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ERIC Number: ED359165
Record Type: RIE
Publication Date: 1993
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Implications for Teachers' Use of Humor in the Classroom.
Rareshide, Stephen W.
Humor can be an effective element of classroom teaching, serving to reduce tension, increase motivation, aid instruction and strengthen teacher/student relationships. A review of the literature reveals that research in this area is incomplete and inconclusive. This study surveys 5th- and 6th-grade teachers (N=50) for information on how they vary the use of humor; the value placed on humor; reasons for using humor; guidelines for using humor in the classroom; appropriate types of humor; and sarcasm. Results suggest the most commonly cited reasons for using humor include: behavior management; sparking interest; implementing instruction; and building or strengthening teacher/student relationships. Most teachers agree that sarcasm should never be used unless it is of a playful nature; also, that the use of humor varies with students' sophistication, intelligence, and maturity levels. Humor is not a peripheral issue in education; most teachers surveyed considered it an integral element in their teaching. Based on the literature and survey results, guidelines, recommendations, and suggestions for the effective use of humor in the classroom are presented. A copy of the humor survey is appended. (Contains 20 references.) (LL)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A