Humor as an Instructional Practice: A Longitudinal Content Analysis of Humor Use in the Classroom.

N

23

Audience Awareness; Classroom Environment; Classroom Research; Communication Research; Content Analysis; Elementary Secondary Education; Higher Education; Humor; Instructional Effectiveness; Longitudinal Studies; Teacher Behavior; Teacher Improvement; Teacher Student Relationship

A study analyzed the strengths and weaknesses of the use of humor in the classroom. A longitudinal content analysis of presentational and classroom studies from 1941 to 1991 was conducted. Earlier studies were included if they had been cited five or more times within articles on humor in the classroom. Scholars have argued that humor: is a powerful tool in the creation of a classroom communication climate; reduces fears/anxieties of students; increases student interaction and participation; and makes the learning environment more enjoyable. Misuses of humor in the classroom may be more devastating than the advantages gained by creating an open environment. Damaging humor can occur even after an open climate has been created through the use of humor. Guidelines for the use of humor in the classroom include: (1) consider the teacher's presentational skills when planning the use of humor; (2) consider the audience; (3) consider the course material when planning to use humor; and (4) practice the humor on colleagues or family members. These are the primary concerns that the ethical teacher should consider when using humor in the classroom. (Contains 38 references.) (RS)

1993

ED359587