Learning to Breathe



Learning to Breathe

Generally speaking, most people do not breathe efficiently, and as a result, use only a fraction of their lung capacity. When people are stressed or anxious they breathe from their chest, taking rapid shallow breaths, or even worse, they hold their breath. Without sufficient oxygen, we become fatigued and lethargic.

How can all of this improve our everyday teaching?

by Paolo Iotti

Students, parents, colleagues, headmasters: having to deal with all of them can be a potential source of troubles and stress.

Many teachers know exactly what to do (in theory), but when it comes to standing in front of the class… sometimes it is a different matter!

I have been teaching for 20 years, 20 years of team teaching, words (and concepts) such as changing, growing, becoming, sharing, cooperating are part of my everyday way of thinking. But in my experience there is another word (and concept) that should be underlined: breathing.

The better we breath, the better our quality of life, the better we breath, the better our quality teaching.

Correct breathing in a stressful or difficult situation can help to confront the problem in a quieter, more relaxed frame of mind, and this is often the first step toward a solution. That is why learning to breathe is an important step towards a relaxed teaching activity.

There are two distinct methods of breathing. One uses movement of the chest and shoulders to expand the thoracic cavity and thus draw air into the lungs (thoracic or clavicular breathing). The other employs the diaphragm to achieve the same results (diaphragmatic or abdominal breathing). The consequences of each method are quite different.

When we try to inhale by lifting the shoulders and chest, the result is only shallow breaths at a cost of considerable effort. Alternatively, the muscular floor to the thoracic cavity can be used. When this large muscle, the diaphragm (which rests above the abdomen) is depressed, large quantities of air enter the lungs. When it is raised, an even pressure can be maintained resulting in a smooth, steady and, when required, sustained supply of air to the voice.

Let us consider how we can develop this diaphragmatic breathing.

The necessity for relaxation

How often is a person completely relaxed? Upon reflection the likely answer is that it very seldom happens. If we want to learn how to use the diaphragm for breathing, then we need to know how to relax fully. Lie down on a firm surface and try to relax every muscle in turn. Begin from the feet and, little by little, move toward the head relaxing each group of muscles in turn.

Keep, the eyes closed and concentrate on the progressive relaxation. This exercise takes several minutes, but if successfully performed it can induce a satisfying sense of physical and mental well-being.

Try to imitate the relaxed breathing of a baby dropping off to sleep. Their method of breathing is typically diaphragmatic, the

shoulders are still and the abdomen rises and falls gently. Once we have discovered how to breathe evenly and regularly in this way, we can go on to increase gradually the duration, the capacity and the control of our breathing. The transition from inspiration to expiration is unhurried, and we discover a degree of physical and mental relaxation.

In fact, the techniques of yoga exploit this diaphragmatic form of breathing for just this reason.

To test that you are successfully achieving the desired form of breathing, place your hand gently above the abdomen; the slight rise and fall which should be should be discernible as air is first inhaled and then exhaled will confirm that the diaphragm is being used.

Continue the exercise while still keeping the eyes closed, but now begin to allow the breath to make small sounds. This initial sound-making will increase awareness of what actually happens and introduces you to correct usage of your voice. (Many teachers have problems with their voice; they have sore throat after speaking some hours. Correct breathing helps a lot in preserving a good voice after hours of speaking). Having mastered diaphragmatic breathing, use it to improve the art of speaking- teaching. Remember that this technique requires a relaxed posture. If sitting to teach, the legs should not be crossed; when standing, the feet should be set slightly apart so that the body weight is comfortably distributed and the stance is firm. Good voice production always requires proper breath control.

Exercises for breath control

- Inhale deeply with the mouth closed, while taking care to keep the shoulders still. Without any strain, hold the breath for a moment and then exhale slowly and, at the same time, say the syllable "ma" (say it or sing it on a note that is comfortable within the range).

- Repeat the exercise with the hand on the abdomen to confirm that the breathing is correct, but this time think carefully about the sound to be made-the pitch, the intensity, the colour etc, before saying it. In other words, let the word, (the sound) happen first in the imagination and only then in reality in the throat and the mouth.

- Continue by inhaling; holding the breath briefly and then saying a syllable "ma" (or singing it) but, with each repetition, extend the period the chosen note is sustained.

- Develop the exercise by repeating the above, but this time try to sing it, choosing a note a little higher than before.

- After a little practice on the higher note repeat the procedure on a lower note.

- Vary the exercises by changing the vowel sound using instead syllables like "may,' 'me,' `moo,' "mo."

Never strain or overwork the voice. Better to work comfortably and always in a relaxed manner for a few minutes everyday than to struggle for half a day and be unable to sing for a week.

Having learned how to breath, our intention should be to maintain this new ability, by constant awareness and regular practice; this regular practise in good breathing - dealing with teaching stress- should always be based on two principals:

Be aware of yourself

Be aware of distress signals such as insomnia, headaches, anxiety, upset stomach, lack of concentration, colds/flu, excessive tiredness, etc. Remember, these can be signs of potentially more serious disorders (i.e., ulcers, hypertension, heart disease).

Relax yourself

Relax yourself by taking your mind off your stress and concentrating on breathing. Associate breathing to positive thoughts. You get the best from your everyday breathing exercises if you associate it to dreaming, progressive relaxation, listening to relaxing music, communicating with friends and loved ones, etc.

Remember the breath is your friend. It is the perfect object for your attention.  It's free, non taxable, you take it everywhere you go, if you forget it, you can find it again, you are NEVER too busy to do it.   It is your passport to the here and now, the present moment.  It is you’re your first step towards a more relaxed teaching!

Paolo Iotti is an EFL teacher at Istituto Comprensivo di Castellarano (RE) - Italy; he's also a teacher trainer and musician. For many years he's keenly been studying and researching new techniques and methods to teach young learner English effectively.



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