Laughing your way through Higher Education: the Pros and Cons of

using Humor in the College Classroom

Cole C. Pinheiro

This paper was completed and submitted in partial fulfillment of the Master Teacher

Program, a 2-year faculty professional development program conducted by the Center for

Faculty Excellence, United States Military Academy, West Point, NY, 2016.

Abstract: This paper explores the use of humor as a teaching technique in higher

education and outlines the benefits and consequences of using humor in a college classroom. A

review of contemporary literature on the subject suggests that the proper use of humor can help

create a positive learning environment, energize students, enhance their desire to learn, and fuel

classroom interaction. In short, researchers find that well timed, tasteful, and relevant humor

produces both psychological and physiological benefits in the classroom. However, poor use of

humor has detrimental effects in the classroom and can cause significant harm to students.

Consequently, educators must think through and plan the use of humor during their lesson

planning. This paper concludes that professors should use humor while instructing at the United

States Military Academy, but that it should be tied to specific lesson objectives and the humor

must be in line with the professional norms and ethical standards of the military profession.

Introduction.

During my first two years teaching at the United States Military Academy (USMA), I

received divergent feedback on the use of humor in the classroom. At the end of the first year,

the Head of the Department of Social Science commended me on the use of satire to reinforce

lesson objectives and critique course material in a way that built a dynamic classroom. During

end of year counseling, after multiple classroom observations, she said that she frequently

reviewed my lesson plans and borrowed the material for her own class. In October 2015, a new

STEM head visited my classroom and suggested that we should never seek to entertain our

students or bring in outside material that wasn’t strictly academic in nature. This conflicting

feedback caused me to ask: Should teachers use humor in a college classroom to help inspire

students and encourage them to interact with the material? What are the benefits and

consequences of using humor in the college classroom? If humor does have positive impacts,

what considerations should teachers use when planning to use humor in the classroom? This

paper finds that humor can be beneficial if it is tied to the lesson’s material, properly timed,

ethically sound. Humor helps professors engage their students, connect with them where they

are at, and build a lively learning environment. Humor helps overcome otherwise dull material

“by tapping into students’ multiple intelligences and learning styles in a way that forces them to

think in divergent and real-life ways.”1 However, when done improperly or too frequently,

humor can detract from learning or cause harm to students. First, this paper will define humor,

1 Zak Stambor, “How Laughing leads to Learning: Research suggests that humor produces psychological and physiological benefits that help students learn,” Monitor, June 2006, Vol 36, No. 6, 63. Available at: http://www.apa.org/monitor/jun06/learning.aspx

2

which at its core, must be understood as subjective in nature. Next, it will examine the benefits of

using humor in the classroom. Then, it will consider the negative impacts of using humor in the

classroom and establish guidelines for the proper planning and use of humor in higher education.

Last the paper will consider the specific circumstances of teaching at USMA and establish some

special considerations while planning to use humor at West Point.

I. What is “Humor”?

In the literature on teaching, there is no single definition of humor.2 At its core, humor is

subjective and a matter of personal opinion.3 Therefore, teachers must be in tune with their

students and classroom environment to use it effectively. Humor can be defined as “anything

that is perceived to funny, comical, or amusing.”4 Mark Nichol’s classifies humor into twenty

typologies ranging from self-depreciating to satirical comedy.5 The context and environment in

which humor is presented is paramount because of its subjective nature. Prior relationships, pre-

existing classroom dynamics, and relation to the class material are important in determine

whether or not humor is useful in teaching.

II. Using Humor as a Teaching Tool.

Many educators and researchers contend that the use of humor in the college classroom

helps create a positive learning environment and assists students in learning. Surveys suggest

that the use of humor in higher education is common and has been throughout history. It is both

more frequent, and more effective in higher education than in lower education. Mature students

tend to understand humor better and therefore it has more positive effects in college than in high

school and below.6 Ultimately humor can build class cohesion and a more dynamic learning

2 Stephen Paul Halula, “What Role Does Humor in the Higher Education Classroom Play in Student-Perceived Instructor Effectiveness?” (2013) Dissertations, Paper 252, 5. Available at: http://epublications.marquette.edu/dissertations_mu/252.

3 Ralph Ocon, “Using Humor to Create a Positive Learning Environment,” American Society for Engineering Education, 2015, 2. Available at: https://www.asee.org/public/conferences/56/papers/11847/download.

4 Ron Deiter, “The Use of Humor as a Teaching Tool in the College Classroom,” Department of Economics, Iowa States University, 2000, 22. Available at: http://www.nactateachers.org/component/attachments/download/508.html.

5 Ocon, 2-3.

6 John A. Banas, Dunbar, Norah , Rodriguez, Dariela and Liu, Shr-Jie. “A Review of Humor in

Educational Settings: Four Decades of Research,” Communication Education, (2011) 60: 1, 121. Available at: http://cas.ou.edu/Websites/oucas/images/Banas_CE2011.pdf.

3

experience.7 Humor, when done correctly, creates a positive classroom environment and has

beneficial psychological and physiological effects.

Classroom Environment and Psychological effects. Researchers contend that positive

humor has multiple psychological impacts on students and helps create a positive classroom

environment. In the classroom, teachers compete for their student’s attention. Humor can help

grab your student’s attention when there are conflicting demands. Well-planned, appropriate,

contextual humor creates an encouraging learning environment, and this helps students ingrain

and remember information better.8 An instructor can use humor to gain student buy in, win

“liking”, and establish rapport with their students.9 I can help create a move comfortable and

open classroom dynamic for the students.10

Teaching is an incredible interpersonal endeavor, and humor is a common

communication behavior.11 When instructors refuse to use humor in the classroom, they risk

appearing stiff, conceded, or impersonal with to their students. Good humor signals that the

educator is approachable, personal, and willing to accept intellectual creativity. It is a means of

communicating the nature of the relationship between professor and students. Because it is an

important component of human communication, humor allows professors to relate to students

better and build immediacy.12 Additionally, humor can help the instructor find teaching more

enjoyable, as they relate with the students better.13 When educators look forward to being in the

classroom with their students, they become more immersed in their work and more open with

their pupils.

Besides a positive classroom environment, studies suggest that humor has positive

impacts on student learning and material retention. Good humor brings that content to life for

students.14 When students listen intently for humor, they also pick up more content and students

7 Maryellen Weimer, “Humor in the Classroom: 40 years of Research” Available at: http://parents-teachers.com/cgi-bin/library/jump.cgi?ID=2520.

8 Zak Stambor, 1.

9 Melissa Wanzer, “Chapter 10: Use of Humor in the Classroom. The Good, the Bad, and the Not-So-Funny Things that Teachers and Do,” 117. Available at: https://www.uab.edu/Communicationstudies/richmond_files/Richmond%20Humor%20in%20Classroom.pdf.

10 Robert McNeely, “Using Humor in the Classroom: Laughter has the power to fuel engagement and help students learn”, National Education Association. Available at: http://www.nea.org/tools/52165.htm.

11 John A. Banas, Should Teachers Be Funny? A Publication of the National Communication Association, Vol 6, Issue 1. Available at: https://www.natcom.org/CommCurrentsArticle.aspx?id=752

12 John A. Banas, et al. “A Review of Humor in Educational Settings”, 127.

13 Ron Deiter, 23.

14 Robert McNeely.

4

appear to retain the subject matter better.15 Professor Alicja Rieger contends that if you make

your students smile or laugh, they will listen more intensively for answers to important

questions.16 When students find the learning process enjoyable, they are more willing to put in

additional study time and personal energy. Similarly, humor is often able to offer alternate

perspectives, or challenge and critique the material. Students are often driven to reconsider and

further investigate the course material. Many authors claim that a humorous classroom

environment increases the energy in the classroom and increases student interest. In civilian

colleges and universities, this frequently equates to higher classroom attendance, and

consequently better test scores.17

Good instructors exhibit a combination of subject matter expertise, enthusiasm, and

attention.18 Humor, when done properly, can be a way of not only expressing, but transferring

that enthusiasm for the subject to the student. It can pique interests both inside and outside the

classroom and cause students to engage the material more frequently.19 When instructors use

humor properly, it can create a comfortable environment where students will ask questions and

engage their professor.20 Humor can ultimately be a means to establishing a more creative

environment.

Alicja Rieger argues that humor allows students to experience material in an enjoyable

way and encourage outside the box thinking. She contends that “humor is about allowing oneself

to be intellectually playful with ideas. Individuals like Albert Einstein, Thomas Edison, and

Beatrix Potter have made major contributions to the world because they were persistent and

mentally playful.”21 Humor can get students to question the argument that they hear in class.

Last, an instructor can use humor when the classroom is tense or when the topic is

contentious to relax the students and encourage discussion. Humor, when done appropriately,

can disarm others and convey good will.22 Humor can be a coping mechanism, anxiety relief,

15 Ron Deiter, 23.

16 Alicja Rieger, “Energize Your Classroom with Humor,” Faculty Focus: Higher ED Teaching Strategies from Magna Publications, 2. Available at: http://www.facultyfocus.com/articles/effective-teaching-strategies/energize-classroom-humor/.

17 Ron Deiter, 20.

18 Brian P. Gatens, “Avoiding Toxic Humor: Why there is no Room for Sarcasm in the Classroom.” Available at: http://education.cu-portland.edu/blog/principals-office/theres-no-room-for-sarcasm-in-the-classroom/.

19 Zak Stambor.

20 Halula, 124.

21 Alicja Rieger, 3.

22 Wanzer, 117.

5

and a way of easing tension.23 Some professors report that they use humor effectively to

decrease testing anxiety.24 Other suggest that carefully applied humor can soften criticism or

disarm a student when they feel that the course material conflicts with their personal beliefs.25

Humor can reduce classroom stress, especially when discussing potentially confrontational

issues.26 Comic relief is needed as a form of emotional release when studying some dower

subjects, such as terrorism or genocide. Teachers must of course be careful and tasteful when

using humor in these circumstances.

Table 1 – Professor Ralph Ocon’s Benefits of Using Humor in the Classroom27

23 John A. Banas, et al. “A Review of Humor in Educational Settings”, 118.

24 Alicja Rieger, 2.

25 Maryellen Weimer.

26 Ron Deiter, 23.

27 Ralph Ocon, 4-5.

Major benefits from Using Humor in the classroom: • Breaks down communication barriers between professor and students.

• Makes students more relaxed by reducing anxiety.

• Encourages students to listen.

• Indicates that the teacher is human and can share experiences with the class.

• Makes students less intimidated and less inhibited to ask questions or make comments.

• Promotes student creativity by encouraging them to “take chances, look at things in an offbeat

way and even make mistakes in the process.”

• “Creates a more positive, fun, interesting environment that promotes class attendance and student

performance.”

• “Increases comprehension and cognitive retention, since students have less stress and anxiety.”

• “Improves students’ attitudes toward the subject and the instructor.”

• Makes teaching more fun and enjoyable for the instructor.

• Builds group or class cohesion.

• Results in higher student evaluations.

• Can be used to illustrate course-related concepts.

• Has a positive effect on the level of student attention and interest- “it is physically impossible to

laugh and snore at the same time.”

• Keeps students engaged and involved with the course materials.

• Creates a positive climate for learning and enjoyment.

• Brings a sense of pleasure and appreciation.

• “Creates a common, positive emotional experience that students share with each other and the

teacher.”

• Improves the mental wellbeing of students and the instructor.

• Reduces self-consciousness and boast self-confidence.

• Lowers student defenses and provokes imagination.

• Creates a positive student-instructor relationship.

• Promotes student open-mindedness.

6

Physiological effects. Researchers also contend that humor and comic relief produce

multiple physiological effects that are beneficial to learning. Mary Kay Morrison has determined

through brain scans that test subjects had higher levels of activity in multiple areas of the brain

when humor was used in classroom conversations and during instruction. Humor seems to “fire

up their brains.”28 Laughter also releases positive hormones that make students feel more

comfortable, intellectually playful, and provide a sense of connection with others.29 Humor

simply relaxes students. Last, laughter keeps students awake and tuned into the block of

instruction. Humor breaks up monotonous and boring lectures. It prevents students from zoning

out, and this increases overall student performance.30

Table 2 – Professor Ralph Ocon’s Physiological Benefits of Using Humor in the Classroom31

See benefits of using humor in the classroom Olcan

Charts:

The joy of higher education lies in the relationship and interaction between the professor

and student. Although the responsibilities of an educator and professional are serious, we ought

not take ourselves as individuals too seriously. Professors should strike an interpersonal balance

where they present themselves as competent educators and subject matter experts with the desire

to help students progress in the subject, but they should also appear accessible as an accessible

person. Professor Robert McNeely concludes that “humor must be used in the classroom.”32

III: Against Humor in the classroom.

Not all researchers and educators agree that humor facilitates learning. Since humor is

subjective and a matter of personal perception, teachers can do it poorly. The benefits of humor

are contextual and based on perceptions on the subject, professor, and environment.33

28 McNeely.

29 Gatens.

30 Halula, 102.

31 Ralph Ocon, 5.

32 McNeely.

33 Wanzer, 119.

Additional benefits from Using Humor in the classroom: • Relaxes muscles and reduces chronic pain.

• Stimulates circulation.

• Improves respiration.

• Exercises the lungs and chest muscles.

• Increases the production of (hormone) endorphins.

• Boast the immune system.

• Stimulates the cardiovascular system.

• Lowers the pulse rate and blood pressure.

7

Consequently, humor does not always promote leading, it does not work alone as a teaching tool,

and can be offensive to students if a teacher is not careful.34

Teaching is Serious Business. One major critique of using humor in the classroom is that

it denigrates the teaching profession. Some contend that education is a serious undertaking, and

therefore, instructors should not show their lighter side to students.35 Those that adhere to this

school of thought believe that humor is a waste of precious classroom time, and that it is

demeaning to the subject they teach and to the profession.36 They argue that students do not

want their professors to be comedians, rather they want their instructors to demonstrate subject

matter and teaching expertise.37 Professor Stambor summarizes that “students don’t necessarily

want Jerry Seinfeld as their instructor.”38 Balance in the classroom is critical. Surveys suggest

that if the teacher “becomes an entertainer rather than an instructor, than there will be a negative

impact on the class.”39 If a teacher relies too much on humor, it cheapens the educational

experience.

Bad and Ugly Humor. Clearly not all humor is useful or appropriate for the classroom.

Humor is subjective and not a homogeneous concept, so teacher must be careful to not offend

their students. Perception is key in defining humor, therefore the audience may not share

professors outlook. Humor is also culturally dependent, consequently teachers may cause harm

if they use humor with a mixed audience.40 Humor tends not to work well if the students don’t

already have a close relationship and immediacy with their professor.41 There must be a positive

pre-existing relationship between the teacher and the class. Teachers risk doing damage

especially if they are out of touch with their students.42 Good humor in the classroom should be

linked to the course content; therefore, “nonsensical” or irrelevant humor that isn’t related to the

class topic is not useful. Likewise, self-depreciating humor does not increase learning in the

classroom, facilitate trust between the teacher and student, or foster a positive learning

34 Wanzer, 118.

35 John Banas, Should teachers be funny?

36 Deiter, 20.

37 Deiter, 24.

38 Stambor.

39 Halula, 106.

40 John A. Banas, et al. “A Review of Humor in Educational Settings”, 128.

41 Wazner, 120.

42 Deiter, 22.

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environment.43 Poor humor can simply confuse students when they don’t get the joke.44 It may

reduce the credibility of the instructor, or reduce the lesson material to the subject of a joke.45

When the students do not receive a joke well and the professor can’t recover, it can cause an

awkward transition and increase tension in the classroom.46 On the other hand, if a joke goes

really well, the instructor can risks losing control of the classroom.47

Humor can help students cope with stress and increase group cohesion, but it can also

have severely negative social functions such as “derision and social isolation.”48 If humor is used

divisively or disparages a portion of the group, it weakens group cohesion.49 Accordingly,

teachers should never use humor that targets sex, race, or gender; plays on stereotypes; uses

swearing to be funny; or targets serious issues in order to isolate and make fun the students.50 If

an instructor uses humor as a means of control, it can have exceedingly negative impacts because

of power dynamics that exist between professor and students.51 Teachers control a student’s

grades and, by extension, opportunities in the students future. Therefore, teachers that target

race, gender, or other subsets of the group can easily lose their students trust and cause extreme

harm. Likewise, teachers should not use humor to criticize students for ignorance, poor

performance, or personal beliefs.52 Educators should always avoid humor that mocks others, is

hostile or negative in nature.53 Professor Gaten argues that there is a difference between a good

tempered exchange and sarcasm. Sarcasm is like poison in the classroom and can become a

sticking point between the student and teacher.54

43 Wanzer, 120.

44 Gaten.

45 John A. Banas, et al. “A Review of Humor in Educational Settings”, 130.

46 Deiter, 24.

47 Gaten.

48 John A. Banas, et al. “A Review of Humor in Educational Settings”, 117.

49 Weimer.

50 Wanzer, 120.

51 Weimer.

52 Weimer.

53 Weimer.

54 Gaten.

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IV. Guidelines for using Humor in the Classroom.

It is clear that humor can have positive or negative effects in the classroom. Humor can

set conditions for learning in the classroom, so professors should conduct a cost vs. benefit

analysis and consider the timing and the time required for humor. The purpose of using humor

must be to increase learning and lighten the mood, not merely set a positive environment.

Humor should seek to summarize or challenge the course material, and teachers should reiterate

the materials key points after a joke.55 Humor is not a panacea for teaching.56 A professor may

be hilarious and have a great classroom environment, but may be an overall failure as an

educator. A few rules can help guide instructors as they plan to use humor in the classroom.

Teachers must be able to maintain a disciplined classroom while they use humor.57

Humor should be a small part of the instructors overall teaching method, not the central element

of communication in the classroom.58 They cannot lose control and should remove humor if it

becomes a distraction to learning. Teachers must be able to bring the class back to the subject

and tie the humor to the lesson topic.59 Educators that wish to use humor should set the stage for

how it will be used early in the semester.

If a teacher does not have a good interpersonal relationship and immediacy with their

students, they should not attempt humor. Professors must know their audience well and their

sensitivities, and seek to personalize or localize jokes.60 The better they know their students, and

the more the students know the professor, the more the teacher can correctly apply humor and

leverage it for building a positive learning environment.61 Students must be able to understand

and relate to the humor.62 A joke that is centered on a movie from the 1990’s may be lost on a

class in 2016. A strong personal relationship reduces the potential for unintentional harm. If a

teacher is not comfortable with humor, they should not try to force it in order to gain popularity

with their students.63 They can instead use non-verbal communication while teaching to set a

positive climate: smile, laugh, establish eye contact, and use hand gestures.

55 John Banas, Should teachers be funny?

56 Halula, 114.

57 Halula, 107.

58 Ocon.

59 Ocon.

60 Alicja Rieger, 4.

61 Wanzer, 122.

62 John Banas, Should teachers be funny?

63 John Banas, Should teachers be funny?

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Educators should be extremely careful to ensure that the humor will not be perceived by

students as having malicious intent. Professors should follow a do no harm policy in the

classroom. Humor must never divide the students from the teacher, or alienate portions of the

student body.64 Teachers should never use humor that has the potential to single someone out.65

Likewise, teachers should not use self-depreciating humor, or humor that defaces the subject.

Last, teachers must always avoid taboo topics: race, gender, sex, religion, or jokes that mock a

student’s intelligence or beliefs. Appropriate humor builds a positive learning environment and a

connection between the professor and student.66

(Readers can see Annex A for a list of humor styles which are and are not appropriate for the

classroom.)

V: Humor in the West Point classroom.

Instructors should follow a few special considerations when using humor in a West Point

classroom. Researchers suggest that it may be difficult to use humor effectively if operating in a

culture that discourages humor in the classroom.67 Due to military influences, West Point may

have special social and cultural dynamics to consider when using humor. Different departments

at West Point, and individual leaders may have specific guidance on the use of humor in the

classroom. They may also have particular guidelines on how it ought to be used. The military

profession has specific areas that are off limits to officers so as to not undermine the profession.

Instructors should not seek to target political leaders, especially those within the department of

Defense chain of command. Likewise, teachers should avoid using humor to target domestic

politics in a way that reveals their bias and seeks to shape their students political perceptions.

Humor should necessarily be in line with the Army’s priorities and not seek to passively

challenge or build resistance to the Army’s initiatives and policies. Last, humor should seek to

reinforce the character and ethical development of the cadets in the classroom.

VI. Conclusion.

Humor is merely a method that teachers have to enhance the learning experience in their

classrooms, and as long as it ties to the lesson objectives, it should be used at West Point. The

literature agrees that students can learn without humor, but classrooms devoid of humor are often

seen as “painful” and negative.68 Humor is a common human communication behavior, and

teaching is a very personal human interaction.69 Good humor is important in creating positive

64 Ocon.

65 Wanzer, 122.

66 John Banas, Should teachers be funny?

67 John A. Banas, et al. “A Review of Humor in Educational Settings”, 135.

68 Halula, 123.

69 John A. Banas, et al. “A Review of Humor in Educational Settings”, 137.

11

interpersonal dynamics; however, humor must be positive, appropriate and non-offensive in

order to build a positive learning environment.70

70 Deiter, 27.

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Annex A – From John A. Banas, et al. “A Review of Humor in Educational Settings”, 123-124.

13

14

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15

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