Humor in the Classroom: Considerations and Strategies

Author(s): Debra Korobkin

Source: College Teaching , Fall, 1988, Vol. 36, No. 4 (Fall, 1988), pp. 154-158
Published by: Taylor & Francis, Ltd.

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 Humor in the Classroom:
Considerations and Strategies
Debra Korobkin

Shared laughter is a powerful way Humor in the classroom is a twentieth of entertainment have been used and
to reinforce learning, and it helps century phenomenon. Previously, it was advocated even for the college class
to make tasks less laborious and considered unscholarly to use humor as room (Bryant, Comisky, and Zillman
threatening. When students and teach a teaching strategy or even to show a 1979). Laughter receives high marks
ers are questioned about what elements sense of humor as a personality trait. from teachers and students alike because
make learning exciting and effective, a Traditional subject matter and lessons it unleashes creative thinking and re
"sense of humor" appears high on the were supposed to keep students inter duces social distance.
list with other democratic, humanistic ested (Wandersee 1982). To entertain Yet, even playfulness and creative
characteristics (Bryant, Comisky, Crane, was not to educate. Thus, humor was imagination can be "put to work" in the
and Zillman 1980). The sense of humor viewed as an unnecessary and undigni traditional educational setting. Avner
is an elusive, seemingly inborn affective fied embellishment of the serious, classic Ziv, an educational humor researcher at
trait; its association with learning ap educational experience. Humor philoso Tel Aviv University, states that humor
pears more linked with anecdote, myth, pher John Morreall recalls: facilitates
and naive optimism than with experi The traditional attitude of teachers to the expression of a particular mode of
mental findings. Yet, research does exist ward laughter and humor . . . has been thinking not bound to "right" and con
in which humor has been empirically that they are frivolous activities that pull ventional answers. . . . Traditional edu
and descriptively explored in childhood us away from what is important. . . . Life cation has been criticized often by many
is fundamentally serious business?cer modern educators for its almost exclusive
education and psychology literature.
tainly whatever is important in life is seri encouragement of the use of convergent
Humor as a diagnostic and facilitating ous business. If laughter and humor had thinking. . . . Divergent thinking can cer
strategy for college teaching and learn any place at all, then, it was not in the tainly be helpful in the educational proc
ing is only now being investigated. Stu classroom but outside somewhere, per ess in such instances as problem solving
dents and teachers with a sense of humor haps as a device for refreshing us to return and all types of activities including self ex
to our work with more eagerness (88-89). pression (1976, 320).
are sought after for their ability to set
people at ease, equalize situations and Collectively, teachers perceived in The college student, who is actively
status relationships, find unexpected structing with a sense of humor as un engaged in skill building and self
connections and insights, and increase professional, uncontrolled, and undig growth, should find the creative and di
group rapport. Humor can be used to nified. They avoided using humor in vergent qualities of instructional humor
compliment, guide (Goodrich 1954), or speeches, social intercourse and presen compatible with learning. The presence
provide negative feedback (Coser 1960), tations for fear of being thought of as of laughter tends to open learners to di
while maintaining goodwill (Kiechel trivial, foolish, or ignorant. Humor was vergent thinking previously suppressed
1986). This article will examine these in linked to mere popularity and likability. by the critical, traditional self. New,
structional implications of humor for Similarly, college instructors made a often unlikely and outrageous ideas sur
the college classroom. conscious decision to be humorless be face in this kind of environment as the
cause "serious professionals" conduct "fun mood' increases creativity (Ziv
serious business. 1983, 73-74).
Debra Korobkin is a Kellogg fellow of doc However, in this century, the tradi Important to this liberation is the ac
toral studies in adult education at the Uni tional classroom has been the scene of cepting and encouraging class setting
versity of Georgia in Athens. some changes. Humor and other forms that uses laughter to foster less conven

154 COLLEGE TEACHING

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tional thinking. An instructor who ac variables. No standardized humor test is self-concept, stress over grades, and in
tively shares in the humor helps to culti yet accepted. Then again, the perception congruence between self and the instruc
vate freer interaction, idea generation of humor is subjective. The paradox of tor (Long 1983). The seriousness and in
and group cohesiveness while reducing humor research is that the experimenters tensity of the instructional lesson create
social anxiety, conformity, and dogma often must decide on what is humorous tension and mental fatigue. Attentive
tism (Ziv 1976). Once the authority fig and then subject a group of learners to ness fades and anxiety increases.
ure has given approval and extended an an allegedly humorous experience Humor is a great remedy for tension.
invitation to laugh, the resulting conta (Smith, Ascough, Ettinger and Nelson Just a touch can often relax and engage
gious effect has a ". . . positive rein 1971, Townsend and Mahoney 1981). an audience so that people will pay at
forcing effect on each member of the tention and be motivated to listen and
group, augmenting the enjoyment of Humor, Retention, Anxiety absorb. Humor is so popular and, yet so
all" (Ziv 1983, 74). The short-lived pleasure of the humor powerful, that when people hear it, they
response may have far-reaching conse want to listen (Perret 1984, preface).
Research quences, yet only one study (Kaplan and Norman Dixon (1973) describes the
Despite these observational studies, Pascoe 1977) included a post-experimen anxiety reducing role of humor as three
the actual empirical research investigat tal follow-up of the effects of classroom fold. First, humorists broadcast a mes
ing the relationship between humor and humor. Researchers found no difference sage that they can joke and be unafraid.
adult learning is negligible. While much between "straight" and humorously Second, humorists clearly demonstrate
research has been conducted using chil presented information retention imme their humanness and fallibility; and,
dren as subjects, the major adult popu diately after a lecture. However, upon third, the humor helps to diminish the
lation that has been scrutinized for retesting six weeks later, a small, but sta perceived threat or fear. This willingness
learning differences with humor is the tistically significant, positive effect on to be spontaneous and "imperfect"
college age young adult. These adult content retention was found for students enough to be able to laugh at self will
learning subjects were usually students present in the humorous lessons. better enable students to cope with self
in undergraduate psychology, speech Retention has a positive and close re fears, reduce stereotyped perceptions of
and journalism classes (Gr?ner 1967, lationship with instructional humor. "school," create a dynamic learning en
Mogavero 1979, Kaplan and Pascoe Mnemonic devices for jogging the mem vironment, and foster a sharing and
1977, Townsend and Mahoney, 1981). ory have often helped test takers. For an concerned attitude among all learning
A better understanding of humor's rela instructor, the planned use of humor participants (Gilliland 1971).
tionship to learning is needed for can spark student recall long after the
students over high school age. lesson is over. Comedy writer Gene Per Engaging in Spontaneous
Still, instructional changes are occur ret (1984) says: and Planned Humor
ring and being encouraged in the college If you as a speaker don't help your audi Humor in instruction is not synon
classroom. Some of the alleged benefits ence to remember your lessons, then ymous with classroom entertainment.
of humor to learners include increased: you're wasting everyone's time. Humor, Rather, humor is a variable that can be
retention of material even if used sparingly, can help accom
plish that needed retention . . . comedy is accommodated, understood, and applied
student-teacher rapport largely graphic. A funny image appears in to the educational setting. Laughter in
attentiveness and interest the mind of the listener [learner]. We may the classroom can serve to revitalize the
motivation towards and satisfaction paint this picture with words, but the real attention span and increase motivation,
joke is in the image that each person sees.
with learning which can lead to increased productiv
. . . Most memory systems convert ab
playfulness and positive attitude stract ideas to familiar images because ity. Most would agree that increased
individual and group task produc they are impressed upon the mind more productivity and performance are desir
tivity easily and are retained longer. Since im able, even if the process for attaining
class discussion and animation ages are more easily remembered than are success is "laughable" (Welker 1977).
abstract ideas, and since humor is largely
creativity, idea generation, and diver A college teacher can use knowledge
visual, it stands to reason that using com
gent thinking edy in an illustration will help people of humor in diagnostic ways and for
Other benefits to learners include de remember the ideas you are conveying non-entertaining situations. For exam
creased: longer and better. . . . Imagery is expres ple, the absence of in-group humor and
sive, graphic and unforgettable (12-13). laughter in small group interaction may
academic stress
Learning can become more enjoyable be an indicator of poor bonding. Low
anxiety toward subject matter and less stressful in a laughter-filled group cohesiveness can result in poor at
dogmatism class. These attributes can be critically tendance, reduced productivity (Hare
class monotony important for potential dropout, high 1962), and individual dissatisfaction
Measuring humor is a difficult task geared achiever, developmental student, (Shaw 1976). An alert instructor can ob
that can be determined by observation and social non-participant. These stu serve class humor for determining or di
of smiles and laughter, self perception dents may have problems, such as fear agnosing the health of the groups (e.g.,
surveys, and standardized tests on other of failure, dislike of "school," reduced punishing, cynical, and status-based hu

Vol.36/No.4 155

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 mor versus accommodating, shared, mor allows for human error. When the presentation, unhealthy uses of humor,
tension-easing humor). inevitable error comes, it is received less implementation of the humor strategy,
An important use of a teacher's sense traumatically. Students' satisfaction with and cultivation of a sense of humor in
of humor was identified by Rose Laub learning is promoted because "laughter teachers.
Coser (1960). She described the role of following humor has a liberating effect Although Don Rickles is a very funny
the "disguised moralist," in which hu on the flow of ideas" (Ziv 1976, 319) and highly successful comic, his ma
mor is used to point out a problem rather than a punitive or judgmental ef chine gun style of insult comedy would
while, at the same time, provide reassur fect. not be particularly productive for a
ance. Seemingly invaluable for stressed group of learners. In fact, the most suc
Concerns about Humor Use cessful uses of instructional humor are
learners, this "safety net" function
. . . combines criticism with support, re The instructor who wisely engages a those in which the instructor and learn
jection with acceptance. If negative sanc sense of humor is not usually endanger ers are able to laugh together in order to
tions are provided in a humorous way, a ing his or her personal or professional
learn together. Ridicule, satire, cyni
bond is established between the culprit
credibility. In fact, trustworthiness rat cism, and other forms of sharp "put
and possible culprits?a bond that exon
erates both, while simultaneous assur ings remain unaffected by humor use, down" humor can be punishing and
ance is given that negative sanctions do while character ratings climb (Gr?ner non-productive if they are used often or
not take place without social support. 1967). What many teachers worry about in the wrong way. These forms of
. . . Humor negates its own content. By in using a humorous approach (loss of
humor often indicate malice, or feelings
ridiculing the victim it also informs him
that it is not serious, that they can all
intensity, reduced respect for the of superiority and derision rather than
laugh about it together. Humor permits teacher, and weakened task orientation) supportive, empathie communication.
one simultaneously to attack and to lend simply does not occur when humor is A teacher or student who consistently
support (91). gradually introduced, planned, and mu finds himself or herself in a punishing
For the individual learner, the establish tually enjoyed. "put-down" mode can see the humor as
ment of an environment that tolerates Obviously, there are real limits and a warning indicator of deeper personal
and encourages humor seems to assist in subjective criteria that determine what issues. Here, humor may be the result of
learning the material (Mogavero 1979); and who is funny. Just because a speaker darker feelings that have bubbled to the
social and academic barriers are lifted. uses jokes and gags, doesn't mean that surface (Morreall 1983).
This freedom serves to cultivate per the audience laughs or learns. There are There are other forms of humor that
sonal exploration, discovery, play, and real and perceived boundaries as to the reflect bad taste and bad judgment on
risk-taking because the support system appropriateness and type of humor the part of the speaker. Sexual joking is
created by the shared group sense of hu used, style and method of humorous usually dangerous territory for an edu
cator (Bryant et al. 1979, 1980). Simi
larly, ethnic, racial, religious, and other
such forms of humor must be carefully
scrutinized before they are used in an
educational context.
Distraction from the learning goal is a
danger in unrestrained humor use. On
the other hand, distraction may lead to
other worthy learning paths.
An instructional sense of humor may
indicate that the speaker has the ability
to see, to recognize, and to accept things
as they are (Perret 1984). The sense of
humor is a Ufe outlook, an attitude, a
personal karma. Humor is not just tell
ing jokes, seeking popularity, pulling
gags or using MTV to teach. It is a kind
of presentation, a diagnostic strategy or
activity that the instructor can use in
order to promote comprehension, crea
tivity, motivation, and delight. Some of
"O the ways in which humor can be designed
o
-i
into instruction can include:
X)
Promotion of a humanistic, laughter
| ''Do you prefer 'Maggot' or (Mr. Maggot'?" filled learning environment. The instruc
qI_ tor sets the tone of the class, and the stu

156 COLLEGE TEACHING

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 dents follow. If the environment is stuffy several personal learning strategies or technical or fast-paced lessons. Drudge
and dogmatic, little laughter and diver styles. work can be turned into a communal
gent thinking will occur. For the instructor, it is not necessary game.
For example, at the initial class meet to go to comedy school. Being relaxed,
Personal Humor Growth and
ing, an instructor can often use "getting smiling and alert to learner needs are
to know you" warm up activities to good starts to a better sense of humor. Integration with Instruction
make the learning environment a com The integration of humorous stories and How can a college adult instructor
fortable place for new students. The in the promotion of class humor can be cultivate his or her own sense of humor?
structor sets a tone that can influence the cultivated over time. Also, jokes and How can this sense of humor be success
rest of the learning experience and the stories should be tried out ahead of time fully integrated with sound instructional
participation or non-participation of the on family and peers (like a comic works design? Even if the proposition that in
hesitant learner. Don't confuse rigorous an act) to make sure that they are hu structional humor is a good thing is ac
with inflexible and fear-provoking morous, content based, and non-insult cepted, how is the college instructor to
learning environments. College and ing. put this idea into action?
adult students have academic anxiety Some teachers develop joke and pic The personal sense of humor can be
and fears of "school." Try to ease stress ture files for class use. Obviously the developed in conjunction with the in
and open up communication to reduce comic style is not for everyone, but a pic structor's personal speaking and teach
status tensions. ture, cartoon or humorous story can be ing methods. Some growth can be pro
Cultivation of group humor. Classess useful in helping students to remember a moted through skill mastery in delivery
often develop their own humor and in concept or for reducing anxiety about and speech presentation. Many teachers
group identification. Nicknames, group difficult content. seem afraid to let a natural sense of hu
history and gags help to promote cohe Development of retention cues. Hu mor come through to students because
siveness and directly affect task produc mor can enhance retention by develop the front of the classroom is already so
tivity and learner satisfaction. ing and promoting the use of funny intimidating. Reducing anxiety about
The instructor needs to listen to the cues. Incongruity in the rational world presentation skills is an excellent start to
kinds of humor present in the class creates illogical, disjointed, and unex developing self confidence, shared
room. Positive humor is evident when pected images that become memorable humor, timing, and attention devices.
groups are working easily; individuals because of their graphic oddity. For the Awareness of humor can be a gradual
bond in group work. Punishing humor college-age learner, the funny images behavioral process in which an individ
can be a sign of problems. Overuse of work most effectively when they are re ual develops a personal outlook on life
cynical, satirical and clownish humor lated to the primary intentional message that sees, recognizes, and accepts rather
may be an indicator of poor self image, content (Kaplan and Pascoe, 1977). than judges and commands. Someone
insecurity, poor group dynamics, bore For example, humorous images can who can laugh at the trials and triviali
dom and misunderstandings. The ab be made into mnemonic devices. Many ties of life can help others to reduce their
sence of humor, in small group and gen hapless test takers have relied on seem stress, to build self confidence, and to be
eral interaction, may be a key indicator ingly silly word and image systems to jog willing to try new things. Instructors can
of anxiety, low communications, low their memory. build safety nets for learners; individual
cohesiveness, reduced productivity, alien Release of anxiety and stress. While it imperfection becomes a step towards
ation, dissatisfaction and/or stress. The is clear that the development of a shar mutual understanding.
instructor needs to keep an ear out for ing environment can relieve student aca Integration of humorous activities
the class clown and the class goat to en demic anxiety, it is also clear that hu and comments into an instructional se
sure that they receive the respect due any morous strategies can be effective in quence can be a slow and cautious proc
learner. dealing with and teaching about subjects ess that requires a lot of trial and revi
Promotion of self-discovery and risk that are considered taboo or highly tech sion, like a comedy routine. Instructors
taking. Learning activities that engage nical. Family life and sex education units need to examine the subject matter, their
the humorous outlook are no more or have been innovatively taught with hu own personal brand of humor, their pres
less rigorous than "straight" activities. mor (Adams, 1974). The approach is entation skills, and their audience's needs
Rather, humor based activities may re effective because the serious subject is in order to develop planned humor use?
quire different problem solving methods lightened and made more approachable. and occasional spontaneity. Presenta
and communications processes than tra Private and personal issues are more tion skills may be reviewed and sharp
ditional activities. For the college in readily discussed because social barriers ened. Eventually, a tried and true
structor, the self discovery process may are lowered and participants are equal "straight" lecture can evolve into a
mean the adoption of new instructional ized in a trusting environment. Technical more divergent activity that promotes
methods instead of traditional or "safe" subjects are more willingly tackled be student thinking, discussion, and moti
ones. Variety is particularly helpful to cause fear of failure is reduced by shared vation. Thoughtfully designed humor
the mature learner who may have imme laughter. Group bonding and laughter can be used as a strategy in activity
diate applications and needs, as well as reduce individual fears about highly development.

Vol. 36/No. 4 157

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