This article examines how attention-promoting activities like mini-meditations and various creative activities are part of teachers’ leadership of students' way of being present in a sixth grade primary school class and in a fifth grade class at a Waldorf school. With a socio-cultural and cultural-phenomenological basis, there is an analysis of how various activities appear in the transitions between, and in the lead up to, subject activities. There is also a discussion of how awareness-promoting activities should be understood as part of school's civilizing and disciplining of students, and thus as a governance ambiguity.

Keywords: Attention promotion, School, Cultural Phenomenology, Civilization