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McKeachie and Svinicki summed up these positive consequences of humor quite succinctly when they said that transmitting knowledge through informal methods such as humor can produce and sustain interest and deep learning in students. We all know that teaching is serious i. Humor can also lead to the establishment of student-teacher rapport, which is another characteristic of master teachers. Specific examples of teacher behaviors that promote student enjoyment of learning include teachers telling jokes and funny stories; laughing along with students; and using relevant, interesting and light-hearted personal examples to highlight important points.
However, when Buskist et al. These findings puzzled me for several years, but an invitation from a colleague in our Communications Studies Department to participate in one of their symposia on the topic of humor in the classroom provided me with the incentive I needed to gather some data to help me overcome my puzzlement.
After some careful thought, I decided that one possible reason why faculty give humor — and the rapport that humor can produce — such low ratings is that they may be unaware of the positive thoughts, emotions and behaviors these qualities can elicit from their students.
If they Dark humored witty intelligent seeking non normal woman, perhaps they would be more likely to see these qualities as characteristic of effective i. My data collection strategy was simple. I gathered completed questionnaires from my students, and the of their answers to my first eight items are below. My students were unanimous in their opinion that it is possible to learn and have fun at the same time, and they overwhelmingly reported that they enjoy a class more if their instructor uses humor.
These findings support those of Buskist et al. The in parenthesis indicates the of responses that fell into each category, and each category name is followed by at least one verbatim response that illustrates this category. So, what can teachers learn from the data I collected?
Perhaps the most important overall conclusion they can draw from my findings is that students respond positively to humor in the classroom when it is positive, relevant to the subject matter being taught, and delivered in a successful manner. If you are a teacher, perhaps the best way you can use the information in this article is to perform an introspective evaluation of your own skill as a successfully humorous teacher based on your past experiences in which you have told a joke or funny story in your classroom. How did your students respond to your joke or story?
If your students almost always respond to your humor by laughing and appearing to enjoy it, then I suggest you continue to use the kind of humor that elicited these positive responses. As Garnerp. Banas, J. A review of humor in education settings: Four decades of research. Communication Education, 60 1 Buskist, W. Elements of master teaching. Buskist Eds. The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer Busler, J. What constitutes poor teaching?
A preliminary inquiry into the misbehaviors of not-so-good instructors. Teaching of Psychology, 44 4 Garner, R. Humor in pedagogy: How ha-ha can lead to aha! College Teaching, 54 1 Mahwah, New Jersey: Lawrence Erlbaum. Huss, J. The attitudes of university faculty toward humor as a pedagogical tool: Can we take a joke?
Kruger, J. Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77 6 McKeachie, W. Teaching tips: Strategies, research, and theory for college and university teachers.
Pollio, H. Humor and college teaching. Richmond, A. Teaching of Psychology, 42 Segrist, D. This class is a joke! Humor as a pedagogical tool Dark humored witty intelligent seeking non normal woman the teaching of psychology. Drew C. He used the of his research on teaching, learning, advising and mentoring to create strategies that enable college students to adapt to their educational environment, acquire academic competence, set realistic goals and achieve their career aspirations.
He published over books and articles including The Savvy Psychology Major ; made over professional presentations including 25 invited keynote addresses ; received 44 institutional, regional and national awards for teaching, advising, mentoring and service; and was honored for his contributions to the science and profession of psychology by being named a fellow of the American Psychological Association, the Midwestern Psychological Association, and as the 30th distinguished member of Psi Chi.
I became increasingly puzzled as I wrote this article. Why are some faculty so determined to continue to use humor in their classrooms when a it almost always fails e. Successful humor has two prerequisites. The first is to know what is funny and the second is to be able to accurately predict what a particular audience will find to be funny.
As I mulled over these two criteria, I suddenly remembered an article titled "Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments" by Kruger and Dunning in which undergraduate students took a test that required them to judge the funniness of a series of jokes that had been ly rated by a group of professional comedians. The participants were then asked to estimate their performance on the test relative to other students at their university.
The were truly perplexing. Apparently there are those among us who are — for lack of a more officially recognized term — humor impaired. This condition causes them to believe they are funny when they are not, and then to act upon this unfortunate misconception by continuing to behave in a humorously unsuccessful manner in their classrooms, regardless of how unamused or annoyed their students are with their futile attempts to be funny. I wish I could provide this group with a workable solution to this pedagogically detrimental situation. But even if I could, I am certain they would question why I had the gall to offer such an inappropriate piece of advice to a group of such competent classroom comedians.
up now ». Psychology Teacher Network February Cite this. Appleby, D. Using humor in the college classroom: The pros and the cons.
Psychology Teacher Network. By Drew C. An increase in self-motivation. An increase in class attendance. An increase in test performance. An increase in divergent thinking. An increase of interest in learning. A reduction of anxiety and stress in dealing Dark humored witty intelligent seeking non normal woman difficult material. The creation of a positive social and emotional learning environment. The creation of a common psychological bond between students and faculty.
The opinions they formed about the class and its instructor. The ways in which it could potentially affect their behaviors with and toward their instructors. The pros of using humor in the college classroom My students were unanimous in their opinion that it is possible to learn and have fun at the same time, and they overwhelmingly reported that they enjoy a class more if their instructor uses humor.
Failed attempts at humor 31 He messed up a joke, and I completely shut down from what he said. My biology teacher is not funny, and this makes me lose focus in class. I had a calculus instructor who would say he had jokes for us. There was never a punch line, so they were really just stories. I have an instructor in a history class who tries to use humor all of the time, but more often than not he is the only one laughing. He often resorts to bad puns. When their sense of humor is not congruent with the majority of their students.
Failed jokes make the teacher look like a jackass. My chemistry instructor would try to use chemistry jokes that none of us could understand. My math professor was telling us a joke, an intellectual joke, and none of us understood. Offensive, rude or sarcastic humor 12 I had a history teacher who tried to tell a joke involving a concentration camp, and it just plain was not funny.
My math instructor tried to make story problems out of violent situations to make the class laugh, but it was more distracting than helpful. I had a lab mentor who made fun of students without knowing them. This made him seem cold and made me feel distant from the class material. One of my teachers tried to use racial jokes that did not go over well with the majority black class. An instructor tried to make a joke about race and how it is different in the ghetto. No one laughed. I found it unnecessary when my instructor used cursing to add humor. Trying too hard to be funny 10 The instructor was awkward, and his humor seemed to be rehearsed.
While it can be funny, it holds no educational value. Humor that is unrelated to the subject matter of the class 8 When they tell jokes that do not relate to the class at all. I do not like this because it takes away time I could be learning. Humor that is out-of-date 4 When an instructor makes references to old TV sitcoms that none of us can relate to. Laughing at own jokes 4 One of my old teachers always laughed at her own jokes, so I kind of zoned her out.
Humor that backfires 1 I had a high school teacher who always tried to cover his mistakes with a joke, but he always ended up looking like a fool instead. Lessons that teachers can learn from these data So, what can teachers learn from the data I collected? Teachers should carefully avoid using: Negative humor that involves demeaning or embarrassing students. Humor that is irrelevant to the subject matter being taught.
Humor that includes disturbing, violent, or sexual content or references to minority groups. Humor that fails to be humorous because it is delivered in an awkward, rehearsed or embarrassing manner. Did they laugh and appear to enjoy your humor? Did they appear to be angry or offended? Did they roll their eyes and give you the impression that you said something stupid? If they often respond in the other, less positive ways, I suggest you either: Refrain from using humor in your classroom in the future. Change the types of humor you use. Use humor created by others e.
About the author Drew C.Dark humored witty intelligent seeking non normal woman
email: [email protected] - phone:(967) 393-8608 x 5122
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