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Curationis September 2008
to m aintain a liv ely and engaged Table 1: Perceptions of nursing education learners regarding the use of
relationship with the learner. The teacher humor as a pedagogical tool to facilitate learning
regards learners as unique human beings
whose learning needs are to be met and
not as objects who must be fed with book POSITIVE HUMOR NEGATIVE HUMOR
knowledge in a tense atmosphere.
1. Promote learning through- 1. Impacts negatively on learning
Kelly (2005:5) argues that the teacher’s • Creating a positive, affective,
main job is to help students fall in love psycho-social learning
with the content and their own learning. environment
Teachers have the most influence and 2. Promote critical thinking
power on the learners. They can mould 3. Promote emotional intelligence
an ap p reciatio n for the subject,
depending on the approach. They can
create a learning environment filled with pedagogical perspective
hope, trust, respect, interest, positive tool to facilitate learning as is evidenced that will reduce the tension in class.
attitudes, creativity, unpredictability and by the lack of its application - particularly Learners feel relaxed, open and accepted.
fun through the use o f humor. All these in clinical nursing education where The atmosphere is more sociable and
aspects enhance the learning process anxiety and tension prevail (Ulloth, learners can converse or answ er
and m otivate and energize both the 2003:127). The follow ing research questions in class more freely without
teacher and the learners. Teachers are questions emanate from the introduction: feeling intimidated by the teacher. The
urged to make humor an integral part of what are the perceptions o f nursing teacher who m akes use o f hum or
the curriculum rather than using it only education learners regarding the use of positively to promote learning will be
after completing serious work (Kelly, humor as a pedagogical tool to facilitate more approachable and appealing to
2005:4). Humor used as a pedagogical learning? W hat gu id elin es can be learners. Learners experience learning
tool can be very effective in motivating formulated to improve learning through with enjoyment and thus thinking and
students to engage with the subject the use o f humor? creativity takes place more readily
m atter. A ccording to R obinson (in (Goodman, 2005:5)
Hayden-Miles, 2002:1), humor provides
Aim
a caring environm ent within which
The study seeks to explore the Negative humor
criticism and values can be expressed and
percep tio n s o f nursing education On the other hand, negative humor is
mistakes pointed out without destroying
learners regarding the use of humor as a operationally defined as an attitude or
the learn ers’ self-im age. Hum or is
pedagogical tool to facilitate learning and perspective that is intended to belittle,
em bedded in a p a rtic u la r social
to form ulate guidelines to im prove ridicule, discriminate and encourage
environment.
teaching and learning through humor. negativity amongst learners. Negative
humor is disruptive and can divide
It is crucial and challenging for teachers
learners (Kelly, 2005:2).
to draw on the learning experiences of Definitions of key concepts
learn ers for co n tinu ous teacher In this study both the conceptual and
development. This is achieved by sharing operational definitions will be defined. A
Learning
their unique educational stories and conceptual d efin itio n conveys the Learning is an activity in which the
constantly reflecting on their teaching research’s perspective on the concept person being taught actively wishes to
practice. Teachers should realize the humor. This definition is not sufficient in benefit from the teaching and engages
power o f using the learners’ previous itself because it does not specify how with a particular learning content for the
knowledge, skills and attitudes to create hum or is to be observed and / or purpose o f understanding it and
space for learners to deconstruct and measured, that is, the specific steps the understanding how it can be used in
construct their own knowledge. Human researcher must take in order to gather practice (Fraser; Loubser & Van Rooy,
collaboration and dialogue is in the the required information which is the 1993:3).
forefront in facilitating teaching and function of operational definition (Brink,
learning. Teachers should realize the 2001:95). Learner
power of learning from what learners tell
A learner is conceptually defined as an
them . Teachers should becom e co-
learners in the process of teaching and Humor individual who obtains knowledge and
Humor is conceptually defined as an skills from the learning content under the
learning hence this article is focused on
exploring the perceptions o f nurse attitude, a perspective, a set o f skills that supervision and guidance of the teacher
can help a person to achieve important and becomes increasingly competent in
teacher learners regarding the use of
goals in life. Humor certainly includes obtaining, in terp retin g and using
humor as a pedagogical tool to facilitate
knowledge and skills in an independent
learning. jokes, but it goes way beyond joke-telling
manner. The learner has to learn in a
(Goodman, 2005:6).
formal, structured and disciplined way
Problem statement (Fraser etal, 1993:8,15).
Although some researchers have studied Positive humor
the use of humor in nursing education, In this study, the operational definition In this study learners are registered
the strategy is not seen as an effective of positive humor refers to an attitude or nurses who are undertaking a post-basic
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degree course on a regular one day per for a post-basic degree in nursing, a classifying common descriptions into
week at a university in Gauteng. The purposive sam ple o f 130 students themes. An external coder, who is familiar
course is approved in terms of section 15 volunteered to participate in the study. with the data analysis protocol, was
(2) of the Nursing Act (Act 50 of 1978 as The other 20 students did not attend purposively selected to independently
amended) directed by Regulation 118 of class on the day the data was collected. analyze the data according to Tesch (in
1987 with the aim of registering the learner The study took place at the end of the Cresw ell, 1994:15 5 )’s data analysis
on completion with the South African second semester. Research questions protocol. A consensus discu ssio n
N u rsin g C ouncil for additional were w ritten on a transparency for meeting between the researcher and the
qualification in nursing education. students using an overhead projector as co-coder was held to arrive at a common
follows: understanding about the identified
Pedagogics themes.
1. What are your perceptions
Pedagogics refers to the science which
regarding the use of humor as a To acquire in-depth information and to
studies education as an aspect of reality,
pedagogical tool to facilitate verify the common themes about the
that is, teaching and learning and all its
learning? perceptions, a follow up interview was
related aspects (Fraser et al., 1993:5). In
2. What guidelines can be conducted with 20 participants from the
this study, the science referred to studies
formulated to facilitate learning previous sample who also volunteered
the educational activity as it occurs
through the use o f -humor? to be interviewed for the purpose of
between adults.
verifying the themes. Verification is a
Students were given enough sheets of process o f improving efficiency and
Research design and paper to write on. Participation was quality that can ultimately lead to quality
method strictly voluntary and they signed a products. It is literally about verifying
consent form. No disturbance was and confirm ing the v alid ity o f a
An ex p lo rato ry , d esc rip tiv e and
envisaged as the venue was far from phenomenon. It should be understood
contextual qualitative research design
telephones. Participants were assured as a driving force o f quality which
was employed to gain insight through
confidentiality in the sense that only the com pels us to seek im provem ent
exploring the depth, richness, and
researcher and the co-coder would be in (Murphy, 1995:15).
complexity o f the data inherent in humor
a position to read the responses during
used as a pedagogical tool to facilitate
learning (Burns & Grove, 2001:61; data analysis. They were ensured that Trustworthiness
M outon, 1996:103). The aim o f sheets would be destroyed after the The four p rin cip les to ensure
exploratory studies is to establish facts, study was completed. Anonymity was trustworthiness of the study were used,
to gather new data and to determine ensured in that they w ere given that is credibility, tran sfera b ility ,
whether there are interesting patterns in instructions not to write their names on dependability and co n fo rm ab ility
the data (Mouton, 1996:103). the sheets. They were told that they (Lincoln & Guba, 1985:290-326).
could withdraw their participation at any
time they wished to without threats of
Data collection method prejudice from the researcher.
Credibility
The perceptions o f nursing education Participants were allowed to write without The following measures increased the
learners concerning the use o f humor as any time limit so that perceived ideas and credibility of the study: the researcher’s
a didactic tool to facilitate learning were thoughts on the research topic could extensive know ledge o f qualitative
gathered through descriptive naïve unfold as they existed. As participants research paradigm and the engagement
sketches Giorgi (in Ornery, 1983:52) w ere w ritin g , the re searc h er was of an external co-coder in data analysis
followed by individual interviews to collecting field notes to demonstrate the process. The co-coder is an expert in
verify the findings. Bums and Grove participants’ individual dynamics and qualitative research strategy qualified in
(2001:102) assert that descriptive or gestures to enrich and support the nursing education. Triangulation o f
factual knowledge which includes data, sources was attained by using various
collected data (L incoln & G uba,
facts, narratives and stories provide credible primary and secondary sources
1985:272). In fifty minutes, all participants
truthful descriptions o f the phenomenon on the use o f humor in teaching and
had completed the naïve sketches and
under study. The nature o f descriptive learning.
most o f them were laughing as they
naïve sketches is inductive, exploratory An existing protocol for qualitative open-
handed them in.
and descriptive in order to investigate coding data analysis was used Tesch (in
and describe all phenomena, including Creswell, 1994:155). Findings were re-
the human experiences in the way these Data analysis contex tu alized for the purp o se o f
phenomena appear “in their fullest breath Tesch (in Creswell, 1994:155)’s qualitative formulating the guidelines to facilitate
and depth”. The researcher approached open-coding method of data analysis was learning through humor. The findings
the study w ith no p reconceived used. The researcher slowly read the from naïve sketches were verified through
expectations or categories. That is, the entire descriptions to get the sense of conducting follow up interviews in an
subject to be studied was approached the whole and to identify individual attempt to increase the credibility of the
naively, all data was understood from the units. R edundant in fo rm atio n was study. S tructural coheren ce was
perspective o f the participants and was elim inated and the m eanings o f the maintained by consistently asking about
accepted as given (Giorgi in Omery, remaining units were clarified by relating the perceptions regarding the use o f
1983:50). them to each other and to the whole. Data humor as a pedagogical tool to facilitate
From a class o f 150 final-year students analysis proceeded in d u ctiv ely by learning.
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Transferability accepted by the group. Humor makes the asserts that laughter is the universal
atmosphere more sociable and can be language and a smile is a curve that sets
Although the study is contextual in
used as an ice-breaker as learners learn everything straight. A smile is a light to
nature, the need to improve teaching and
to know one another better. It reduces tell people that your heart is at home. A
learning is a u n iv ersal one to all
tension in class. Absenteeism is not teacher who is liked by learners will find
educators, in particular, in clinical nursing
experienced where humor is integrated that his or her teaching is better received
education where there is continuous
tension. The author assumes that the to the teaching content. You want to be than that of a hated teacher as cited: “it
g u id elin es fo rm ulated w ill be o f in class and enjoy. H um or m akes is difficult to trust the teaching o f
assistance to other nurse educators in learners to feel at home. Learners feel someone you do not like no matter how
improving learning through humor. The relaxed and can converse freely without knowledgeable that teacher can be. I f
dense description of the method used for b eing in tim id a ted or th r e a te n e d ”. your learners like you, you will gain
the study will make replication of the Goodman (2005:5) is of the opinion that their admiration, respect, confidentiality
study by other researchers possible. humor is a powerful exciting tool that and trust". Kelly (2005:6) is o f the
diffuses anxiety and can also serve as a opinion that a sm ile is an instant
vehicle for change. communicator and a motivator and that
Dependability and is what teaching and learning are all
conformability Participants felt that “the more laughing, about.
The study was consistent across the the smaller the distance between the
qu alitativ e m ethods o f research, learners and the teacher. The teacher Participants believe that, to be able to
congruent w ith and guided by the who infuses humor into a presentation use humor, you must have a sense of
research question (dependability audit). appears m ore appro a ch a b le and humor yourself. This is a fundamental
The use of external independent coder appealing to learners. Learners can aspect which teachers should address.
to reach consensus agreement on the fr e e ly ask questions at any tim e”. This means that teachers must think
categ o ries and them es and the Furtherm ore, participants indicated about their own teaching practice, model
triangulation o f sources increased the “humor is a spice o f my learning fo r it humor as a didactic tool to facilitate
dependability and conformability of the enables group engagement, sharing learning and be creative in using specific
study. jo kes, la ughter and g ig g les which teaching strategies that encourage
encourage group cohesion”. Providing learners to view humor as an enabling
laughter and play for learners is important didactic tool to facilitate learning. The
Description and discussion because it helps learners to think creative use of humor creates a unique
of results creatively, stretch their limitations and bridge between cognitive and affective
The results of the study are described in enable them to experience learning with domains. The affective elements of humor
accordance with Table 1. The participants enjoym ent (K elly, 2005:2). B randt such as openness, free to ask question
perceived the effects of positive humor (2003:35) comments that during training, or to discuss, passion o f the subject
and that o f negative humor as major he uses humor since he feels that when etcetera, are integral to the holistic
categories. The positive humor category people can laugh, they can feel framework of nursing education and to
has its related themes as indicated in the com fortable, and com fort leads to nursing as a w hole (F erguson &
table below. The resu lts are confidence, which leads to competence. Campinha-Bacote, 1989:30). Teachers
conceptualized from literature and For Brandt, humor helps relieve the need to set aside time to develop and
guidelines will be described to facilitate tension in a learning environment. Again, infuse humor into their teaching practice
learning through the use o f humor. participants stated “we must be willing for the benefit of learners and, ultimately,
to risk in order to grow. I f an attempt to future nursing practice.
use humor is genuine, the risk o f failing
Positive humour is minimal”. Humor gives learners a Humor enhances reflection. Scanlan and
All participants indicated that humor, if breather that allows them to regain their Chemomas (1997: 1142) contend that
used positively, prom otes learning. strength and pull th eir resources teachers cannot engage in reflective
Focus was put on humor as a means to together. It is an important coping tool. It relationships with learners unless they
create a positive psycho-social learning gives learners pow er and a new give up their position as authoritative
environment, and the effect of humor on perspective. Humor makes learners look knowers. This opinion is reiterated by
the learner. confident, assertive and objective. It Caine and Caine (1994:144) who assert
provides an alternative view, gives new that teachers m ust never display a
Humor promotes learning insight and p ossible so lu tio n s to superior ‘I-have-all-the-knowledge-on-
problems (Kelly, 2005:3). lease ’ attitude. Teachers should realize
through creating a the pow er o f building a tru stin g
positive, affective, psycho When learners feel at ease, secure and relationship and o f m ain tain in g a
happy, they learn without fear, struggle humorous, cooperative learning climate
social learning (Gravett, 2001:43). To many teachers, this
or self-deception. Participants were of the
environment opinion that if humor is used in a positive shift is a challenge that can be addressed
Humor is context-driven. Participants manner, it can make learners feel accepted by the use of humor. If we expect learners
stated that "humor creates a relaxed and feel less serious about their to comfort patients with humor, we would
atm osphere where dialogue can be imperfections. They stated that humor do well to instill this ideal in our teaching
enhanced. Humor neutralizes serious has the power to turn any situation p ractice. Teachers need to do
situations; a person fe e ls open and around. Phillis Diller (in Kelly 2005:6) introspection of their inner self, revisit
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Curationis September 2008
their teaching styles and aim at building tool of one's personal and civic life, improve education. McPcck (1981:37)
a co llab o rativ e relationship where indicated that the ideal critical thinker is argue that critical thinking must command
learn ers and teachers interact habitually inquisitive, well-informed, a place in any institution committed to
harmoniously to discover the experiences trustful of reason, open-minded, flexible, the pursuit of education because critical
o f the learning situ atio n together. fair-minded in evaluation, honest in thinking is a necessary condition of it.
Teachers should not lose sight of the fact facing personal biases, prudent in making However, for critical thinking to take
that they are fa c ilita to rs, guiders, judgments, willing to reconsider, clear place, a relaxed, stimulated environment
mediators o f learning and co-learners about issues, orderly in complex matters, is mandatory and the use o f humor
(Gravett, 2001:36, 37, 38). Through the diligent in seeking relevant information, positively can make this ideal possible.
use o f hum or, learning becom es a reasonable in the selection o f criteria,
cooperative venture and both the teacher focused on inquiry, and persistent in A learning climate to facilitate critical
and the learn er becom e jointly seeking results which are as precise as thinking involves the stimulation of both
responsible for a process in which they the subject and the circumstances of the cognitive and the affectiv e
all grow. inquiry perm it. The A m erican components in a domain-specific context.
Philosophical Association com bines The two com ponents cannot be
Learners remember facts that are linked developing critical thinking skills with separated. I.earning is both a rational and
to jocular examples. Humor reminds nurturing the related affectiv e an affective endeavor. D uring the
learners that they are all social, human dispositions, and this consistently yields learning process, the reasoning and
beings as cited by participants: "if ire useful insights, which are the basis of a emotions of the learners are involved.
can laugh together, we can learn national, democratic society. Using humor that is appreciated by
together, dialogue together, cooperate learners can act as intrinsic motivator
and collaborate to facilitate effective The definition and the ideal critical because it will elicit positive emotions
learning". Humor strengthens social thinking characteristics described above while generating sustained interest and
re la tio n sh ip s am ong learners and cannot be fa cilitate d in a tense involvement in the construction of one’s
teachers (UI loth, 2(X)3:12 7 ,128). It reduces atm osphere. To educate learners to own learning (Wlodkowski, 1998:96-1(H)).
the authoritarian position of the teacher, become critical thinkers requires the A positive use of humor can challenge
allowing the teacher to be a facilitator and creation o f the environm ent that is learners to engage in problem- solving
a mediator o f the learning process in relaxed, enjoyable, non-judgmental, non- ac tiv ities, the resolutio n of
partnership with the learner. By reducing threatening and non-intimidating - yet contradictions, and the justification of
anxiety, learners are more likely to focus stimulating, challenging and sale (Graved their views. They will also want to know'
their attention, experience learning as 2001:46), w ith a rich sensory the different alternatives to the solution
fun, and increase learning and memory. environment that engages all levels of of the problem. Teachers need to create
Learners open their minds to learning and the mind (Caine & Caine in UI loth, a safe, challenging learning environment
enjoy the learning experience. I lowevcr, 2003:127). The environment should be in which learners feel lice to explore,
participants felt that humor should not inviting and m otivating. Participants experiment, make mistakes through trial
be a substitute for poor (caching: "Mrs stated the following observations: “in a and error, ask challenging questions
X had us laughing throughout all her straight-faced classroom there is no freely in a state o f “relaxed alertness”
lectures without meaningful connection learning. There is less interaction of (Caine & Caine in Graved, 2001:46).
to the content, y e t in the test and learners. There is fear and intimidation.
examination she asks serious matter. One is not sure whether by asking a A relaxed mental alertness will encourage
That is not good enough for learning to question you shall have caused trouble, challenging interactions. It will invite
take place Atherton (2003:1) contends worse if you can crack a joke. I,earners dialogue and provide both the teacher
that humor is an important spice to use spent most of their time studying the and the learner with the opportunity to
in teaching but like any spice, you don’t intimidating attitude of the teacher and critically analyze, interpret, synthesize,
want too much of it. Frequently, jokes they ask questions such as: who is she make inferences, explain and evaluate
are remembered readily, and so teachers going to ridicule today? who is she going assum ptions, beliefs, thoughts and
find their jokes being solemnly repeated to belittle, humiliate or reduce in dignity actions. This should include interactions
back to them in assignm ents and in or integrity? lixactly when is the class where learners are confronted with
examinations. ending? When is one going to be freed opposing and alternative views to trigger
from the m onster te a c h e r”? These cognitive disequilibrium . C ognitive
Humor promote critical remarks raise a serious concern for disequilibrium is the tension people feel
teachers: how do learners perceive you when they experience something that
thinking and your practice? does not lit what they already know. This
According to the American Philosophical tension causes them to involve
Association (APA) study directed by According to McPcck (1981:5) critical themselves with the new experience until
Facione (1990:2), critical thinking is thinking alw ays m anifests itself in they can understand or lit into what they
understood to be self-reg u lato ry connection with identiliable activity or know or can do (Wlodkowsk i, 1998:107).
judgment which results in interpretation, subject area and never in isolation. On the other hand. Wool folk (1990:46)
analysis, evaluation, inference as well as McPcck (1981:3) further slate that to explains disequilibrium as disturbance in
explanation of the evidential, conceptual, critical thinking is always thinking about search ofmental balance. Disequilibrium
m eth o d o lo g ical, crite rio lo g ica l or something since, to think about nothing causes learners to be uncomfortable and
contextual considerations upon which is a conceptual impossibility. Critical is this motivates them to keep on searching
that judgment is based. It is essentially a logically entailed in education and it can for a solution. Thus critical thinking is
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Curationis September 2(108
stimulated and learning takes place. is used as a pedagogical tool. There is a an integral part in creating such an
Using humor in a challenging manner feeling of belonging to the group with a atmosphere. The word dialogue derives
within the appropriate learning context, positive attitude to each other as cited: its meaning from the Greek words ‘dia ’
or desig n in g hum or around the “we fe e l awake, motivated, inspired, w hich m eans ‘tw o ’, a co nn ectio n
educational point being made, will induce stimulated and empowered. It breaks the between, across or through, and ‘logos ’
learners to think and rethink their silence and rigidity. We feel open and which denotes thought, reason, meaning
u n d erstan d in g o f the content and accepted. We have an open-m inded and judgment. Dialogue is summarized
examine their reasoning so that new approach to our learning. ” Learners by Burbules (in Gravett 2001:35) as a form
knowledge can be constructed (Powell further felt that through humor, they are o f social relatio n s that engages
& Andresen in Ulloth, 2003:127). The able to create a respecting and trusting participants. A successful dialogue
appropriate use of positive humor will relationship with other learners and involves an exchange o f perspectives,
provide the climate in which learners feel lecturers. The teacher perceives learners experiences and beliefs in w hich
encouraged to express their views and as unique individuals with an inherent participants engage in willing partnership
to oppose those o f others w ithout right to learn. “We want to enjoy the and co-operation in the face o f likely
experiencing the situation as threatening. presentation so as to look forw ard to disagreements, confusion, failures and
Learners gain self-confidence and freely attending the next lecture” participants misunderstandings. Persisting in this
take part actively from the onset and remarked. process requires a relaxed environment
demonstrate respect and passion for the characterized by an attitude of mutual
subject once they realize that their Through hum or the te a c h e r’s respect, trust, openness, active listening
contributions are appreciated (Hammond characteristics come to the fore. The and concern. Use of humor encourages
& Collins, 1991:48). m otivation, ap p ro ach ab ility , the dialogue as an authentic learning process
enthusiasm, the passion for own subject, during which meaning is consistently
The dynamic that underpins critical the expert knowledge and experience will gathered and unfolded in the process of
thinking is the interactive, collaborative be displayed by the ability to infuse attaining understanding. This learning
participation of learners using dialogue humor into the content, by formulating process takes place in an explorative
in a relaxed atmosphere (Gravett, 2001:41). examples using humor so that learners manner. Dialogic teaching integrated
This dynamic will not be made possible remember more readily - i.e. relating the with humor implies that the educator, the
in a rigid, authoritarian environment. The le a rn e r’s preco n cep tio n s to the learner and know ledge should be
participants noted: “humor encourages know ledge. H um or in creases the engaged in a dynamic reciprocal unity
a healthy participation by all learners teach er’s coaching, facilitating and (Gravett & Henning 1998:61).
regardless o f race or religion. With guiding abilities. It increases the teacher’s
humor, complex mental activities such critical and reflective abilities. Humor promote emotional
as critical thinking, decision-making
and pro b lem -so lving can be easily Teachers who have a sense o f humor are intelligence
accomplished, because humor invites usually accepted by learners because of Emotional intelligence can be conceived
d iscussion and dialogue. Through their good, less authoritarian attitude. as a measure of the degree to which a
dialogue we can analyze, interpret, Respectful and trusting relationships are person successfully (or unsuccessfully)
explain and evaluate issues according also built between the learners and the applies sound judgment and reasoning
to our understanding. We can actively teachers. L earners becom e m ore to situ atio n s in the pro cess o f
listen to the views o f other learners, recep tiv e to the learning content. determining an emotional or feeling
syn th esize them and com e up with “Humor is like medicine fo r the soul and response to those situations. It would
d iffe ren t and new insights or heals whatever emotional scars we might entail the bringing o f co g n itiv e
perspectives. For those who are slow in bring to class. Things learned in a intelligence to bear upon both positive
grasping, we can explain to them at our humanistic way are better remembered. and negative emotions. It would be a
own pace, evaluate and monitor our Humor helps the teacher to go down to m easure o f the extent to which our
u n d ersta n d in g w ith out fe a r o f the learners and reduces the distance affective response was ‘rationally’ based.
intimidation ”. betw een the learner and the well- Goleman (1998:317) defines the term
learned person. I f learners enjoy the ‘emotional intelligence’ as the capacity
H um or creates the clim ate for class, they will enjoy the subject and for recognizing our own feelings and
inquisitiveness. Learners want to go strive to do well. It keeps the learners ’ those o f others, for motivating ourselves,
beyond ‘book know ledge ’ because, attention. Humor makes us to appreciate and for managing emotions well in our
according to participants, the teacher is ourselves and teachers even more ”, said relationships. Emerging naturally out of
open-minded, flexible and approachable. participants. rational emotions would be reasonable
Probing questions are used without fear desires and sensible behavior.
of intimidation. The skills of inference- Critical thinking is promoted through
making and evaluation of issues are easily dialogue. According to Gravett (2001:36), To maintaining positive emotions while
developed where humor is infused into meaningful dialogue that intends to break learning enlightens one’s emotions and
the content. In a humorous climate it is through to new insights and is marked sustains interest and involvement in the
easy to concentrate. Learners remember by an attitude o f reciprocity among learning activities. The appropriate use
better when a humorous image is used to learners underpinned by interest, trust, of humor can also contribute to the
explain a phenomenon. The learners’ self- respect, and sharing of this educational development of emotional intelligence’ as
co n fid en ce is boosted. They are journey can only take place in a relaxed it creates a relaxed atmosphere where
encouraged to come to class where humor atmosphere and the use of humor plays learners feel safe, capable and accepted.
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Curationis September 2008
Learners realize that they are also allowed survival and social role performance. It A ccording to K elly (2005:2),
to err. Laughter can go a long way in also includes personality aspects such inappropriate humor offends people and
improving a tense atmosphere and in re as general m ood, optim ism and comes from a closed heart. Inappropriate
energizing learners, particularly when the happiness (Cooper & Sawart, 2000:324). hum or is disruptive and should be
learning co n ten t is com plex, handled in the same manner as any type
controversial or intimidating, especially The social aspect o f em otionally of disruptive behavior, move quickly to
in a clinical learning situation. Humor can intelligent behavior relates to individuals’ change the subject and gain control.
help pacify emotions and relax learners. personal effectiveness in interpersonal Negative humor can have adverse impact
Humor appropriately integrated with interactions. It includes the ability to on learning. P articipants indicated:
content and making use of the learners’ notice and make distinctions between “humor should not be excessive such that
previous knowledge, can serve as a o th er in d iv id u a ls, th eir m oods, the teacher becomes off focus from the
‘hook’ for remembering important content tem p eram en ts, m o tiv atio n s and learning outcomes and hurts learners.
(Apps in Gravett, 2001:44,45). Both the intentions and to use this information to Humor must be used to emphasize or
mind and the heart must be involved for regulate and guide one’s thinking and clarify a point. It would be ideal to use it
effective learning and teaching to take actions in achieving one’s goals in a as an in tro d u ctio n , for exam ple,
place (Freshwaters & Stickley, 2004:91- socially acceptable manner. It includes explanation of complex issues and for
98). skills such as empathy, respect, flexibility closure of the lecture. Humor should not
and unconditional acceptance of others be used to degrade or mock the learners’
The concept emotional intelligence has (Cooper & Sawart, 2000:324). efforts. Hurtful humor or jokes can turn a
becom e a buzzw ord in the field o f possible positive learning event into a
education. Teachers who are able to The follow ing quotations from the negative, resentful situation. Humor
dem onstrate em otionally intelligent participants characterize the teacher who should be appropriate to the learning
behavior in the classroom have been has emotional intelligence, that is, who content and be applicable if the situation
known to be more effective in achieving is emotionally balanced: “the teacher arrives”. Negative humor is brutal and
the academic goals they have set for always smiles, keeps her voice low, does hostile, and self-esteem can be wounded
th em selves and th eir learners. not shout, she is always polite. Treats us (Torok, M cM orris & Wen-Chi Lin,
Demonstrating emotionally intelligent friendly, is assertive, firm and strict. 2004:19). Not all learners appreciate
behavior helps create an em otional Creates a professional distance between humor or have a good sense of humor.
climate which enhances learning, reduces him/her and the learners, speaks gently Teachers should be alert when using
p eer co n flic ts and creates a m ore with a happy fa ce, guides learners humor and should consider the presence
desirable teaching situation (Cobb & properly, his/her enthusiasm lifts our of learners from diverse racial cultural and
Mayer,2000:58;17). sp irit. D em onstrates p a ssio n and religious backgrounds.
devotion to teaching learners, is very
Emotional intelligence provides the skill energetic, has a positive attitude, is The negative use o f hum or is
to control and to manage the emotions patient in listening to our problems and accompanied by feelings o f frustration,
successfully. The concept of emotional takes individuality o f learners into anxiety, confusion, defensiveness and
intelligence implies that people are both consideration anger (Gravett, 2001:43). That is why some
rational and emotional beings. Adapting very in te llig e n t learn ers who are
and coping abilities in a social context Humor is a risky business because the achievers get them selves busy with
depend on the integrative functioning of teach er does not alw ays know the constructive work like reading while the
rational (co g n itiv e) and em otional learners’ personalities and experiences rest o f the class is laughing. Such learners
(affective) capacities (Fineman 2000:101). so there is always some risk involved easily get bored and feel that humor is a
It is through reasoning that individuals when jokes are used. Teachers need to waste o f time - worse if it is negative and
id en tify w hat em otions they are find out about the background of learners irritating. According to Klopper (2000/
experiencing, discover the beliefs and first, by assessing their religious and 1:90), such learners are categorized as
values that give rise to them, and decide cultural background and establishing achievement-orientated learners who are
what actions, if any, to take on the face some rapport with them. Kelly (2005:2) is highly structured and do not entertain
of it (Locke 2005:425-431; Thingujam o f the opinion that humor has so much jokes in class. Their time and work space
2004:155-166). force that it can com m unicate and is fully utilized and they concentrate on
connect or easily separate and destroy what counts, they avoids acts and jokes
Emotional intelligence emphasizes the relationships. Humor can educate or that waste time (Klopper, 2000/1:90). The
cognitive, affective and social aspects of denigrate, heal or harm, embrace or deface aim o f learners with such an approach to
b eh av io r The co g n itive aspect o f situations learning is to acquire book-related
emotionally intelligent behavior relates content, write tests and get distinctions.
to the intelligent reasoning about the Such learn ers w ill be irritated by
em otions one is ex periencing and
Negative humor meaningless humor. The teacher will have
in clu d es sk ills such as em otional Impacts negatively on learning to keep a balance and integrate humor
aw aren ess, self-co n tro l and There are primarily two types of humor: and content to clarify complex issues.
assertiveness. The affective aspect o f appropriate and inappropriate. Any The participants stated: “too much
emotionally intelligent behavior refers to humor that is intended to divide people, humor can disrupt my concentration.
the ability to harness one’s emotions and b e little or rid icu le, d iscrim in ate, Humor should not be used to hide or
mood as a source of energy to positively encourage negativity or be at another disguise the weakness of the tutor but
influence one’s wellbeing, goals, plans, person expense is inappropriate. rather to guide and encourage learners”.
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Curationis September 2008
Kelly (2005:7) believes that frequent belly language may be perceived as and relaxed
lau g h ter cures term inal tightness, sarcasm by learners. • Encourage learners to develop
cerebral stiffness and hardening of the Use humor in a w ay that feels a group identity, to focus on
attitudes and that ' I IA! 11A!' (laughing) natural and unique to you: do enjoying themselves while
often leads to ‘Alia!' (indicates the not imitate the style used by supporting each other. People
acq u isitio n o f new insight and other teachers. love to laugh (Gravett, 2001:44).
perspectives). Reflect on what happened and • Learners should associate the
why your humor was well- curriculum with fun and become
It is strictly taboo and educationally received. Consider how the committed to paying attention.
unsound to use humor at the expense of same type of humor could be • I lowever. enforce ground rules
the learners' feelings or by demeaning used in future. that keep the class professional
any person or group in a learning Develop your ability to read and productive, but give
situation. Respect and the integrity of
your learner' tension lev els. learners plenty of leew ay for
each learner should be \ allied in ways infusing class activities with
When you sense tension, try to
that welcome the worth and expression spirited excitement. When they
defuse it by making a humorous
of one's true self w ithout fear of threat. are excited they w ill learn faster
remark or telling a funny story.
1.earners should feel safe, capable and and retain information more
welcomed. Humor should be used to Integrate humor to the content.
1lumor does not hav e to be a fully.
enhance u n d erstanding and
diversion from the curriculum. • The learners' humor should be
enlightenment (Graven. 2001:40>).
Whenever possible, weave driven by personal
relationships set within the
Negative humor may not only have an humor into what your learners
are already learning. context of your curriculum. It
impact to the learners directly but may
Meaningful humor should should be relevant to the
also affect their perceptions of the faculty
connect new know ledge to content.
member (Torok. McMorris & Wcn-Chi
previous teaming or experience. • Be careful not to over use humor,
Lin. 2004:20).
Tap your own imagination for it could lose its value and effect.
innovative ways to bring the Dev clop a style and comfort
Learners mention that humor has the
many benefits of humor to your zone w ith humor.
pow er to make teachers more likeable,
facilitate u n d erstanding o f course learners' learning experiences.
material, lower tension, boost learners' Increase interpersonal contact Conclusion
morale, increase learners' attentiveness through cye-to-eye and face-to- The effects of both positive and negative
and promote a sense of communicating, face contact (Provine. 2000:210- hum or have been discussed. The
from the description of the perceptions 214). guidelines to facilitate learning through
of participants and the related literature, 1lumor should be constructive, the effective use of humor have also been
the following guidelines emerged. understandable by all learners described. It is for the teachers and
and be relevant to the content learners to realize that humor can act as a
Guidelines to facilitate and or compatible to the lubricant or a retardant in the educational
learning environment. setting. It can educate or denigrate, heal
learning through the or harm, embrace or deface (Kelly. 2005:2).
Provide an engaged, relaxed
effective use of humor atmosphere though humor.
It is a powerful com m unication and
pedagogical tool to be embraced by
• Create a more positive, I-'njoy the learners, the content
teachers and learners. The use of humor
affective, psycho-social and and the process of teaching and is advocated to facilitate learning and
social learning env ironment to learning (Torok et al.. 2004:21). increase recall of the learning content.
promote learning by breaking Recognize bad or destructive Furthermore, a humorous class activity
down barriers to communication humor. Sarcasm is dangerous relevant to the situation can serve as a
between the teacher and and inappropriate in class and 'hook' for remembering important content
learners. should be avoided at all costs (Apps in Graven. 2001:44). Yella (in
• Adopt a light, playful mindset as it will demoralize students. Gravett. 2001:37') insist that whatever
to help establish a w arm, safe Make humor an integral part of impedes dialogue and humor must be
learning environment. your class, rather than courageously addressed and eradicated
• I'sc facial animation i.e. smile, something special. The best and w hatever enables dialogue and
make li\ ely expressions and let kind of humor is "just-in time' humor must be fearlessly natured and
your eyes sparkle. Adopt a humor - that is. a spontaneous used.
laughing-ready attitude. and contextual humor that
• I'sc comfortable body arises naturally. Don't try too Teachers are urged to be role models for
hard: encourage humor, don't some learners may adopt the teacher's
language and a relaxed \ oice.
force it. Do what fits your presentation style. Teachers should be
• Make sure your non-verbal
personality. It happens on its enthusiastic and have passion in their
message matches your verbal subjects and this w ill be demonstrated
own. The learners are ready to
message, for example, humor by: the in tellig en t, creativ e and
learn effectively, voluntarily on-
used w ith serious bodv meaningful integration of humor into the
task with minds that are open
58
Curationis September 2008
con ten t; be en th u siastic, that is, Butterworth. MURPHY, S 1995: The validation event:
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