Mindfulness in the classroom: Autopilot and paying attention

Amy Malloy
Amy Malloy
students sat at desks looking at their workbooks

The challenge: the lure of automatic pilot

Have you ever got to the bottom of the page in your favorite book and then realized you have no idea what you just read? This is due to being in a semi-conscious mental state called 'automatic pilot'. In automatic pilot mode, we are only partially aware of what we are doing and responding to in the present moment. If left to its own devices, it can end up masking all our thought patterns, emotions and interactions with those around us. Humans are habitual creatures, building functional 'speed-dials' to allow us to survive in the present while the mind is elsewhere planning for the future or ruminating in thought. The challenge here is that we are responding to the present moment based solely on habits learned from previous experience rather than making conscious choices based on the nuances of the moment itself. Luckily, mindfulness can help.

The solution: the importance of paying attention on purpose

Jon Kabat-Zinn, Professor Emeritus of Medicine at the University of Massachusetts Medical School, is often credited with bringing mindfulness into the secular mainstream. He defines the practice as: "paying attention in a particular way: on purpose, in the present moment and non-judgmentally."

Paying attention on purpose is the skill needed to move out of automatic pilot. As such, practicing mindfulness starts with learning how to pay attention. The more we focus, the more the brain builds strength in the areas involved in this type of concentration - and the easier it becomes to do it automatically. In other words, it becomes a habit to be present.

In the early years of primary school, a child's brain is developing more quickly than it ever will again. Young minds are in the process of forming their very first habits, and so learning to pay attention on purpose will have a .

The why: why is this particularly important in schools?

If you're a teacher wondering why this is important, mindfulness has many benefits in the classroom. Perhaps the most notable is its facility for improving children's attention span during English lessons and elsewhere in life. This is increasingly important as children are immersed in a world of digital screens and social media. Learning to focus can help to counteract the constant demands on their attention and develop greater patience and staying power for any one activity.

, experts agree that our attention span varies depending on what we are doing. The more experience we have of how much attention a certain situation needs, the more the brain will adapt and make it easier for us to focus on those situations.

The brains of school-age children develop rapidly. So, the more we can do to demonstrate to them what it feels like to pay attention for a prolonged period, the more likely they are to be able to produce that level of attention in similar situations.

For teenagers it is even more important. During adolescence, our brains undergo a unique period of neural development. The brain rapidly streamlines our neural connections to make the brain function as efficiently as possible in adulthood. Like a tree shedding branches, it will get rid of any pathways that are not being used and strengthen up the areas that are being used: use it or lose it. So if teenagers are not actively using their ability to pay conscious attention and spending too much time in automatic pilot mode, through screen use and in periods of high exam stress, the brain won't just not strengthen their capacity to focus; it may make it harder for them to access the ability to pay attention in future.

The how: three exercises to teach your students mindfulness

These three mindfulness exercises will help your language students integrate awareness into everyday activities in their school and home lives.

1. Mindful use of screens and technology

Screen use is a major culprit of setting the brain into automatic pilot. This is an activity you canpractice in school during computer-based lessons or even ask the students to practise at home.

  • Close your eyes and notice how you feel before you've started
  • Consciously decide on one task you need to do on the device
  • Consciously think about the steps you need to do to achieve that task and visualize yourself doing them
  • Then turn on the device and complete the task. When you have finished, put the device down, walk away, or do something different
  • Notice if you wanted to carry on using the device (this doesn't mean we need to)

2. Mindful snacking

We eat so habitually that we rarely notice the huge range of sensory stimulation going onunder the surface of this process. This is a great activity to practise with your students during breaks or lunch.

  • Hold the snack in your hand and notice five things you can see about it
  • Close your eyes and notice five things about the way it feels in your hand or to touch
  • Keep the eyes closed and notice five things you can smell about the snack
  • Bring the snack slowly to your mouth and taste it – notice five different subtle tastes

3. Counting the breath

A brilliantly simple exercise to teach the brain to focus attention on one thing for a longerperiod of time. It can be done anywhere and can also have the helpful side effect ofreducing stress through passively slowing down the breath.

  • Close your eyes or take a soft gaze in front of you
  • Focus your attention on the breath going in and out at the nostrils
  • Notice the breath temperature on the way into the nose compared to its temperature on the way out
  • Count 10 breaths to yourself – in 1, out 1; in 2, out 2; and so on
  • If the mind wanders, gently guide it back to the breath
  • When you get to 10 you can either stop there or go back to 1 and start again
  • In time, it will become easier to stay focused for the full 10 breaths and for even longer

If a part of you is still wondering where to start with mindfulness, then paying conscious attention to anything that draws our senses to the present moment: the breath, physical sensations in the body, sounds, smells or tastes - these are all brilliant places to start. Remember that mindfulness is simply a state of mind, a way of interacting with the world around us. How we access that state of mind can vary depending on the school, the language lesson and the students - there are many possibilities. As an English teacher, it's important to encourage and help students academically and in regards to their wellbeing.

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    Why GSE and AI are a game-changing combination for ELT

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    Pairing AI’s creative speed with the GSE’s structured outcomes offers a scalable way to meet learner needs without compromising instructional quality.

    Unlocking measurable, differentiated and efficient teaching with GSE and AI

    The GSE makes objectives measurable

    Unlike generic teaching goals, GSE objectives are specific and measurable. For example, a B1-level learner objective might state:

    “Can identify a simple chronological sequence in a recorded narrative or dialogue.” (GSE 43)
    This clarity helps teachers define outcomes and ensure each AI-generated task targets an actual language skill, not just generic content.

    Generative AI enhances productivity

    Teachers using Generative AI can create draft lesson materials in minutes. By inputing a structured prompt such as:

    “Create a B1 reading activity that helps learners summarize the main points of a short article.”
    ChatGPT can instantly generate content that meets the learning goal. When guided by the GSE, AI becomes a collaborative assistant as well as a time-saver.

    The GSE + AI combination supports differentiation

    Because the GSE includes descriptors across a wide proficiency range (from pre-A1 to C2), teachers can tailor AI-generated content to meet the exact needs of their students. Mixed-level classrooms or tutoring contexts benefit especially from this, as teachers can create multiple versions of a task with consistent scaffolding.

    Practical tips

    • Use the GSE Teacher Toolkit to select objectives based on skill, level or function.
    • When prompting ChatGPT, include the GSE descriptor in your input for more precise results.
    • Always review and adapt the AI output to match your learners’ context, culture and curriculum.
    • Create a prompt library mapped to GSE codes to save time in future planning.

    A step-by-step example of the GSE and AI in action

    Here is a typical application of the workflow:

    1. A teacher selects a GSE objective, such as:
      “Can write a basic formal email/letter requesting information.” (GSE 46).
    2. Within seconds, a sample formal email, accompanied by a short reading comprehension task and a vocabulary activity, is generated.
    3. The reading task serves as a model to help learners analyze the structure, tone, and key language features of a well-written email before attempting their own.
    4. The teacher then reviews and refines the output for clarity, appropriateness, and context relevance.

    This process supports targeted teaching while significantly reducing preparation time.

    Overcoming challenges: Ensuring quality and relevance

    Challenge: AI outputs may lack cultural context, level appropriateness or instructional clarity.
    Solution: Always pair AI with professional judgment. Use the GSE to check that skills match the intended outcome, and adjust the complexity of the language as needed.

    Challenge: Teachers may be unfamiliar with how to write effective AI prompts.
    Solution: Start simple with templates like:

    “Create a [skill] activity at [level] that supports this GSE objective: [insert objective].”

    Challenge: Risk of over-relying on AI for instruction.
    Solution: Use AI as a starting point, not the final product. Combine AI-generated content with classroom interaction, feedback and your own creativity.

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    • : for exploring and selecting level-appropriate learning objectives
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    • GSE Smart Lesson Generator: an AI-powered lesson creation tool developed by ɫèAV that uses the GSE framework to automatically generate high-quality activities and lesson plans
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    1. How do I establish effective classroom management and routines?

    The challenge:
    A new year means a new group of students, each with unique personalities and expectations. Setting clear routines and managing classroom behavior can be daunting, especially when students test boundaries or struggle to adjust.

    The solution:
    Set the tone early by communicating clear expectations for behavior, participation and respect. Use visual aids and consistent language to reinforce routines. Involve students in rule-setting to foster ownership and accountability. Consistency and patience are key; routines may take time to solidify, but your commitment will pay off.

    2. How can I build strong relationships with my students?

    The challenge:
    Connecting with a diverse group of learners – some of whom might be eager, while others might be more reserved – can be challenging. Building trust and rapport is essential for engagement and academic success, but it doesn’t happen overnight.

    The solution:
    Dedicate time to getting to know your students as individuals. Use icebreakers, interest surveys and daily check-ins to show you care about their lives beyond academics. Incorporate culturally-responsive teaching practices to respect students’ backgrounds and experiences. Even small gestures, such as greeting students by name and celebrating their achievements, can make a big difference.

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    How to support your children going back to school

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    The back-to-school transition is a pivotal time for families. As always, encouragement and positivity are important to support your child – and clear, enforceable routines and expectations are the secret to helping your child settle back into school. Set your child up for success with these practical, easy-to-follow steps, tailored for each age group.

    For primary and elementary school children (Ages 5–11)

    1. Set a consistent sleep and waking schedule and stick to it

    • Action:At least one week before school starts, set a firm wake-up and bedtime, including a shut-off time for screens – ideally an hour before bedtime.Find soothing activities to help your child relax before bed: for example, if their bedtime is 8:00 pm, you could start the wind-down routine at 7:00 pm by reading a favourite story together and listening to peaceful music. Some children wake naturally, others struggle to get up and may need an alarm clock to help them.
    • Enforcement:Remember to stick to the bedtime routine: no exceptions on school nights.

    2. Practice the morning routine

    • Action: Do a rehearsal of the school morning: getting dressed, eating breakfast, brushing teeth, and being ready to leave the house on time. If your child is attending a new school, it may reassure them to rehearse the journey in advance.
    • Enforcement: Use a visual checklist on the fridge to help your child track which tasks need to be done. Some families prefer no screens at all in the morning, but if you have morning screentime then ensure there's no TV or devices until all tasks are complete.

    3. Organize school supplies together

    • Action: Label all supplies in advance. Take the time every evening to pack their schoolbag together each evening.
    • Enforcement:Let your child be responsible for checking off a packing list before bed. If they forget something, if appropriate and within reason, you could let them experience the natural consequence.

    4. Establish a homework zone

    • Action: Set up a specific, distraction-free spot for homework.
    • Enforcement:Ensure that homework happens before playtime or screen time. Use a timer if needed to keep them focused: most children find it easier to concentrate for a finite period rather than an infinite one (for example, "work until the timer goes off in 15 minutes" is easier for a child to respond to than "work until you've completely finished your homework").

    5. Practice independence

    • Action: Teach your child tasks that are appropriate for their age and ability: for example, this could include tieing their shoelaces, zipping up their coat and opening their lunchbox.
    • Enforcement:Don't rush to help if they struggle at first. Remind them of the steps, help them if they need, support them all the way. Praise their effort, even if they can't yet do the task perfectly.

    For middle school children (Ages 11–14)

    1. Use a family calendar

    • Action: Post a large calendar in a common area. Mark it with assignment due dates, tests and extracurricular activities.
    • Enforcement: Review the calendar together every Sunday. Give your child the resopnsibility of updating it with new info from school.

    2. Set device rules

    • Action:Devices should not be in the bedroom overnight: set up device charging points somewhere outside bedrooms, for example in the kitchen, to prevent temptation. Set a “no screens” rule during homework and set a time to switch screens off every evening, preferably an hour before bedtime.
    • Enforcement:If need be, use parental controls or apps to limit screen time. Devices could also be handed in at a set time each night.

    3. Encourage self-advocacy

    • Action: If your child has a problem at school, support them in resolving it. Don't rush to solve the problem for them, ask them how they could approach the issue and guide them towards a good solution. If need be, coach them on how to email a teacher or ask for help in person.
    • Enforcement: Don’t step in immediately – give them the space and support to devise a possible solution. Support and coach as needed to build their confidence in handling the situation themselves.

    4. Make packing lunch their job

    • Action: Teach your child to pack their own lunch the night before.
    • Enforcement: If they forget to prepare or bring it, choose the response that's safe and appropriate for your chld's age and abilities. It might be that you need to remind them, or it might be that they need to experience natural consequences and buy their own lunch.

    5. Set clear after-school expectations

    • Action: Decide together what happens after school: for example, they might want to have a snack before they start their homework, and they might want to do their chores after dinner.
    • Enforcement:Together, set the rules that are right for your child. For example, no video games or social media until homework and chores are done.

    For high-school students (ages 14–18)

    1. Require a weekly planning session

    • Action: Sit down every Sunday to review the week ahead. Consider deadlines, activities and work shifts and plan accordingly.
    • Enforcement: If your teen misses a deadline, if appropriate, let them handle the consequences with teachers or coaches.

    2. Enforce a “No-phone zone” during study time

    • Action:Ensure that phones are placed in another room during homework.
    • Enforcement: Use apps that block distracting sites or physically remove the phone.

    3. Set a reasonable curfew, even for seniors

    • Action: Agree on a curfew for school nights and weekends.
    • Enforcement:If the curfew is broken, discuss consequences and follow through. For example, if your teen is one hour late home, the next time they must come home an hour early.

    4. Expect participation in household responsibilities

    • Action:Discuss how to split household chores. Some teenagers prefer to take responsibility for a particular chore, such as doing the dishes. Other families may need to split regular chores such as laundry,cleaning and emptying the bin.
    • Enforcement: No privileges such as car keys and allowance until chores are done.

    5. Monitor academic progress, but don’t micromanage

    • Action: Check grades and other school feedback together regularly. Ask about upcoming tests and projects.
    • Enforcement: If their grades slip, find out if there's an underlying reason and offer support. Your child may require a study plan or a limit on their extracurricular activities until improvement is shown.

    Universal tips for all ages

    • Consistent mealtimes: Eat a meal together regularly, if your schedules allow. Some families meet for breakfast, others for dinner. Make sure your child is not skipping meals, especially on school days.
    • Limit extracurricular overload: One or two activities per term is plenty. Be sure to protect their downtime.
    • Model organization: Use lists, calendars and reminder apps and show your chldren how they help you stay organized.
    • Open communication: Have a daily check-in if possible. Ask about the best and most challenging parts of their day.

    Returning to school doesn't have to be stressful for children: it's a great opportunity for them to learn new skills and develop their confidence. Finding rules and routines that work for your child, and enforcing them consistently, will encourage your child's sense of responsibility and boost their skills – benefiting them both inside and outside the classroom.