Influence of professor gender and perceived use of humor on course evaluations

Abstract

Use of humor can have positive or negative outcomes for anyone, but the literature suggests that the negative are typically more common for females than for males, especially in the classroom. The present study found, however, that in naturalistic settings, female professor s with high teaching evaluations also had significantly higher perceived-use-of-humor ratings than their male counterparts. Furthermore, while teaching effectiveness was significantly related to friendliness andhelpfulness, humor ratings were not. Perhaps Professional women become adept at developing leadership skills and interpersonal rapport and thus overcome or are not affected by stereotypes which are more often displayed when the students are in an artificial Situation andjor unfamiliar with the individual who is teaching.

Role models and confidants? Students with and without migration backgrounds and their perception of teachers with migration backgrounds

“…While the former focuses on the perception of the teacher's skills that, in the view of students, are necessary for successful instruction, the latter addresses the students' perceptions of teachers' openness and the social interaction between teachers and students. In all studies in which students were asked about their expectations of teachers, the migration background as a feature of teachers was not given any attention (e.g., Driscoll, Peterson, Browning, & Stevens, 1990;Freeman, 1994;Tatro, 1995;van Giffen, 1990).…”

Cognitive-Affective Aspect Of Humor Influence On Development Of Students' Innovative Abilities

“…Struthers (2003). K. Van Giffen studied the influence of the professor's gender on creating an atmosphere of spontaneity and effectiveness of communication during training (Van Giffen, 1990). The influence of the sense of humor on the interpersonal relationships between college teachers, the assessment of the teacher's sense of humor by the students is analyzed from the point of view of pedagogical psychology by J. Bryant, P.W.…”

Teaching Effectiveness during Lectures in Universiti Sains Malaysia School of Medical Sciences

“…Rapport is described as a good understanding of someone and an ability to communicate well with them (35), for examples lecturers offer consultation to students outside class, provide help to students with problems, show tolerance with other opinion and talk to students prior to class begins. Teaching effectiveness is significantly associated with lecturers' rapport (36), and thus developing good rapport is important due to its favourable outcomes such as good attitudes toward teachers and courses, increased student motivation, perceived learning positively (37) and promote active participation in classroom (38). This study found the lecturers' rapport aspect was an area for improvement, and thus need to be improved.…”