Using Conversation Analysis, this article explores the ways in which teasing is employed as an interactional tool to respond to learner-initiated departures in videotaped adult English as Foreign Language classrooms. The analysis focuses on the moments of classroom interaction where student contributions and behaviours initiate shifts from the ongoing pedagogical trajectory or the behavioural expectations of the classroom. The analyses of the focal extracts reveal that the teachers adopt either "a direct" or "an indirect" address mode in their teasing comments, where some non-verbal resources such as gaze, gestures, facial expressions, and embodied enactments are brought into use. The findings of this micro-analytic study contribute both to classroom interaction research and teacher training with an account of how embodied resources are employed for teasing in the management of learner-initiated departures.