. He quickly grabs the ball and attempts a lay-up. The rest of his class is waiting in line for him.

Example: Deaundre is at the bottom of the ladder to the slide and really wants another turn to go down. The recess bell rings. Deaundre is tempted to rush up the ladder and quickly slide down, but he makes the choice to be SAFE and walk to the recess line-up.

Review:
  1. Give this pre-correct before the class goes to recess, “Remember to BE SAFE. Please end recess activity immediately and line up at the first signal.”
  2. Give this pre-correct after the line-up signal has been given: “Thank-you for being SAFE by walking to our line!”

Practice Throughout the Day:

  1. Allow children to collect data on their class. How many seconds/minutes does it take for the entire class to get in line and be ready to enter the building properly. Make a graph showing the amount of time it takes the class to line up at each recess time. Discuss what the desired amount of time this process should take.
  2. For older students, calculate how much time could be wasted for the entire school year, when it takes too long to return to the classroom. What is the impact of losing learning time?

Related Literature:
K-3: Being Responsible, by Robin Nelson
The Way I Feel, by Janan Cain
4-5: Safety in the Outdoors,by Kyle Carter
Manners, by Aliki
2-5: Follow the Drinking Gourd,by Jeanette Winter
(illustrates the importance of listening to instructions and following them as told.)
What Happens When You Listen? by Joy Richardson