1 using humor to maximize learning mary kay morrison [email protected]
TRANSCRIPT
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Purpose of Course There are several identified research-based benefits for educators
who incorporate humor into their school environment. An culture energized with positive emotionality will provide an optimal learning environment for staff and students. Humor fosters trust, builds relationships, relieves stress and contributes to long term memory.
This session includes information on;the benefits of humor the development of our sense of humorhumor styles inventorythe humor connections that provide powerful ways to communicate with both students and colleaguesthe Hook, Line and Sinker Method of Using Humor to maximize learninghumor and school culture
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Course Outcomes1. Participants will know and understand the
Benefits of Humor Contributes to mind/body balanceMaximizes brain powerEnhances creativityFacilitates communicationSupports the change processCreates an optimal learning environment
2. Participants will learn the Hook Line and Sinker Method of using humor to maximize learning.
3. Participants will complete a Humor Styles Inventory
4. Participants will focus on improving school culture by reviewing the research on the positive emotions and the impact of stress.
5. Participants can read the book, Using Humor to Maximize Learning by Mary Kay Morrison as a resource for writing and implementing their humor practice goals.
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Getting to Know You!
HousekeepingHonor other ideas.Review the 10 minute ruleObserve the processMusic will be transition cueTake breaks as needed.Relax, learn and enjoy.
Partner linksName, positionDefine humor
Table groupsTable roles/table name
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Learning changes the brain!
We need to understand the brainbecause that is what we work
with!
•The brain rewires itself with each new stimulation, experience and behavior. IT MAKES NEW CONNECTIONS!
•Learning is the act of making (and strengthening) connections between thousands of neurons (neural circuits or networks.)•Memory is the ability to reconstruct or reactivate the previously made connections
Neurons that fire together, wire together.
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The brain changes as a result of
A critical role in brain growth is the
People learn
Everyone can learn more
Age does not stop
The brain is
The best way to learn something is to
Key Research Findings
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– 14% what we hear– 22% what we see– 30% demonstrations– 42% sensory redundancy– 72% movies of mind– 88% performance of life challenge– 92% what we teach others
We often focus only on the auditory process in education
Percentages may change depending on different research studies
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Information ExplosionContributes to our Knowledge of
Humor
Three forms of Biological Inquiry
(Sylwester 2000)
Genetics (cells)Imaging Technology (brains)Evolutionary Psychology (Human Societies)
HandoutA2
The brain needs movement
to facilitate the flow of energy and information.
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Magic
Music
Yoga
Pair-Share
Chants Cheers Mind
Maps
Hi-Five
Groupwork
Games
Dance
Ball Toss
Humor
Every 10
minutes
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A Closer Look at Humor
What is Therapeutic Humor?Therapeutic humor is any intervention that promotes
health and wellness by stimulating a playful discovery, expression, or appreciation of the absurdity or incongruity of life’s situations.
AATH Association for Applied and Therapeutic Humor
What is Humergy?“Humergy describes the energy that radiates the optimistic joy of our inner spirit, reflects our unique
personality, and nourishes a healthy mind/body balance.”
Mary Kay MorrisonHandout
A3
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Universal Humergy Elements
Trust: Fun and laughter are indicators of a high level of trust within a healthy organization or relationship.
Hope: Humor is the sign of optimism within individuals and organizations. Humor expresses the hope that we can survive tragedy, difficulty and change and not only survive but thrive.
Optimism: Depression and pessimism are often linked. The energy of humor is a reflection of an optimistic spirit.
Love: When looking for a mate, the number one characteristic mentioned as necessary is a sense of humor. Humor is the universal bond for building relationships and reflects our love for others.
HandoutA 6
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New Finding!Research Causes Cancer in
Rats Learning must go through our emotional filter. Our memories are composed of experiences that are linked to emotions. Thus emotional memory is a critical component for the learning process. These emotions are either positively or negatively linked.
Adrenalin not only activates the stress response, it also has the potential to put information into the long term memory.
Anything you do which engages student’s emotional/motivational interest will naturally engage the adrenalin system and results in stronger memories.
TextChpt. 3
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Fear Fear is our most powerful emotion. It has the
primary purpose of protecting us from harm. We are programmed to pay attention to our fears because this emotion alerts us if our safety is threatened. Fear has been the focus of considerable cognitive research.
Imagining technology makes it relatively easy to locate fear in the amygdala and hippocampus regions of the brain. Fear signals DANGER. Fear immediately alerts us to pay attention.
TextChpt. 3
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Stress and Learning
Excess Fear causes stress. There is mounting scientific evidence that suggests that excess stress has an adverse impact on learning. Yet, according to many teachers, we are exposing our children to stress at escalating rates. There has been increased high stakes testing in our schools. Many districts have implemented paper and pencil testing for students as young as 4 and 5 years old.
There has been an increasing pressure to focus on what is tested (reading and math) at the expense of the arts, physical education and play. Grades are considered extremely important and actually drive most students learning instead of the desire to learn.
A look at some of the research heightens our awareness of the possible dangers that excess stress creates for our students.
TextChpt. 3
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Stress Research An impoverished and stressful childhood may diminish learning by having a
negative impact on the medial temporal memory of a child. Prenatal stress and the stress that comes from living in poverty have been found to have a negative impact on the neurological development and subsequent ability to learn. (Farah, 2005)
Excess fear might lead to actual memory loss. Robert Sapolsky conducted a fascinating study examining the brains of World War II veterans who had survived intense trauma during the war. It was found that the hippocampus of these men was usually smaller than non-veterans in same age category. He noted an actual loss of part of the hippocampus in these veterans as well as a resulting memory loss. (Sapolsky, 1999) Current studies corroborate this relationship between excess stress, damage to the hippocampus and subsequent memory loss, but no firm conclusions can be made as of yet.
Students who are prone to depression may secrete more cortisol during a stressful time. There may also be decreased prefrontal cortex activity causing moody and negative behavior. Depressed students have trouble concentrating. Symptoms of depression also include deteriorating schoolwork, truancy, verbal outbursts and social rejection. (Sylwester, 2005)
TextChpt. 3
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I THINK IT’S STRESS
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Our Goal = Find Balance
Adapted from Joy of Stress
BoredomToo Little Stress
Joy of Stress
Black HoleDepression
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Negative Belief Systems
Can lead to
Can lead to
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Belief Systems Can Be “Hard Wired”
A teacher’s instruction reflects their system of belief. Many of these beliefs permeate our education culture. These beliefs can become hard wired responses in the brain. These repetitive responses might be examples of current challenges to positive thinking:
I teach it, it is up to the students to learn it!The kids we are getting today are so different! How can we be all things to all kids?The parents are the problemEverything keeps changing!I have no time for anything new!I hate that touch-feely stuff!
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Implications for student learning
Emotion Drives Attention and Learning!What kind of emotions have we used in schools
in the past? How has this impacted student learning?
Fear?Anger?
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What are the benefits of humor?
Jigsaw ActivityRead your section of the book/handout;
Using Humor to Maximize Learning Identify 3 key points that you want to
share.Teach these 3 points to the others in your
group.
HandoutA 4
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Understanding Humor through
A Framework for Learning
Context
Process
Content
Where?
How?
What?
Copyright Humor Quest
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1. Contributes to Mind/Body Balance
2. Maximizes Brain Capacity
3. Enhances Creativity4. Facilitates
Communication5. Supports the Change
Process6. Creates Nurturing
Environment for Learning
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Contributes to Mind/Body Balance Humor relieves stress and helps us cope;
Excess fear and anxiety can cause severe stress.This stress can lead to health problems.Humor can relieve stress and promote healing.
Laughter is linked to healing Humor is being used in Therapy (Association of Applied and Therapeutic Humor)Laughter releases endorphins in subjects watching comedy (Loma Linda University study-Dr. Lee Berk, California)Vigorous laughter is stimulating, increasing heart rate, blood pressure, and circulation; circulating immune substance effectiveness, pulmonary ventilation, and alertness; and exercising the skeletal muscles. Following laughter there is a brief period during which blood pressure drops and heart rate, respiratory rate, and muscle activity decrease, resulting in relaxation (Fry, 1994).
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Research on Positive Psychology
Humor is a complex, developmental, cognitive process that requires an environment of trust.
Research generated from the National Association of Mental Health on Positive Emotionality identified the characteristics of these individuals as those who are alert, enthusiastic, and energetic. Imaging technology on their brains reveal the opposite patterns from those of people who are depressed.
Humor activates the frontal lobes of the brain and requires several cognitive processes; working memory cognitive shifting and abstract thinking.
Fun and play can minimize the stressful conditions prevalent in most systems.
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Maximizes Brain Capacity
HOOK- HUMOR GETS ATTENTIONHumor alerts the limbic system, the attentional center of the brain.Information is more likely to be remembered if it has meaning and contains an emotional “hook”.
LINE- HUMOR STRATEGIES PROMOTE RETENTION Humor requires processing of language discrepancies in order to “get the joke” Humor increases memory retrieval.Advanced language skills are at the core of humor development. One quality in identifying gifted students is recognizing their sense of humor.
SINKER- HUMOR CONTRIBUTES TO FEEDBACK AND ASSESSMENT Assessment is a celebration of learning. Use fun to promote this learning Include “puns, jokes, riddles” in written assessmentsInvite students to contribute test questions in the form of a riddle, joke or pun
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Enhances Creativity
The same qualities that are necessary for creative thinking are found in the expression of humor:
Imagination: Seeing the world a little differently is the core of humor Risk-taking: The ability to express “wild” thoughts and ideas Divergent thinking: making unusual connections and linking different elements emerge with both humor and creativity
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Facilitates Communication Humor provides insights into your own behavior and that
of others. Humor is part of emotional intelligence. It is the ability to recognize our own emotions and the emotions of others and to respond with positive energy-humergy!
Humor:
Mirrors confidence and the ability to laugh at yourself.
Mirrors anger, fear and other emotions.Mirrors communication skills and risk taking
ability.Mirrors temperament and mood.
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A Humor Communication Skill: Self Deprecating Humor
The ability to laugh at oneself comes from an inner confidence and the skill to encourage others to laugh at
you as well. It sends the message that you are human and make mistakes and allows others the freedom to do the same.
Some examples:– Appearance– Aging process – Mistakes made
If we are what we eat, I am cheap, fast and easy!
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Supports the Change Process
Change is difficult. When we can find the humor in a difficult
situation we can begin to cope with the change. Group humor can emerge from coping with the
change. It is often negative in nature.
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Creates Nurturing Environment for Learning
Supports classroom managementImproves emotional state of childReduces anxiety and depressionImproves communication with teacher
Creates safe environment for learning Increases engagement, enthusiasm and
energy
HandoutsA 6 & 8
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Moving from a Fear Based System to a Culture of Humergy
Find your partner.Review the Worksheets for Indicators of
Classroom Humergy and for Cultural Analysis
Discuss the emotional and cultural implications of emotions in your district and classrooms.
HandoutsA 6 & 8
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Group Activity
Captures and Retains Student
Attention
Captures and Retains Student
AttentionBuilds
Relationships with Students
and Colleagues
Builds Relationships with Students
and Colleagues
Supports Classroom
Management
Supports Classroom
Management
Enhances the Joy-Flow
Experience
Enhances the Joy-Flow
ExperienceCreates a Nurturing
Environment for Learning
Creates a Nurturing
Environment for Learning
Helps Learners
Cope;Reduces Stress
Helps Learners
Cope;Reduces Stress
Increases Opportunity for Retention
Increases Opportunity for Retention
Expands comprehensi
on
Expands comprehensi
on
Sense of
Humor
Sense of
Humor
Review the benefits of humor with your partner
Discuss how humor usage can benefit teaching.
Share how you use humor in your current role in education?
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Humor DevelopmentGrowing Up Funny
Peek a Boo- Birth to TwoKnock-Knock- 2 years to School AgeRiddle De Dee- Early Elementary YearsPunny Funny- Later Elementary through
Teen YearsFun Finders- Peak Experience/Utopia
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Peek a Boo- Birth to Two
The game of Peek-a-Boo assures the child that what disappears will reappear. This game helps children understand that their caregiver will return. The initial fear of loss is replaced with surprised relief which eventually results in laughter. This laughter is appreciated by adults and the game is frequently repeated.
Adults engage infants in numerous games which provide the basic skills for the “reading” emotions. Silly noises, hiding objects, repetition of nonsense sounds and rough housing all elicit laughter while forming the trusted relationships necessary for humor development. These fun games also contribute to the foundation of a strong attachment between parent and child.
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Knock-Knock- 2 years to School Age
Pretend behaviors, exaggeration of reality and imagination emerge in this stage of humor development. Within Piaget’s pre-operational stage emerges the capacity for children to appreciate fantasy creatures and to employ their own imagination to create silly stories and drawings. Dramatic play begins with children imitating adult behavior. They use their imagination to pretend, often laughing at their own ingenuity.
Bathroom humor emerges at this stage and reflects the concerns that children have with their own bodily functions. Taboo words and laughter about body parts are common in early childhood. Jokes about elimination and sexual ideas are often silly accompanied with giggles. There are numerous creative books have been written on these topics.
It is intriguing to note the use of humor in children’s literature. Word-plays and repetition are important in the knock-knock stage of humor development. Three to five year olds begin to find humor in things that appear incongruent such as an elephant washing a car .
"Know why Miss Tomato turned red?" "Cause she saw Mr. Green Pea!"
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Riddle De Dee Early Elementary Years
The comprehension of verbal irony seems to emerge between 5 and 6 years of age. Jokes, riddles and clowns are beginning to be appreciated by children. Practicing jokes and repeating riddles are valuable components in this stage of humor development.
Teachers find they can generate excitement for reading through joke and riddle books, especially for those students who might not be too enthused about other kinds of literature. Since children are drawn to these books, many educators use them to promote vocabulary development,
encourage creativity and improve reading skills. “Children with the ability to use humor skills in social interactions
were found to be chosen for social activities more often than children with less developed skills.” (McGhee 2002)
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Punny Funny Later Elementary through Teen Years
Children have an increased understanding of the subtle differences in language. Their more fully developed language skills accelerate the magic of humor which can become a magnet that will captivate children grades 4-8. This is the period where the students will be able to detect and enjoy a language twist at the end of a story. They will also be able to understand a subtle variance in word selection and therefore, “Get the joke”.
The pun-fun stage also requires the capacity to perceive differences between feelings of joy, surprise, silliness, happiness, and sarcasm, all necessary elements for humor development. The emotional growth of the child is an important factor in appreciating and learning to use humor at this stage.
The middle years initiate the emergence of puberty with jokes about sex and aggressive behavior. Adolescents experience anxiety about the changes they are experiencing physically and this sexual humor can provide relief from the stress of puberty. As with the bathroom humor of earlier ages, physical changes evoke challenges for pre-teens who resort to laughing with others as a coping device. Note: some folks never outgrow the bathroom/sexual humor stages.
On an Electrician Truck; “Let us remover your shorts.”On a Plumber truck; “Don’t sleep with a drip. Call your plumber.”
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Fun Finders Peak Experience/Utopia
The ultimate or peak experience as identified by Maslow and described by Csikszentmihalyi as a Flow or a spiritual experience. (Csikszentmihalyi, 1997)
Humergy is extraordinary optimism and a passionate energy for life combined with a gentle understanding of others. It describes the energy that radiates the optimistic joy of our inner spirit, reflects our unique personality, and nourishes a healthy mind/body balance
JoyFlow is the degree to which we have accomplished optimal growth and self-discovery. This peak experience exemplifies the capacity to view challenges with optimistic amusement. A heightened state of positive emotionality defines the fun-finders peak experience. For many Joy-Flow is a spiritual journey.
Joy-Flow is evident within groups. Visualize a classroom of laughing students filled with excitement where each school day offers opportunities for brain compatible learning facilitated by passionately optimistic teachers.
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Why Play?
As educators become more concerned with assessment and federal mandates, time for PLAY gets shifted to the bottom of the priority list. Some schools have eliminated recess and there are new schools being built without playgrounds.
Play is important to intellectually enhance new learning, increase creativity, solve problems, and provide motivation for intellectual engagement.
Along with getting more exercise and eating well, nearly every listing in the top ten ways to reduce stress and create a more balanced lifestyle includes making time for laughter and play.
HandoutA 5
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We might as well post this sign in many of our schools!
Humans have the longest period of play of all animals.
This is in direct proportion to the level of mammal intelligence.
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Questions
What signs of Joy-Flow would you like to see in your school?
What kinds of play promote energy, passion and enthusiasm among staff and students?
How often does your school encourage play?
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There is no doubt that we have been asked to accomplish more and more in our jobs. I think that the stress that this creates has led to several belief
systems that permeate our culture and inhibit humor development.
If we have fun, work will not get done!” “If I am silly, I will not be seen as a professional.” “If we are laughing, they will not be learning.” “I don’t have time for humor.” “We cannot measure humor and the effect that it has
so it is “soft data” and does not have a place in the serious world”
Myths about Humor
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Humor is Risky!
A lot of folks practice safe humor. They only feel safe laughing in the following situations:
With childrenWith animalsWith drugs, alcoholWith strangersMaking fun of someone else
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Humorphobia: The Fear of Fun, Laughter and Humor
Fear of Punishment
Fear of Loss of Control
Fear of Inadequacy
Fear of Being Made Fun of
Fear of Looking Silly
Fear of Loss of Work Time
Humorphobia
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Humordoomers; people who use negative humor to control and
manipulate others
Humorphobia breeds humordoomers, skilled crafters who use subtle techniques to suppress humor in the workplace.
Humordoomers are usually unhappy individuals stressed by the duel demands of accountability and limited time constraints.
HandoutA 7
The humordoomer is a pessimistic leach, who can suck the humergy right out of you.
Grown in a petrie dish of fear and anger, they are threatened by joyful energy and enthusiasm.
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Inappropriate Humor
When the impact is hurtful, it is usually inappropriate, even if the intent is not so.
RidiculeSarcasm
Ethnic HumorGender Humor
.
“I hate being laughed at!”
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The Trust Factor: A Critical Component in creating an
environment
An indicator of trust in an organization is the ability to have fun
FunWorks by Leslie Yerkes.
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Humor Builds TrustCultivate it in the Workplace
Humergy=Trust
Supports enhanced communication skills/builds relationships
Changes behavior of individuals and groups
Relieves stress and promotes healing Increases productivityReflects an environment of trust, hope,
optimism and love.Handout
A 8
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Educator’s Tackle BoxHook, Line and Sinker
The Hook: Capture and Retain Student Attention:
The Line: Expand Student Comprehension;
The Sinker: Increase the Opportunity For Memory Retention
The purposeful use of humorwill maximize memory and facilitate learning.
Mary Kay Morrison 2008
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Your Tackle BoxHook, Line Sinker
SINKER
Long Term Memory
LINEWorking MemoryRehearsal
StrategiesFrequent
Access
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Humor Styles Inventory
Find your Partner (s)Discuss your options and ideasReview the jokes
Complete the Humor Styles Inventory
Use that discussion and the humor styles inventory as a basis for your initial assessment of your humor style.
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Humor Practice is Ongoing
Write Goals
Celebrate Success
Set New Workout Goals
Set a Time Line
Identify Support System
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What good is gum without a chance to chew it?
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Review and ReflectionCaptures
and Retains Student
AttentionBuilds
Relationships
Supports Classroom Manageme
nt
Enhances the Joy-
Flow ExperienceCreates a
Nurturing Environme
nt for Learning
Reduces Stress
Increases Opportunity
for Retention
Expands Capacity for
Learning
Sense of
Humor
ReviewHandouts
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Grow Your Humor Practice!
Review materials Write down your goals for incorporating humor practice into your life.
Examples: laugh more often each day, try a new form of play, use hook, line and sinker, tell more funny stories, find a supportive colleague.
Set a time line.Example: by the end of the month I will have two coaches in place and will have tried a new form of play each week.
Identify your support system Celebrate your success; PARTY
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Summary
Humor defined; humergy Humor is developmental Humor benefits include:
Contributes to Mind/Body BalanceMaximizes Brain PowerEnhances CreativityFacilitates CommunicationSupports the Change processCreates an Optimal Environment for Learning
Humordoomers and Humorphobia challenge humergyReview the description of Humordoomer and HumorphobiaUnderstand differences between Intent and Impact of humor
Understanding your humor style contributes to increasing your humor capacity
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READTEXTUsing Humor To Maximize Learning
by Mary Kay Morrison
Using Humor to Maximize LearningMary Kay Morrison
Rowman and Littlefield Education. Blue Ridge Summit, PA. Dec. 2007http://www.rowmaneducation.com
Chapters•The Tonic for Tired Educators•Developing your Humor Being; A Nut is Born•Mouse Droppings :Examining Brain Research and Humor•Hurtful Humor; NO Laughing Matter•The Humor Workout; Pumping Up with Practice•It’s a Circus Out There•Survival Humor for Stressed Leaders
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Humor Resources
A complete bibliography can be found on Mary Kay’s web site at:
www.questforhumor.com
Reference Books The Psychology of Humor, Rod A. Martin 2007 Why Zebra’s Don’t Get Ulcers, Robert Sapolsky 1998 FunWorks, Leslie Yerkes, 2001, A Biological Brain in a Cultural Classroom, Robert Sylwester,
2003
.
Additional resource;Association for Applied and Therapeutic Humor (AATH)
http://aath.org/
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Final Thoughts
“Work like you don’t need the money.Love like you’ve never been hurt.Dance like there’s no one looking.Happiness is a journey not a destination.”
If you are too
busy to laugh
You are too busy!