Teaching at ISU: Nov/Dec 98
Volume 11, Number 2
Why Use Humor in the Classroom?
Editor's Note: The following is an excerpt from a paper in process by Ron Deiter, Professor of Economics, entitled "What's So Funny About Teaching 'Dismal' Science Classes?" Dr. Deiter will lead the discussion at the Faculty Forum on November 9. See the Announcements for more information about the Forum.
The use
of humor in our society has received widespread attention. Numerous experts,
most notably outside of education, have espoused the use of humor in their
fields for various physiological and psychological benefits that are believed
to be associated with laughter and/or humor. Some of these physiological
benefits include muscle relaxation, stimulated circulation, improved respiration,
and exercise of the longs and chest muscles, increased production of the
body's natural pain killers called endorphins, as well as lowered pulse
rate and blood pressure. For those who don't like to exercise, laughter
has even been suggested as a possible alternative (Berk 1998).
Positive psychological effects of laughter include reduced anxiety and stress, greater self esteem, and increased self motivation (Berk 1998). Not coincidentally, perhaps, the use of humor has been recommended as a business management tool that promotes a productive work environment (Kushner 1990), as an effective health care tool (Clifford 1996), and as a possible tool to improve interpersonal relationships (Sidey 1994).
The one main reason for using humor in the classroom is to improve student learning. The creative development and expression of humor in the classroom deals with "how" to teach, not "what" to teach. The use of humor should be a teaching tool that, if effective, will increase the amount of "what" is taught that is actually learned by students. Using humor can have very definite positive effects in this regard for the following reasons.
(1) The use of humor in the classroom can help to create a more positive
learning environment by breaking down barriers to communication between
the professor and the students (which are also barriers to learning) (Hill
1988, Berk 1998). There are many differences between professors and students
such as position, title, age, and income (although the latter in my case
is not a real factor) that create natural barriers to communication 
and
learning that must be broken down by teachers if they are to be effective
(Berk 1998). Humor is one method by which professors can make their relationships
with students closer. "When teachers have a sense of humor and aren't afraid
to use it, students relax and become listeners. Having a sense of humor
is an indication that the teacher is human and can share with the group" (Hill
1988). Humor builds rapport between the students and teacher. Students
will be less intimidated and less inhibited about asking questions or making
comments. Barbara Walters, television commentator, reported that one of
the most likable qualities of the late Princess Diana was her "disarming" sense
of humor. Joan Rivers, comedian, once said that humor creates a bond between
people. My student survey results confirm this. A teacher who makes mistakes
and is willing to admit it or laugh at himself/herself when this happens
communicates to students that it is also okay for them to be creative,
take chances, look at things in an offbeat way, and, perhaps, even make
mistakes in the process. Goodman (1995) states that humor and creativity
are related, that there is a connection between "HaHa," and "Aha."
(2) Humor can help students retain subject matter, especially if the humor reinforces the class material (Hill 1988). My own surveys of students indicate that they tend to agree that they are more likely to remember material if it is presented with humor. There are common sense reasons that I have witnessed for believing that the use of humor helps students learn. The main reason is that the use of humor helps to gain students' attention and keep their interest in the material being presented. Students I surveyed tended to agree with this assertion. Also, it is physically impossible to laugh and snore at the same time (Berk 1998).
(3) The use of humor may give students a reason (hopefully another reason) to attend class (Berk 1998). Students I have surveyed say they are more likely to attend classes in which humor is used and more likely to skip boring classes. Devadoss and Foltz (1996) report a strong positive correlation between class attendance and student performance which supports findings of earlier studies (Romer 1993, White 1992). While no substitute for substance, humor can create a more positive, fun, interesting environment that promotes class attendance and student learning.
(4) Other reported benefits of humor in the classroom (Berk 1998, Hill 1988) include increased comprehension and cognitive retention (presumable due to less stress and anxiety), reduced student negativism or hostility regarding potentially confrontational issues (e.g., grading) in the classroom, as well as improved student attitudes toward the subject and the instructor.
A photo survey of six students in the Iowa State Daily during the fall of 1997 asked students "Who is your favorite professor?" Student comments on three of the six identified professors included "presents material with a good sense of humor," "makes the class interesting; not dull and boring," and "really funny and keeps my attention." Student comments taken from course evaluation forms for my Intermediate Microeconomics Theory course during the last two fall semesters included "humor has been good for a 9:00 class," "almost fun; maybe it shouldn't be," "you try to make the material interesting, even though it's not," "I liked the jokes; although the class was very difficult, you kept me interested enough to come to class every day," and "the instructor was nice and funny which made the class relax for a better learning environment." Former New York governor, Alfred E. Smith is quoted as saying "If you can make people laugh, you can make them think, and make them like and believe you." Presumably he was giving this advice to public speakers. Not bad advice for instructors, either.
(5) One final benefit I will suggest, primarily from the instructor's perspective, is that an instructor who effectively prepares and uses humor in the classroom will find that teaching is more fun and enjoyable. Trying to achieve excellence in how to teach, whether it be with humor or with something else, requires creativity and can bring some of the challenges back to teaching for those who may have lost it because they have mastered the what to teach. Watching students who you know are enjoying listening to you (or at least staying awake) and hearing them laugh at your humor is very rewarding.
References
Berk, R. A. (1998). Professors are From Mars, Students are From Snickers. Madison, WI: Mendota Press.
Clifford, J. R. (1997). Not Now...I'm Having a No Hair Day. Duluth, MN: Pfeifer-Hamilton Publishers.
Devadoss, S. and Foltz, J. (1996). "Factors influencing class attendance and performance," American Journal of Agricultural Economics, 499 - 507.
Goodman, J. (1995). Laffirmations: 1001 Ways to Add Humor to Your Life and Work. Deerfield Reech, FL: Health Communications.
Hill, D. J. (1988). Humor in the Classroom: A Handbook for Teachers (and Other Entertainers!). Springfield, IL: Charles C. Thomas
Kushner, M. L. (1990). The Light Touch: How to Use Humor for Business Success. New York: Simon and Schuster.
Romer, D. (1993). "Do students go to class? Should they?," Journal of Economic Perspectives, 13 - 17.
Sidey, H. (1994). "A sense of humor is no joke," commencement address, Iowa State University, Ames, IA.
White, F. C. (1992). "Enhancing class attendance," National Association of Colleges and Teachers in Agriculture Journal 36, 113 - 115.
