Objective: To help students experience how distractions pull attention away and learn a simple mindfulness tool—noticing and naming distractions—to regain focus calmly.
Instructions:
1. Stand in a circle. One student chooses a focused task (e.g., reading a sentence, observing a chair, listening to the sound of rubbing their hands).
2. Other students take turns acting out distractions (e.g., tapping, whispering, miming a phone buzz), but only lightly and safely.
3. When the “focused” student notices a distraction, they freeze, point to it, and say: “Distraction.”
4. After naming it, they take one slow breath and return to the task.
5. Rotate roles every 30–60 seconds so everyone practices noticing and naming.
● Alternative Version in Pairs:
1. Divide the class into pairs. In each pair, one student plays the focused role while the other acts as distractions, in a safe and light manner. When the focused student notices a distraction, they freeze, point to it, say ‘Distraction,’ take one slow breath, and return to the task. After about 60 seconds, switch roles.
Reflection Questions:
1. How did it feel when distractions appeared while you were trying to focus?
2. Was it easy or hard to notice and name the distraction before reacting? Why?
3. How did taking one slow breath change your ability to refocus?
4. Which type of distraction (sound, movement, imagined phone buzz) was hardest to ignore?
5. Where in your daily life could you use this skill of naming the distraction and coming back to the task—at school, at home, or with friends?