Using Humor In The College Classroom To Enhance Teaching Effectiveness In "Dread Courses"

The power of humor is such that it must never be directed at an individual or a group; racial slurs or put-downs of a target group must be avoided (Snetsinger & Grabowski, 1993). The targeted students' discomfort is magnified by the fact that leaving the situation is not usually a viable option and thus they become class scapegoats. An instructor must resist the temptation to refer to ethnicity, family, disability, appearance or any other identifier that a student might find offensive when couched in a humorous context (Harris, 1989). A joke that is at the expense of a group or individual may result in a variety of negative consequences in the classroom and can even turn students away from an entire field of study.

The manner in which humor is delivered also affects how it is received by students. Instructors delivering humor through insult or sarcasm may be defeating the purpose usually served by humor (Brown, 1995; Edwards & Gibboney, 1992). Humor that is sexually suggestive is best avoided unless it is directly associated with content such as sexuality education. If such humor is used, great care needs to be exercised in the way it is presented to the class.

Teachers are powerful role models and as such can use appropriate humor in the classroom to enhance a sense of community (Harris, 1989). Humor can be nurtured and integrated into the classroom such that it fosters a sense of openness and respect between students and teachers. When students feel safe, they can enjoy the learning process and each other. The thoughtful use of humor by instructors can contribute to teaching effectiveness.

References

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