Mindful Moments Quick Reference

What Is Mindfulness?
Paying attention on purpose, in the present moment, without judging what you notice.

In your own words, mindfulness means:

Skill 1: Observe

Definition: Notice what’s happening around you and inside you without trying to change it.

Steps:
• Look around and take in details
• Notice physical sensations
• Observe your thoughts and feelings

My observations during practice:

When I can use Observe:

Skill 2: Describe

Definition: Name what you notice using words.

Steps:
• Label sounds, sights, and feelings (“I hear…,” “I feel…,” “I see…”)
• Use simple, factual words
• Avoid judging or interpreting

My descriptions during practice:

When I can use Describe:

Skill 3: Participate

Definition: Fully engage in the moment without overthinking.

Steps:
• Throw yourself into the activity
• Focus on what you’re doing right now
• Let go of self-conscious thoughts

My experience during practice:

When I can use Participate:

My Practice Reminders

• Practice Observe when you feel distracted
• Use Describe to calm your mind when you’re worried
• Try Participate to get “in the zone” during tasks

My plan to practice daily:

Mindful Moments Script

Warm-Up: Mindful Opening (5 minutes)

Teacher says:
“Good morning, everyone! Today we’re going to try three simple skills called Observe, Describe, and Participate. These are mindfulness tools that can help you calm down, focus in class, or handle stress.

Please sit comfortably in your chair with your feet flat on the floor. Let your hands rest on your desk and soften your gaze—look gently at the floor or close your eyes if you feel comfortable.

I’m going to play a bell sound from our Mindfulness Bell Audio. As you listen, breathe in slowly through your nose for four seconds, then breathe out through your mouth for four seconds. Let’s begin.”

Play bell sound.

Teacher guides:
“Ready? Breathe in… 1, 2, 3, 4. Breathe out… 1, 2, 3, 4.

In… 1, 2, 3, 4. Out… 1, 2, 3, 4.”

After one minute of guided breathing, ring the bell again.

Teacher transitions:
“Great work! Notice how you feel now compared to before. Keep that calm feeling in mind as we move on.”

Direct Instruction: Introduction to Mindfulness (7 minutes)

Teacher displays DBT Mindfulness Skills Visual Slides and says:

“Mindfulness means paying attention on purpose, in the present moment, without judging what you notice. We’ll learn three skills:

• Observe
• Describe
• Participate

Let’s look at each one.”

Slide: Skill 1: Observe
Teacher says:
“Observe means noticing what’s happening inside and around you. For example, you might feel the chair under you or notice a fluttery thought.

Can someone give me an example of something you’ve observed, maybe without even realizing it?”

Wait for student response, then affirm and move on.

Slide: Skill 2: Describe
Teacher says:
“Describe means putting words to what you notice. You might say, ‘I hear cars outside,’ or ‘I feel my heartbeat.’ Labeling helps you separate facts from story.

Why do you think naming what you notice might help you feel calmer?”

Accept one or two answers.

Slide: Skill 3: Participate
Teacher says:
“Participate means fully engaging in the moment—like being ‘in the zone’ when playing a sport or doing art. You aren’t overthinking; you’re just doing.

Has anyone ever felt ‘in the zone’? What was that like?”

Brief sharing.

Teacher distributes the Mindful Moments Quick Reference Handout and says:

“Please take one handout and keep it on your desk. We’ll use it during practice.”

Teacher transitions:
“Now let’s try each skill in quick, guided exercises.”

Guided Practice: Skill Exercises (10 minutes)

Teacher says:
“We’ll do three one-minute exercises. After each, you’ll jot a quick note in your journal. I’ll ring the bell to start each one.

1. Observe: Notice physical sensations.
2. Describe: Name three sounds silently.
3. Participate: Engage fully with the bell sound.

Let’s begin.”

Exercise 1: Observe

Teacher says:
“When I ring the bell, close your eyes or soften your gaze and notice how your feet feel on the floor. I won’t say anything until the bell rings again.”

Play bell. One minute of silence.

Play bell.

Teacher says:
“Open your eyes. In your journal, write one sentence about how your feet felt.”

30 seconds for students to write.

Exercise 2: Describe

Teacher says:
“When you hear the bell, silently name three sounds you hear around you. Don’t speak out loud—just notice in your mind.”

Play bell. One minute of silence.

Play bell.

Teacher says:
“Now write the three sounds you named in your journal.”

30 seconds.

Exercise 3: Participate

Teacher says:
“For this final one, give your full attention to the next bell sound—listen to every part of it without judging it. Let yourself be part of the sound.”

Play bell. One minute of silence.

Play bell.

Teacher says:
“In one word, write how it felt to fully engage with that sound.”

30 seconds.

Teacher transitions:
“Nice work, everyone. You’ve practiced all three skills!”

Cool-Down: Reflection and Sharing (5 minutes)

Teacher says:
“Let’s share for a moment. Who would like to tell us one thing they noticed during Observe? Or one sound from Describe? Or how it felt to Participate?”

Invite 2–3 volunteers.

Teacher prompts:
“Can you say a bit more about that feeling?”

“Did you notice any change from the start to now?”

Teacher concludes:
“Thank you for sharing. Remember, you can use these skills anytime—before a test, when you’re worried, or before bed.”

Assessment: Exit Ticket (3 minutes)

Teacher says:
“Finally, please open your journals and complete our exit ticket. Write:

1. Define one DBT mindfulness skill in your own words.
2. Describe a situation when you might use that skill.

You have two minutes. When you finish, place your journals in the basket at the front.”

Monitor and ring the bell when time is up.

Teacher closes:
“Great job today. Keep your handout handy and practice these skills whenever you need a mindful moment!”

Warm-Up: Mindful Opening

Today’s goal is to center our attention and prepare for our mindfulness practice.

1. Sit comfortably with your feet flat on the floor and your hands resting in your lap.

2. Soften your gaze or close your eyes if that feels comfortable.

3. When you hear the bell, breathe in slowly through your nose for four counts, then breathe out through your mouth for four counts.

   • Play the bell sound from our Mindfulness Bell Audio.
   • Continue this cycle of breathing with the bell for one full minute.

Reflection

1. Before the exercise, I felt:
   
   
   
   
   
   

2. After the exercise, I feel:
   
   
   
   
   
   

3. One time I could use this breathing exercise is:
   
   
   
   
   
   

Reflection Exit Ticket

Please complete the following to show your understanding and plan for using these skills:

1. Which DBT mindfulness skill did you practice today?
   
   
   
   

2. Define that skill in your own words:
   
   
   
   
   
   
   

3. Describe a real-life situation where you could use this skill:
   
   
   
   
   
   
   

4. How did you feel before and after practicing this skill?
   
   
   
   
   
   
   

(Tip: Use your Mindful Moments Quick Reference Handout if you need a reminder of the steps.)

Mindfulness Bell Audio

Use this calming bell tone to begin and end mindfulness exercises during class.

Play the Mindfulness Bell Audio

(Tip: Have this file queued and at an appropriate volume before starting your warm-up and guided practice exercises.)

Exit Ticket Answer Key

This answer key offers sample responses, teacher guidance, and a simple scoring rubric to help you evaluate students’ Reflection Exit Tickets.

Scoring Rubric (6 Points Total)

• Question 1 (Q1): 1 point
• Question 2 (Q2): 2 points
• Question 3 (Q3): 2 points
• Question 4 (Q4): 1 point

Grading Guidelines
• Full Credit: Response clearly meets the expectation described below.
• Partial Credit: Response shows some understanding but is incomplete or missing a key detail.
• No Credit: Response is incorrect or off-topic.

Q1: Which DBT mindfulness skill did you practice today? (1 Point)

Sample Correct Answers:

• "Observe"
• "Describe"
• "Participate"

Teacher Notes:
• Full Credit: Student names exactly one of the three skills.
• No Credit: Student writes a different skill or leaves it blank.

Thought Process:
Check that the student recalls one of the three DBT skills introduced (Observe, Describe, Participate). This confirms basic retention.

Q2: Define that skill in your own words. (2 Points)

Sample Definition for Observe:
"Observe means paying close attention to what you see, hear, or feel right now without trying to change it. You notice your thoughts and sensations like a scientist watching an experiment."

Teacher Notes:
• 2 Points (Full): Definition mentions non-judgmental noticing, includes examples of sensations or thoughts.
• 1 Point (Partial): Definition mentions noticing but omits non-judgment or examples.
• 0 Points: Definition is incorrect or missing.

Thought Process:
Look for three elements: paying attention in the present, noticing internal or external experiences, and a non-judgmental stance.

Q3: Describe a real-life situation where you could use this skill. (2 Points)

Sample Response for Observe:
"I could use Observe before a math test by noticing the tension in my shoulders and my breathing. That would help me calm down and focus."

Other Examples:

• Using Describe when you feel nervous: "I feel my heart racing, I see my hands shaking, I hear my thoughts spinning."
• Using Participate in gym class: fully concentrating on dribbling the basketball without thinking about mistakes.

Teacher Notes:
• 2 Points (Full): Situation is realistic, clearly tied to the chosen skill, and shows understanding of when to apply it.
• 1 Point (Partial): Situation is plausible but vague (e.g., "when I’m stressed") without detail.
• 0 Points: Situation is unrelated or missing.

Thought Process:
Evaluate whether the student can transfer the skill to everyday contexts, demonstrating practical understanding.

Q4: How did you feel before and after practicing this skill? (1 Point)

Sample Response:
"Before I felt tense and distracted. After practicing Observe, I felt calmer and more focused."

Teacher Notes:
• 1 Point (Full): Student compares two distinct feeling states (before vs. after).
• 0 Points: Student gives only one feeling or fails to compare.

Thought Process:
Confirm the student noticed an emotional shift, reinforcing the benefit of mindfulness practice.

Overall Teacher Guidance

1. Tally Points using the rubric.
2. Highlight Growth: Note any particularly insightful examples or definitions.
3. Provide Feedback: Encourage students who earn partial credit with prompts (e.g., “Great start! Next time, try including the non-judgment aspect in your definition.”).

Use this answer key to ensure consistent grading and to guide students toward deeper understanding of DBT mindfulness skills.