This Q&A was adapted with permission from the book Chalk Talk: E-advice from Jonas Chalk, Legendary College Teacher, edited by Donna M. Qualters and Miriam Rosalyn Diamond –
Question
Dear Jonas,
My class is technical and, I must admit, a bit dry. A number of my colleagues have suggested that I try using humor in the classroom just to break the monotony. I’m a little nervous about this. How can I reasonably insert jokes in between deriving formulas? Won’t it sound forced and silly? How can I be careful not to come off as sarcastic to some students, and not sound mean? Every now and then I say something I think is funny in class, and none of my students laugh!
I guess I’m asking two questions: Should I make an effort to use humor? And if I do, are there tips on how I can make it work?
Signed: Hesitant Humorist
Answer
Dear Hesitant Humorist,
First, be sure that whatever techniques you use in class are comfortable for you. If you enjoy humor and are quick with a smile, then by all means do so; if not, then don’t. Trying to be funny when it’s not natural will not work, and if this is the case with you, I would suggest trying other methods for keeping your student interested in your class (see Jonas on Inattentive Students, 4/19/01).
If, however, you enjoy humor and can easily laugh at yourself, definitely try it. Research shows that humor is one of the top five characteristics that students identify when they are asked to describe effective teaching; it’s a break from intense concentration and improves attitudes toward the course. Humor also helps students to recall information. The first rule I use in trying to add a “levity break”, is the principle that humor unites us and sarcasm divides us. If something is genuinely funny then we all share a smile and feel a sense of community; if something is sarcastic, then it will often divide us as a learning community by being perceived as belittling by students who sense they are targets – whether you intended that or not. So before anything comes out of my mouth I think: will this unite or divide?
Jokes, even bad ones, can provide the break that refreshes and refocus students on learning. Ideally, the humor should be related to the topic and appropriate to the context. Again, be careful that the jokes do not single out a group or type since that can often be perceived as offensive. But most people enjoy a good (or bad) pun! Frequently, it’s not telling jokes so much as simply saying things in a humorous way. When I ask the class a question and no one answers, sometimes I look up at the ceiling and say “Ceiling, what do you think?” or I make comments that reflect the humor onto myself. For example, when I tell a joke that doesn’t quite work, I tell students “OK. It’s true, I’m easily amused.” By doing it this way, students see that I can laugh at myself when I make mistakes and it’s OK. Self-deprecating humor is almost always effective; President John Kennedy was a master.
Despite your best intentions, at some point a student will interpret your humor in such a way as to take offense. If you realize you may have offended someone, I recommend apologizing immediately. Saying something like “I didn’t mean it to come out that way and I’m sorry” lets students know that you are genuinely trying to be funny and not trying to put anyone (or anything) down.
Humor in the classroom is a nice way to engage students, and some forethought will allow you to keep them laughing.
Jonas
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This content was adapted with permission from the book Chalk Talk: E-advice from Jonas Chalk, Legendary College Teacher, edited by Donna M. Qualters and Miriam Rosalyn Diamond.
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