CHAPTER 7: OFF THE CUSHION: INFORMAL MINDFUL PRACTICES • 145we are really just paying attention to several different things in a rapid sequence (Willard,
2016). It is not an effective or healthy way to process information. Courage, Bakhtiar,
Fitzpatrick, Kenny, and Brandeau (2015) suggest that today’s work, play, and learning
environments require multitasking activities from children and adolescents. Specifically,
advances in web-enabled and multifunction devices may create a perception among chil-
dren that they must stay connected (Courage et al., 2015). According to Courage et al.
(2015), young children with less mature attention systems and executive functions may be
especially at risk. According to a review of the literature, multitasking is almost always less
efficient in terms of time and accuracy. Further, multitasking can result in more superficial
learning than single-task performance (Courage et al., 2015). Single tasking is an ongoing
effort to do one thing at a time and do it mindfully, integrating all the senses, deep pres-
ence, and awareness. Essentially, to be mindfully aware, you must be single tasking.
Hanh (1975) describes his work doing dishes at the monastery many years ago. There
were over one hundred monks, cold water, no dish soap, and only ashes, rice, and coconut
husks to use for scrubbing. The practice was “while washing dishes, one should only be wash-
ing dishes” (Hanh, 1975, p. 3). Hahn (1975) speaks of one-mindedness, bare awareness, being
in breath, and presence while washing dishes. It may seem silly to worry about being mind-
ful when doing such tasks, especially for children and adolescents. However, shifting your
relationship with these more mundane tasks can affect the quality of your life (Kabat-Zinn,
2013; Rechtschaffen, 2014). You gain the ability to be peacefully present during the simplest
of tasks. The associated principles of embodied growth and learning are 3, I am mindfully
aware; 4, I work toward presence in my physical body; and 7, I choose my focus and actions.
Your Body Doesn’t Speak English (Or Any Other Language), It Speaks Breath
I like to explain to the children and adolescents with whom I work that the body does not
speak English. You can tell it to calm down, stop getting all worked up, and so on. That
might work a little, so long as you use the right tone of voice. Imagine talking to someone
who does not speak English. If you use a calm voice, they will have a sense from your tone
that things are okay. Still, they won’t really know what you mean. The language that speaks
most clearly to your body, especially in times of stress, anger, or other challenging emo-
tions, is breathing. Your body understands breath. As a way of modeling, you can ask your
students to help you. Ask, “I am so upset and afraid about the test coming up. Tell me what
kind of breath I could use to tell my body it is going to be okay.” The students can take turns
offering suggestions. You might tell them you are very angry, sad, overwhelmed, or too
excited. Together you problem solve. Are you scared? Maybe a hand on your heart and one
on your belly will help. If you are sad, maybe belly breathing with your breathing buddy.
There are lots of choices. Your students will learn a lot by helping you speak to your body
with breath. The associated principles of embodied growth and learning are 2, my breath is
my most powerful tool; 3, I am mindfully aware; 4, I work toward presence in my physical
body; 7, I choose my focus and actions; and 8, I do the work.
Your Breath in Footsteps, Numbers, and Soup
There are many ways to notice the breath as an informal practice. I offer a few here to get
you started. First, following the breath is a body settling, informal mindful practice that you
can do anywhere, anytime (Cook-Cottone, 2015). As with the other informal practices, you