Why I Sometimes Use Relaxation Exercises in English Lessons
Learning to speak English isn’t just about vocabulary, grammar, or pronunciation—it’s also about how comfortable and confident students feel as they learn.
For students who feel anxious, this matters. Sometimes, a learner understands the question and knows what they want to say, but their mind goes blank. They might feel afraid, worried, or nervous about making a mistake. This isn’t because they’re lazy, unintelligent or not prepared—it’s simply that anxiety can make it much harder to communicate.
So, sometimes I add short relaxation or grounding exercises to my lessons. Just a chance to breathe and reconnect with the environemnt. Anxiety can make a person feel out of their self, as if they were watching from afar. A kind of unreality. Which doesn’t help learning. But grounding can bring a student back into their body and into the class. I don’t use them every time or with every student, and they’re always optional. But, a short pause or movement break can help a learner feel calmer and focus better.
What does this look like?
These exercises are simple and quick. They might last only 30 seconds or a minute.
Generally, a relaxation exercise will happen during the “Calm” section of our approach (CALM → SPEAK → EXPLORE → SHAPE → WIN), but it can be impromptu if it is needed at other times during the lesson. Calm doesn’t mean the student has to feel completely relaxed before learning can begin, but it does help learners settle into the lesson and feel safe enough to participate.
I might ask a student to relax their shoulders, put their feet flat on the floor, or look around the room and name three things they can see. Before a speaking activity, I may give them a little quiet time to think or an activity to write down a few useful words to use as prompts.
I also make sure to use language that matches each student’s English level. Relaxation exercises only help if the instructions are clear and easy to follow. For a beginner, I might simply say, while modelling:
“Feet on the floor. Relax your shoulders. Look at the question. Think first.”
Before speaking, I might say:
“No hurry. Write three words. Then speak.”
With a child, I may make it more playful while doing the actions:
“Shake your hands. Drop your shoulders. Take one slow breath. Ready?”
More advanced learners may be comfortable with a short visualisation or confidence-building exercise, but I would still keep the instructions clear and easy to follow. The purpose is to reduce pressure, not create another difficult language task.
Why can this help?
When we feel anxious, it can become harder to concentrate, remember words, understand instructions, and speak clearly. A student may know much more English than they can produce.
If a learner feels judged, they may focus so much on avoiding mistakes that they cannot think freely. When they feel safer, they have more space to experiment, ask questions, and try again.
Confidence should come before performance. A student does not need to feel completely confident before they begin, but they do need to feel safe enough to try.
Relaxation is always optional.
Not everyone finds the same things calming. Some people dislike closing their eyes. Some feel uncomfortable when they are told to take a deep breath. Others may prefer to sit quietly rather than follow a guided exercise. Neurodivergent people often have sensory issues that need to be taken into account too!
That’s completely fine! Students can join in, listen, or choose not to take part. Teaching with anxiety in mind means giving students more choice and helping them know what to expect, not taking control away from them.
I might offer choices such as:
“Eyes open or closed. You choose.”
Or:
“You can join in, or sit quietly.”
Offering choices can be calming in itself, especially for students who have had tough experiences in classrooms or are used to feeling pressured. Having choices gives an element of control.
This is not therapy
I am an English tutor, not a therapist. Although I do have a fair amount of knowledge in that area, that is not what I’m here to teach. These exercises are not mental-health treatment, and they are not a replacement for professional support.
They’re simply tools to support learning. Teachers might already give students extra thinking time, break tasks into smaller steps, or let them practice before speaking. A quick mindfulness exercise or meditation works in the same way—it helps create a more comfortable space for learning.
Supporting students through difficult tasks
Anxiety-aware teaching does not mean avoiding difficult activities. It does not mean a learner never has to speak, answer a question, or try something new. It just helps them to feel able to do it.
The aim is to make the challenge manageable. A student may prepare an answer before saying it aloud, practise with me before speaking in a group, or use notes until they feel more confident. We may begin with one short sentence and gradually build from there.
The goal isn’t to remove every uncomfortable feeling. It’s to help learners see that it’s okay to feel a bit nervous and still join in. To have the chance to learn nothing bad will happen, leading the way for more interaction in the future.
That is where confidence begins.
A different kind of English lesson
For some students, the hardest part of learning English is not about understanding the language. It is feeling safe enough to use it.
Confidence-First English begins with the person, not just blindly following the lesson plan. We recognise when we need to slow down and allow the student a chance to recover themselves before we carry on. Sometimes a student needs a grammar explanation. Sometimes they need more time. Sometimes they need a short pause before they speak.
A good lesson shouldn’t make anyone feel like they have to be perfect. It should help students feel supported and confident enough to take the next small step.
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