146 • PART II: MINDFULNESS IN EDUCATING FOR SELF-REGULATION AND ENGAGEMENT
can teach these during a structured mindful lesson giving students opportunities for guided
practice. You begin by inhaling and exhaling normally. Notice the qualities of the breath. On
your next inhalation, inhale gently and normally, being aware and saying to yourself, “I am
inhaling normally” (Hanh, 1975, p. 83). Teachers can model this thinking as a think-aloud
for the students. As you exhale mindfully, say to yourself (or aloud), “I am exhaling nor-
mally” (Hanh, 1975, p. 83). Continue this process for three to four breaths (Cook-Cottone,
2015; Hanh, 1975). On the next breath, extend the inhalation. Do this with awareness and
intention. Say to yourself (or aloud), “I am breathing in a long inhalation” (Hanh, 1975,
p. 83). Exhale a long and mindful exhale and say to yourself (or aloud), “I am breathing
out a long exhalation” (Hanh, 1975, p. 83). Again, continue this process for three or four
breaths (Cook-Cottone, 2015; Hanh, 1975). Next, follow your breath from inhalation to exha-
lation and move toward body awareness. Be present to the movement of your body as you
breathe. Notice the rib cage, the lungs, the stomach, and the passage of the air through your
nostrils moving in and out (Cook-Cottone, 2015; Hanh, 1975). Say to yourself (or aloud),
“I am inhaling and following the inhalation from its beginning to its end. I am exhaling,
following the exhalation from its beginning to its end” (Hanh, 1975, p. 83). Continue this for
at least 20 breaths.
Second, measuring your breathing by your footsteps is similar to a more traditional
walking meditation and a great way to practice single tasking (Cook-Cottone, 2015; Hanh,
1975; Kabat-Zinn, 2013; Shapiro & Carlson, 2009). This informal practice can be done anytime
you, or your students, are walking. Hanh (1975) suggests taking a nice garden walk; how-
ever, you can do this walking to class or on your way to the office. Walk slowly and breathe
normally. Calculate the length of your breath by counting the number of steps it takes for
you to inhale completely (Cook-Cottone, 2015). Then, count the number of steps it takes for
you to exhale completely. As you do this, do not force or manipulate your breath (Cook-
Cottone, 2015; Hanh, 1975). Rather, allow the breath. Next, try lengthening your exhalation
by one breath. Note, do not force your inhalation to change, just observe it (Cook-Cottone,
2015; Hanh, 1975). Notice if it feels as if there is a desire to lengthen it. Ask your students if
they notice this. Continue this way for 10 breaths (Hanh, 1975). Try lengthening the breath
even more. After 20 breaths return to normal breathing and walking (Cook-Cottone, 2015;
Hanh, 1975). Teachers can model this practice for younger students. It can be helpful for
students to do this while counting aloud to help them cultivate their inner observer.
Third, soup breathing involves breathing as if you are cooling soup (Willard, 2016). To
do this, hold your hands as you would hold a bowl of soup (Willard, 2016). Inhale as if you
are smelling the soup, thoughtfully and fully. At the end of the inhale, exhale as if you are
cooling the soup (Willard, 2016). Your exhale must be done slowly and carefully as to not
spill the soup by blowing too hard. Note, if you extend the exhale longer than the inhale
(i.e., inhale for a count of four and exhale for a count of five), it is a message to your ner-
vous system that everything is okay. It can help initiate a calming response. Willard (2016)
suggests that you can do this with pretend tea, hot chocolate, and even pizza. It can be fun
to practice when you have the actual food or drink. According to Willard (2016), evidence
suggests that these types of visualizations can warm your hands and calm your nervous sys-
tem. 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.