IS HUMOR AN APPRECIATED TEACHING TOOL? PERCEPTIONS OF PROFESSORS' TEACHING STYLES AND USE OF HUMOR

Sarah E. Torok · Robert F. McMorris

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Humor Studies and Applications Evaluation of Teaching Practices Communication in Education and Healthcare

Abstract

In this study, we investigated the use of humor in college classrooms. We examined how students perceived professors' uses of various types of humor during class and the types of humor that students and faculty recommend for use in class. We also correlated the way professors incorporated humor into their class lectures with their perceived competence and effectiveness, and we investigated whether students felt their learning experience improved when their teachers used humor. We also discussed topics such as ''scarcasm,'' professor gender, student and faculty support of humor, and humor in classrooms, tests, and the rest of life. Humor appropriately used has the potential to humanize, illustrate, defuse, encourage, reduce anxiety, and keep people thinking.

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References

2002A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment 2001Humor, laughter, and physical health: Methodological issues and research findings.2001Laughter: a scientific investigation 1990The relationship of teachers' use of humor in the classroom to immediacy and student learning 1988Teaching and Learning with Humor 1999The relationship between student perceptions of instructor humor and students’ reports of learning 1980Relationship between college teachers' use of humor in the classroom and students' evaluations of their teachers.

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2008Assessing Students’ Perceptions of Inappropriate and Appropriate Teacher Humor 2010Coercive and supportive teacher behaviour: Within- and across-lesson associations with the classroom social climate 2018Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond 2015The Role of Instructor Humor and Students’ Educational Orientations inStudent Learning, Extra Effort, Participation, and Out-of-Class Communication 2018Teacher humor: longitudinal effects on students’ emotions

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