Mindfulness has well been established as a positive technique to improve mental health and well-being. Specifically, taking time to practise awareness and observation can lessen stress and anxiety. However, the benefits of mindfulness don’t stop here. Rather, integrating mindfulness into TEFL teaching can improve students’ confidence in language learning. Additionally, mindfulness has been shown to improve focus as well as boost cognitive mechanisms for learning. For example, mindful teaching practices like meditation and visualisation in the classroom can improve students’ retention of vocabulary or their fluency in speaking.

Creating a Positive Learning Environment

Mindful teaching is crucial to create the positive learning environment necessary for the TEFL classroom. In particular, language learning (especially speaking!) can be very stressful and anxiety-inducing. Students are often afraid to make a mistake or be misunderstood when learning a new language. Mindfulness can be a valuable tool to help students to overcome these fears. Small techniques like deep breathing help students acknowledge and overcome doubts and self-judgements. Additionally, mindful teaching practices can aid with impulse and emotional control. This will ensure students can focus on materials without mental distractions. 

Practical Applications of Mindful Teaching

Some low-effort ways you can incorporate mindful teaching into your classroom are to: 

1. Start the class with a 2-minute mindfulness activity, like deep breathing or a focus on the senses (e.g., “What can you hear, see around you?”). These can double as great lead-ins!
2. Before a speaking activity, have students take a mindful pause to clear their thoughts.
3. Use guided visualisations to immerse students in scenarios they need to describe or discuss.
4. Incorporate simple stretching exercises (e.g., shoulder rolls, wrist circles, or shaking out arms and legs) into a difficult or long lesson to decompress and release physical tension.
5. At the end of a class, have students reflect on what they’ve learned and write about it.

Which of the above activities will be most beneficial depends on the specific needs of your class. For instance, breathing exercises before speaking activities may be most beneficial for a younger class. In contrast, stretching exercises are likely more effective and appropriate for adult or teenage learners. 

Despite the known benefits of these tools, some students may be reluctant to engage in mindfulness techniques. For this reason, it’s important to be mindful of students’ comfort levels and introduce these activities gradually to ensure students are comfortable and willing to participate. Also, keep in mind that students are seeking English lessons, not mindfulness sessions. Nevertheless, integrating mindfulness techniques can significantly enhance their learning, leading to more effective outcomes in the classroom.

Student-Centred Mindful Teaching Techniques

As mentioned, TEFL is a unique area in education in that there are specific components of language learning that especially benefit from mindful teaching. Specifically, TEFL students are more likely to struggle with speaking anxiety, stage fright, or fear of making mistakes. Introducing mindful exercises to your students is a great way to give them the tools to combat such issues. For instance, leading a guided breathing before every presentation, discussion, or exam will train your students to use thoughtful reflection as a coping mechanism. This is a lesson they can use beyond the TEFL classroom to focus or calm down in other real world situations. 

Sample Lesson Plan

Level: Upper-Intermediate
Objectives:

• Introduce students to mindfulness practices for managing speaking anxiety
• Practise speaking fluently and confidently in small groups
• Learn vocabulary related to emotions and self-regulation

Warm-up Activity (10 minutes):

• Start with a brief discussion: “What makes you feel nervous when speaking English?”
• Teach vocabulary related to emotions (e.g., anxious, nervous, calm, focused, overwhelmed).

Mindfulness Practice (5 minutes):

• Guide students through a short breathing exercise: “Inhale for four, hold, exhale for four.”
• Encourage them to close their eyes and visualise a successful and confident conversation.

Main Activity (20 minutes):

• Role-play: Students work in pairs and practice asking each other questions about common topics.
• Focus on fluency, not perfection, encouraging students to stay relaxed.

Discussion (15 minutes):

• After the role-play, ask students to reflect on how they felt after using mindfulness.
• Teach useful phrases (e.g., “I felt relaxed,” “I could focus better,” “It helped me slow down.”)

Wrap-Up (10 minutes):

• End the lesson with a 2-minute grounding exercise where students focus on their breath.
• Remind students that they can use these mindfulness techniques outside the classroom.

Practical Tips

1. Start small: Incorporating just one mindfulness exercise in a lesson can make a big difference.
2. Normalise taking breaks: Show students it’s okay to pause when they feel overwhelmed.
3. Enhance focus: Apply mindfulness to help students concentrate during class exercises.

SOURCES

1. Mindful Language Learning by Luisa Zeilhofer and Yosuke Sasao, Kyoto University
2. Fostering a Positive Classroom Environment Through Mindfulness by Fly Five
3. Mindfulness by Rachael Roberts, The British Council
4. Mindfulness in the Classroom by Juliann Garey, The Child Mind Institute