Teaching Artistry Tip: Breathe to better teaching

Everything starts with a breath.

When you enter a classroom breathless, tense or rushed, that appears in your voice. You may speak too quickly, over-explain, raise your volume unnecessarily, or sound less available to learners.

Most teachers know the feeling. You have moved quickly between lessons, dealt with an unexpected problem, answered messages, prepared materials, and then suddenly it is time to teach. Your body may have arrived in the classroom, but your attention has not quite caught up.

Before teaching, take a few minutes to settle your breathing and warm up your voice.

This is a small practice, but it can change the way you begin a lesson.

Try this breathing pattern

1. Breathe in through your nose for a count of four.
2. Hold the breath for a count of four.
3. Breathe out through your mouth for a count of four, making a gentle sound.
4. Hold for a count of four.
5. Repeat several times.

The gentle sound on the out-breath helps connect breath and voice. It also gives you a chance to notice what is happening physically.

Does your voice feel tight or forced? Does the sound come easily? Are your shoulders raised? Is your jaw tense? Are you rushing the out-breath?

The aim is not to produce a perfect sound. The aim is simply to arrive more fully in your body before you begin teaching.

Watch the breathing activity here.

This is not just a breathing exercise

As well as warming the voice and making you more calm, grounded and present, but it is also a classroom-management exercise.

A teacher who breathes well is more likely to pause, listen and respond calmly. They are more able to use their voice deliberately rather than reactively.

When we are tense, our teaching can become faster and louder. We may repeat instructions because learners have not understood them, but without noticing that we are speaking too quickly. We may fill every silence because pauses feel uncomfortable. We may use volume to gain attention when a calmer pause, a look or a change in physical position would be more effective.

Breath creates space.

That space can help you choose how to respond when learners look confused, when a task is not working, when someone gives an unexpected answer, or when the energy in the room changes.

Develop awareness of your own voice

Try recording yourself during a lesson. Choose a short moment when you are giving instructions, explaining a task or responding to learners’ questions.

Listen to the recording twice.

The first time, listen for clarity.

• Was I speaking too fast?
• Did I pause between steps?
• Did I emphasise the key words?
• Did I give learners time to process?

The second time, listen for emotional tone.

• Did I sound calm?
• Did I sound impatient?
• Did my voice invite learners into the task?
• Did I sound rushed or grounded?
• Did my tone suggest that learners could ask for help?

Teachers are often trained to focus on what they say: the language point, the instruction, the question, the feedback. Teaching Artistry also asks us to notice how we say it.

This is an exercise in noticing.

Our breath, pace, volume, pauses, facial expression and physical presence all communicate something to learners.

Choose one small vocal habit

After listening to yourself, choose one small habit to work on for a week.

It might be:

• pausing before giving instructions;
• lowering your volume when you want attention;
• breathing before responding;
• slowing down when learners look uncertain;
• allowing a few seconds of silence after asking a question;
• finishing an instruction before moving on to the next one.

Do not try to change everything at once. Small, repeated adjustments are more likely to become part of your teaching presence.

A learner’s perspective

Learners may not remember every word a teacher says, but they often remember how the teacher’s voice made them feel.

A calm, patient voice can communicate safety and confidence. A flat, hurried or irritated voice may create distance, even when the teacher’s words are supportive.

Learners are constantly interpreting tone. They may hear whether the teacher sounds interested, disappointed, bored, angry, rushed or available. They may also decide whether it feels safe to take a risk, ask a question or admit that they have not understood.

Reflect after your next lesson

After teaching, ask yourself:

• When did my voice help learners feel calm, focused or interested?
• When might my voice have added pressure?
• Did I use volume, pause, pace and breath deliberately?
• Did I speak from intention, or from tension?

Teaching Artistry begins with small moments of awareness.

Before your next class, take one minute to breathe. Notice your voice. Then enter the room with a little more space, choice and presence.