CHAPTER 7: OFF THE CUSHION: INFORMAL MINDFUL PRACTICES • 147Addressing Struggles With Distraction
Within the mindfulness tradition, mindful awareness is the primary intention for prac-
tice and for daily living. Mindful awareness includes taking the perspective of the inner
observer and coach. For younger students (e.g., grades K through 3), attentional and meta-
cognitive systems are still developing. Children have shorter attention spans and little
capacity for self-awareness. Skills can be developed through modeling and verbal coaching.
For example, an older student is capable of being consciously aware: “I am walking,” “I am
sitting,” or “I am working on math.” In this manner, the older student is aware of his or her
experience (Cook-Cottone, 2015). For younger students, they are simply walking, sitting, or
doing math with little meta-awareness (i.e., awareness of being aware) that they are doing
these things. To support the development of the inner observer, teachers can model while
walking, “Students, I am noticing that I am walking, you are walking, we are walking”
(note, this method is sometimes called a think-aloud). Through modeling, the teacher is call-
ing to mind the notion of the inner observer. The inner observer and inner coach are key to
addressing struggles with distraction.
Coming from a mindfulness perspective, Gunaratana (2001) suggests that there are
several steps you can take to address distraction: notice, ignore, observe, reflect, and push
through. The teacher can model these steps through think-alouds. First, once you notice that
you are distracted, attempt to ignore the obstacle or distraction. The inner observer says,
“I notice that I am distracted. I will ignore the distraction.” When ignoring does not work,
move to the next step, diverting the mind by actively engaging. Observe more deeply the
intentional object of attention (i.e., math homework; Gunaratana, 2001). This can be difficult,
especially regarding topics or tasks at which a student does not feel successful. Nevertheless,
an intentional mindful observation of the work can be the key to active engagement: “I am
working through this math problem. I notice the shapes of the numbers, the layout of the
equation, and the patterns in the formula. I am breathing. I am present to my homework.”
Stop here and breathe.
If shifting your attention more deeply toward the object of attention does not work,
Gunaratana (2001) suggests that you try reflecting on the fact that distractions arise from
many causes and places both inside and outside, and these hindrances are in flux. That is,
rather than thinking that there is something wrong with us or the math homework, rather
than judging and reacting, we simply reflect on how obstacles, hindrances, and distractions
come and go. We reflect on the notion that they always have and they always will. Still, for
some, this option does not work. Using this mindful approach to attending and engaging,
Gunaratana (2001) offers one last step if all others fail—to push through. I use this quote
often in yoga class and when working with patients, “The way out is through.” He suggests
that you clench your teeth, press your tongue against your upper palate, and apply all your
energy toward overcoming the obstacle. This method can be practiced during structured
mindful lessons attending to simple objects. Students can share which step in the process
of actively attending worked best for them and what it feels like to push through. The asso-
ciated principles of embodied growth and learning inclue 1, I am worth the effort; 2, my
breath is my most powerful tool; 3, I am mindfully aware; 4, I work toward presence in my
physical body; 5, I feel so that I can heal; 7, I choose my focus and actions; 8, I do the work;
and 12, I work toward the possibility of effectiveness and growth in my life.