The first few moments at the beginning of class, just after the bell has rung, are the most crucial for setting the tone and energy for the lesson. There are the familiar sounds of students chatting, movement in seats, and nowadays, smartphones pinging, or even videos or games being played. In addition to the background noise, there is palpable energy in the room. 

The classroom is an interesting ecosystem because all of the occupants come in from the outside world with all of their personal energy. When an instructor or student enters a classroom, they not only bring their backpacks, laptops, textbooks, and learning supplies, but additionally, they bring their stress, worry, excitement, sleepiness, exhaustion, concern, or anxiety. The atmosphere is filled with a mixture of sound and tension; all before the lesson begins.

In this scenario, how does the instructor get the class to settle down in order to begin the lesson? Most commonly, teachers begin by shouting a greeting or opening statement. 

“Good morning. How are you?” 

“Okay. It’s 8:00 a.m. Let’s get started.” 

“Everyone, take a seat. It’s time to begin the lesson.” 

I have even witnessed teachers clap their hands or whistle to get the students’ attention. Either way, teachers are attempting to control the noise and elevated energy level by competing with it by being louder or stronger.

In my early years of teaching, I would start by shouting, announcing, and sometimes even pleading with students to settle down so that we could begin the lesson. I discovered that by doing that, I was elevating my cortisol level and starting from a place of “fight or flight” energy. Because I was always competing with the students, my lessons felt rushed and had a sense of panic energy. Moreover, I was exhausted and had depleted my energy level and social battery before my teaching day was over. 

After reading Breath by James Nestor (2020), I discovered that those seconds, right after the lesson officially began, what I needed most was a quiet moment to breathe, settle my busy mind, and focus on being present. Additionally, I wanted to begin my lesson from a place of calm control. So, I integrated a simple, everyday breathing ritual into every lesson. 

Here is how the class begins normally. Students enter the classroom; the typical chatter and noise still exist. After the bell rings, I do a simple greeting of “Good morning” or “Good afternoon” at a normal volume. I instruct the students to do some light stretching in their seats. This helps to activate their brains to transition from the outside world to our inside shared space. Then they are instructed to close their eyes and take three deep breaths through their nose, hold that breath for three seconds, and then exhale with three full breaths. I encourage the students to raise their shoulders while inhaling and drop their shoulders while exhaling. In these 9 seconds, the room changes. For me, it gives me time to redirect my thoughts and energy into the present moment. For the students, it allows them to release whatever energy and thoughts they have and to smoothly and calmly ready themselves for the lesson. 

This breathing exercise also helps during stressful classroom moments. Before a presentation, a group project, or a high-stakes test, I remind the students to take a few moments to breathe. 

Without giving a lengthy explanation about how breathing helps regulate the nervous system; without scolding the students for being too noisy or rowdy; and without depleting my patience and energy levels, I have found that simply allowing the space and time to literally breathe changes the entire atmosphere and attitude of the classroom. 

So, the next time you find yourself in any situation, teaching-related or otherwise, take 9 seconds to inhale, hold, and exhale. Your mind, body, and cortisol will be grateful.