A Practical Study of "Classroom Humor"

Abstract

The first purpose of this study was to reveal clinical usefulness of "classroom humor" through analyzing a real class based on the findings of previous studies, and the second purpose was to look at what "classroom humor" can contribute to the analysis of lessons. In this study it was possible to connect a real class with the findings of theoretical research on "classroom humor". This means that research on "classroom humor" must have clinical usefulness for developing classrooms and lessons. Furthermore, regarding the utility of "classroom humor" as a way to analyze classes, it can provide clues to understand "hidden contexts" (such as atmosphere, human relations, students' concentration, and so on). The present study successfully shows how effective "classroom humor" is for understanding and analyzing lessons as more dynamic activities.