It's No Joke: Using Humor in the Classroom

Abstract

The effects of the incorporation of instructor humor in both the traditional and online classroom settings was examined. Students react to instructor humor in positive ways that demonstrate both increased engagement with the material and increased information recall following the use of instructor humor in lecture. Challenges of instructor and student relationship and connection within the classroom could be mitigated in part through the use of humor. Despite its challenges, instructors should incorporate humor in the classroom. The ability to project one's personality and connect with students in the classroom is a the incorporation of humor, instructors should play to their own strengths and talents in the delivery of humorous material in the classroom, both traditional and virtual.

Humor as an Innovative Method for Teaching Sensitive Topics

“…Highet indicated that humor helps students be attentive, presents a true picture of subjects, and establishes rapport in a classroom setting. The benefits of humor as a teaching tool include establishing a relaxed, positive atmosphere conducive to better learning; promoting increased comprehension and retention; aiding cognitive development; managing undesirable behavior; building selfconfidence; and enhancing the lives of both students and faculty (Desberg, Henschel, Marshall, & McGhee, 1981;Hunsaker, 1988;Hyman, 1974;MacAdam, 1985;Powell & Andresen, 1985;Watson & Emerson, 1988;Ziv, 1988). MacAdam (1985) provided a summary of research on the use of humor.…”

“…However, the literature does provide general suggestions for incorporating humor into teaching. These include establishing an atmosphere of humor; keeping a humor diary; sharing humorous items, funny stories, jokes, cartoons, and humorous quotations; writing limericks, last lines of limericks, comic verse, captions for cartoons, punch lines for jokes, or monologues; exaggerating problems and brainstorming solutions; and creating new uses for common objects (Baughman, 1979;Highet, 1958;Hunsaker, 1988;Watson & Emerson, 1988). With a bit of creativity and daring, these suggestions can be applied to teaching sensitive topics in geriatric education.…”

Humor Effectiveness in L2 Classrooms: The Case of Rural School EFL Students

“…English teachers believe in integrating humor, creating a successful classroom as it has been used as a new appropriate technique for L2 teaching. Learning English has a link to amusement as successful L2 learning emerges when L2 learners base their learning on fun and enjoyable classroom learning (Hunsaker, 1988). The such statement sets a positive manifestation that can create productive classroom learning, which leads to a willingness to accept new contributions toward learning.…”

Humor To The Rescue: How To Make Introductory Economics An Appealing Social Science For Non-Majors

“…Fourth, humor should be relevant to the material being discussed. Humor for the sake of humor serves no constructive purpose, and the urge to do so must be resisted at all times (Hunsaker, 1988). This point is important if retention and recall of course material is to be encouraged.…”