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Humor in the Classroom as a Teaching Strategy

Humor in the Classroom as a Teaching Strategy PRACTICE NOTES The goal of teaching is, of motivation, there are ways to As memory serves, not one talk adding other successful techniques communicate that are more show host or guest has expired can be beneficial in creating a through some form of communication, to cause effective than others. The on the stage due to humiliation! more relaxed and effective behavioral or knowledge change appropriate use of humor can be Another reason is the excuse learning atmosphere. No one is in the learner. Three elements are an effective tool to facilitate that “I cannot tell a joke.’‘ While suggesting that teachers should needed to communicate: a communication. it is true that some people are turn their classrooms into Campus But if communicator, a message, and an For centuries most educators more adept at humor than others, Comedy Clubs, far from it. you don’t have the attention of audience. But is that really apparently shunned the use of you can become more accom- enough? How many times do humor or other entertaining plished with practice. Relate an your audience, then you cannot accomplish the task at hand- educators fail to communicate? devices (Ascham, 1970). The use amusing incident. Tell a humorous imparting knowledge. When communication breaks of humor in the school was held story. Start with just enough to Successful teachers generally down in the classroom, there are in disregard, and any student test the waters. Success breeds seem to be those who make class a number of possible reasons. who dared to be funny was success. As you gun small victories, an enjoyable experience that Perhaps the most common reason labeled the ”class clown.” A your self-confidence will improve more enlightened view of humor students look forward to, rather is the audience’s inattentiveness. until you are more at ease. is furnished by Mindness, who Yet another reason is the than those who made their Is there a reader among us who maintains that our sense of attitude that teachers are not in classes a tense, adverse learning does not recall the tale of the humor is one of our most the entertainment busienss and climate. Teachers who elect to farmer and his mule? Just in valuable facilities, without which should not try to be funny. While wisely use humor in their classes case.. . life would be unbearable. If this is this is true, teachers are in the will not only make those classes true, doesn’t it make sense for communication business and far more enjoyable for both the A city dweller was visiting a humor to be an integral part of should use the most effective teacher and the students, but will farm. The farmer was hitching everyday classes? means at their disposal in order also enhance the learning that his mule to a plow, a process Memory is facilitated through the to facilitate communication- occurs by having more interested, that the city dweller watched use of “memory hooks,” which including humor. attentive learners. A with some fascination. After are used to organize and recall There are some things teachers he was done, the farmer information. One of the most can do to more effectively use picked up a two-by-four and, with no apparent provocation, effective memory hooks is the humor in instruction. Weaver and humorous story. Most people Cotrell (1987) suggest specific whacked the mule. The visitor remember a funny story. If a techniques for developing humor was appalled! “Why on earth did you hit story is associated with something in the classroom. Among their the mule?” the visitor that is useful or necessary, so suggestions, which this author exclaimed. much the better. If humor has found to be very worthwhile, “I’m fixin’ to plow that produces the desired change in are the following: or gain in knowledge, field yonder and this here behavior Be spontaneous, natural. mule’s gotta pull the plow.” then the communicator has Be willing to laugh at the farmer replied. succeeded! yourself/don’t take yourself too Since research and casual “I understand that,” said seriously. observation support a number of the city dweller, “but why did Use stories and experiences that reasons to use humor, why do you hit him?” emerge from the subject matter. some educators shy away from “Well,” came the reply, Use personal experiences. using it in the classroom? “afore he’ll listen to me, I’ve One possible reason why many gotta get his attention.” Relate things to the everyday teachers do not use humor is that life of students. Read the student In a way, the problem suggested they may feel that their egos are newspaper. Listen to “their” at stake. What if the students do in the story is the same one that music; see “their” movies. not find their jokes, or other teachers face-how to get and Encourage a give-and-take maintain the attention of learners. attempts at humor, to be at all climate between yourself and All students have their own humorous? The teachers will students. Play off their comments. agendas. Teachers need to create surely die of embarrassment and -by Duane Inman Tell joke or two. Do outrageous an atmosphere in which the humiliation! If this is the problem, things. Admit you’re no good at Assbtant pmfessor of students want to attend to the one needs look no further than it. Appear human. teacher education, lesson. Sometimes students are professional entertainers. How Loubiana Tech University Adapting these guidelines to motivated by grades or the desire many times do comedians fail to your teaching situation and Ruston, Loubhna to learn the subject. But regardless be funny and then spring back? May 1991 A 29 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Humor in the Classroom as a Teaching Strategy

Adult Learning , Volume 2 (7): 1 – May 1, 1991

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Publisher
SAGE
Copyright
© 1991 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959100200711
Publisher site
See Article on Publisher Site

Abstract

PRACTICE NOTES The goal of teaching is, of motivation, there are ways to As memory serves, not one talk adding other successful techniques communicate that are more show host or guest has expired can be beneficial in creating a through some form of communication, to cause effective than others. The on the stage due to humiliation! more relaxed and effective behavioral or knowledge change appropriate use of humor can be Another reason is the excuse learning atmosphere. No one is in the learner. Three elements are an effective tool to facilitate that “I cannot tell a joke.’‘ While suggesting that teachers should needed to communicate: a communication. it is true that some people are turn their classrooms into Campus But if communicator, a message, and an For centuries most educators more adept at humor than others, Comedy Clubs, far from it. you don’t have the attention of audience. But is that really apparently shunned the use of you can become more accom- enough? How many times do humor or other entertaining plished with practice. Relate an your audience, then you cannot accomplish the task at hand- educators fail to communicate? devices (Ascham, 1970). The use amusing incident. Tell a humorous imparting knowledge. When communication breaks of humor in the school was held story. Start with just enough to Successful teachers generally down in the classroom, there are in disregard, and any student test the waters. Success breeds seem to be those who make class a number of possible reasons. who dared to be funny was success. As you gun small victories, an enjoyable experience that Perhaps the most common reason labeled the ”class clown.” A your self-confidence will improve more enlightened view of humor students look forward to, rather is the audience’s inattentiveness. until you are more at ease. is furnished by Mindness, who Yet another reason is the than those who made their Is there a reader among us who maintains that our sense of attitude that teachers are not in classes a tense, adverse learning does not recall the tale of the humor is one of our most the entertainment busienss and climate. Teachers who elect to farmer and his mule? Just in valuable facilities, without which should not try to be funny. While wisely use humor in their classes case.. . life would be unbearable. If this is this is true, teachers are in the will not only make those classes true, doesn’t it make sense for communication business and far more enjoyable for both the A city dweller was visiting a humor to be an integral part of should use the most effective teacher and the students, but will farm. The farmer was hitching everyday classes? means at their disposal in order also enhance the learning that his mule to a plow, a process Memory is facilitated through the to facilitate communication- occurs by having more interested, that the city dweller watched use of “memory hooks,” which including humor. attentive learners. A with some fascination. After are used to organize and recall There are some things teachers he was done, the farmer information. One of the most can do to more effectively use picked up a two-by-four and, with no apparent provocation, effective memory hooks is the humor in instruction. Weaver and humorous story. Most people Cotrell (1987) suggest specific whacked the mule. The visitor remember a funny story. If a techniques for developing humor was appalled! “Why on earth did you hit story is associated with something in the classroom. Among their the mule?” the visitor that is useful or necessary, so suggestions, which this author exclaimed. much the better. If humor has found to be very worthwhile, “I’m fixin’ to plow that produces the desired change in are the following: or gain in knowledge, field yonder and this here behavior Be spontaneous, natural. mule’s gotta pull the plow.” then the communicator has Be willing to laugh at the farmer replied. succeeded! yourself/don’t take yourself too Since research and casual “I understand that,” said seriously. observation support a number of the city dweller, “but why did Use stories and experiences that reasons to use humor, why do you hit him?” emerge from the subject matter. some educators shy away from “Well,” came the reply, Use personal experiences. using it in the classroom? “afore he’ll listen to me, I’ve One possible reason why many gotta get his attention.” Relate things to the everyday teachers do not use humor is that life of students. Read the student In a way, the problem suggested they may feel that their egos are newspaper. Listen to “their” at stake. What if the students do in the story is the same one that music; see “their” movies. not find their jokes, or other teachers face-how to get and Encourage a give-and-take maintain the attention of learners. attempts at humor, to be at all climate between yourself and All students have their own humorous? The teachers will students. Play off their comments. agendas. Teachers need to create surely die of embarrassment and -by Duane Inman Tell joke or two. Do outrageous an atmosphere in which the humiliation! If this is the problem, things. Admit you’re no good at Assbtant pmfessor of students want to attend to the one needs look no further than it. Appear human. teacher education, lesson. Sometimes students are professional entertainers. How Loubiana Tech University Adapting these guidelines to motivated by grades or the desire many times do comedians fail to your teaching situation and Ruston, Loubhna to learn the subject. But regardless be funny and then spring back? May 1991 A 29

Journal

Adult LearningSAGE

Published: May 1, 1991

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