The document discusses the benefits of using humor in the classroom. It outlines research showing that humor reduces stress and cortisol levels while increasing endorphins and dopamine, improving mood, focus, and memory. Laughter also strengthens the body physically. The document argues that incorporating appropriate humor helps create a relaxed learning environment where students are more engaged, motivated to learn, and better able to develop critical thinking skills. While sarcasm should be avoided, strategic use of positive humor can boost learning and help students succeed, particularly those dealing with issues like ADHD or Parkinson's.

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“When students are having fun, the class time virtually flies by, and the 50
minutes of class seem like a mere 48.” ​‐‐ ​James Gordon, Professor at Brigham
Young University
Most of us enjoy watching a funny movie, laughing heartily with friends or
family, or even playing practical jokes to bring smiles to others’ faces.
Sometimes we laugh so hard that we have a complete release of emotion and
begin to cry. What many educators have probably not thought that much about
is just how critical humor is to learning, and how necessary it is for some
students to succeed. In this article, I will address the effects of humor on the
body and the mind, its impact on learning, perceptions of humor from the
perspective of both teacher and student, the difference between humor and
sarcasm, and ways to incorporate humor into all different kinds of classes. Once
educators realize the significant role that humor plays on the mind and learning, it
is hard not to include this as one of the most necessary tools in an educator’s
arsenal.
Forty years of research demonstrates that the benefits of consistently and
effectively using humor in the classroom are numerous and the detriments are
few. As will be discussed below, humor has physical effects on the body that
result in relaxation, which in turn makes people more comfortable and open to
learning. When humor is used in a nonaggressive and positive way, the learning
environment becomes more interesting, which then enhances recall of the
material and motivation (Weimer, 2013). Moreover, research reveals that the

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consistent use of appropriate humor also increases students’ positive
perceptions of the teacher, the educational experience, and the learning
environment and institution (Weimer, 2013). “Instructors’ use of humor has been
linked repeatedly to important outcomes in the educational setting such as
improved perceptions of the teacher, higher teacher evaluations, enhanced
quality of the student­teacher relationship, and affective learning” (Frymier,
Wanzer, & Wojtaszczyk 2007). Thus, humor “tickl[es] the brain” and laughter is
how we “scratch it” (Wasson, 1926).
To begin understanding the importance of humor on learning, we must
examine the physical effects of laughter on the body. When we laugh,
particularly intensely, our breathing and respiration improve, chest and
abdominal muscles grow stronger, blood pressure lowers, stress hormone
(cortisol) is reduced, immune system is strengthened, and the body enters into a
state punctuated by relaxation instead of stress (Smith & Segal, 2014). It can
also protect your heart by improving the flow of blood and the function of blood
vessels (Smith & Segal, 2014). “Laughter is a powerful antidote to stress, pain,
and conflict. Nothing works faster or more dependably to bring your mind and
body back into balance than a good laugh…[It] boots[s] your energy, dimish[es]
pain, and protects you from the damaging effects of stress” (Smith & Segal,
2014). The reduction in stress hormone alone helps to increase t­cell counts and
in the process improves our immune system and ability to fight disease and stay

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healthy (Smith & Segal, 2014). Achieving a mind/body balance, though, requires
an exploration of the effects of humor on the mind as well.
When a person laughs, not only is there a decrease in the stress hormone
cortisol, but there is also an increase in endorphins and dopamine, which are
hormones that trigger our perception of pleasure and happiness. When
dopamine is released in the body, our perception of pain is decreased and
positive feelings are released that stave off depression while increasing a
positive outcome and self­esteem (Smith & Segal, 2014). When students feel
better about themselves, they come to class with a better outlook in general and
are more confident in their abilities to learn and succeed (Smith & Segal, 2014).
“Positive emotions play an important part in nurturing cognitive development.
There are many psychological, social, and cognitive benefits from the use of
humor in college classes….includ[ing] interest, attention, better problem­solving
skills, and creativity” (Ivy, 2013). Thus, when students feel better about
themselves and their learning environment, they concentrate and problem solve
better, and bring a creative approach to learning.
One area of research documents a direct link between ADHD and
Parkinson’s disease with a decreased level of dopamine in the body.
Parkinson’s disease is a neurological disorder that affects a person’s ability to
move and patients often shake and tremble (Stannard, 2015). ADHD, Attention
Deficit Hyperactivity Disorder, affects between “3 and 5 percent of school­age
children, with a higher diagnosis in boys” and is characterized by a noticeable

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inability to focus and concentrate (Stannard, 2015). The National Institute of
Neurological Disorders and Strokes notes that patients who suffer from
Parkinson’s disease show a marked decrease in dopamine levels, and
MedlinePlus suggests that ADHD sufferers also show lower dopamine levels as
well (Stannard, 2015). Because humor and laughter can increase dopamine
levels and have the effect of improving cognition and attention, it seems logical to
concluded that incorporating humor into the classroom can have a dramatic
effect on the ability of those suffering from illnesses like ADHD and Parkinson’s
to succeed educationally.
This research strongly supports the position that educators should
consistently use some humor in their classes to reach and retain students,
particularly those with cognitive issues. Humor touches and “fires up” the brain
more than other classroom tasks and helps make sense of the material
(McNeely, nd). It helps to create an open learning environment where students
feel safe to try something new or to develop critical thinking and creative learning
skills (Hackathorn et al., 2011). These are the “soft skills” that students will need
upon graduation to make it in the business world, and learning them while in
school will promote learning and give students a model to follow for later.
“Although humor itself does not result in learning, it does something to create an
atmosphere that is conducive to better learning…Because humor often plays with
meaning it helps individuals change their current mental perspective by
visualizing problems in an alternate way, as well as engaging their critical

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thinking” (Hackathorn et al., 2011). Thus, educators are able to capture and
captivate more learners through the use of strategically places positive humor.
Finally, humor tends to “humanize” the educator in a way that promotes trust for
students.
Implementing humor in a professional setting requires a basic
understanding of the difference between sarcasm and humor. Sarcasm is
derived from the Greek word “sarkazein,” which literally means “to tear or strip
the flesh off” (Lazaus, 2012). Sarcastic comments, those biting or cutting
remarks that target individuals in a ridiculing or hurtful way, has been described
as hostility disguised as humor (Lazaus, 2012). “Despite smiling outwardly, most
people who receive sarcastic comments feel put down and usually think the
sarcastic person is a jerk” (Lazaus, 2012). Humor, on the other hand is based on
playful comments that do not target individuals and is perceived as comical and
amusing for all (Lazaus, 2012). In an educational setting, the repercussions of
using sarcastic comments that direct negativity towards students would be
catastrophic.
How exactly does humor increase learning? First, humor breaks through
tension and stuffiness and grabs students’ attention, increasing their participation
and motivation to be present. When students are engaged, they then play a
more active role in learning, part of which includes feeling safely supported
enough to take chances by speaking up or trying out a new skill (Lei, Cohen &
Russler, 2010). Humor also builds community and allows even quiet students to

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be a part of a team (Lei, Cohen & Russler, 2010). Finally, it increases instructor
credibility and allows students to receive critical feedback more positively (Lei,
Cohen & Russler, 2010). “A relaxed atmosphere allows the mind to open and
builds trust so students can take risks and receive critical feedback. Instructional
humor has been touted as an excellent way for students to learn vocabulary,
increase critical thinking, practice semantics and remember more information”
(Hackathorn et al., 2011).
Humor can build community in class too, which is critical in online
learning. Humor can be a catalyst for students to interact with each other,
thereby increasing communication and helping students develop skills that they
will need once they graduate and enter the working world. In the process,
students will meet others and develop relationships with their peers, which has
the effect of helping students feel more included and less awkward about
speaking out. “A little bit of laughter in a classroom can go a long way in
decreasing anxiety, lowering defenses, fostering a positive student­instructor
relationship, defusing tensions, provoking imagination, triggering interest and
motivation to learn, and opening the mind. It has been suggested that students
who are subjected to laughter and comic incidents in the classroom are open to
different ways of thinking and seeking solutions to problems because they are
not restricted by more traditional ways of teaching (McLaughlin, 2015).” Online
instructors, in particular, who use humor associated with vocabulary and

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fundamental concepts can empower students to build relationships and feel
included while using creativity to find solutions.
Humor in class comes in many forms – from funny stories and comments,
planned stories, humor related to vocabulary and class material, to
self­disparaging humor and spontaneous humor (Ivy, 2013). Content­related
jokes can help students better understand concepts presented in class. In some
cases, jokes may be used to relieve stress or make the teacher seem more
approachable. Students may also have jokes and stories to share” (Ivy 2013).
Though many people may feel that they are not “naturally funny,” it is important
to note that this is neither necessary nor expected. “As more teachers embrace
humor as an effective teaching strategy, they must avoid the notion that they are
entertainers. There is a big difference between what happens in the
entertainment field and what is supposed to happen in the classroom”
(McLaughlin, 2015). In short, trying too hard to be funny will come across as not
genuine and can distract learners from the material at hand.
Thos who effectively use humor to promote learning plan ahead for the
type of humor they will use and where they will insert it. The “sandwich”
approach often works well for captivating people in the beginning, keeping them
focused in the middle of class, and leaving them on a positive and upbeat note at
the end. The important tips for using humor in class are to stay upbeat, use
positive humor that is appropriate for your audience, and use humor you are
comfortable with (McLaughlin, 2015). Planning ahead is a key to successfully

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using humor in class, and the ability to practice humor and retell jokes each term
or semester helps to put an educator at ease in delivering humor and become
more animated using it (McLaughlin, 2015). One must also consider the
audience and make sure that the selected humor is age appropriate and
appropriate for cultural influences (McLaughlin, 2015).
There are definitely pitfalls to avoid when infusing classes with humor,
however. Educators should avoid sarcasm and using humor as “social
gunpowder,” and should always avoid jokes about sex, race, politics and other
“charged” subjects (McLaughlin, 2015). Remember that just as effective and
well­placed humor can promote increased learning, negative or
hostile/aggressive humor can decrease learning and alienate students
(McLaughlin, 2015). Using “self­deprecating” humor should be kept to a
minimum, and if it has to be used it should always be directed toward the
instructor, never the student (McLaughlin, 2015). However, teachers should not
be so self­deprecating that students lose respect for them. “The time­honored
rule is that humor should be lighthearted and do no harm to the students. Always
think before using humor to get students’ attention; there is a huge difference
between being gross and being vulgar. Tastelessness has a way of reverberating
throughout the halls of the school (Wanzer, 2013).” The point of using humor is
to wake students up and get them comfortable to learn – but try not to add so
much humor that you get off track and stray from the learning (McLaughlin,
2015).

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Many instructors may be of the impression that certain kinds of classes
just can’t be funny – like science, technology, engineering, and mathematics
classes. However, that is simply not the case. In many STEM classes, for
example, educators treat failure as an important part of learning and adopt the
philosophy of “laugh at failure” and “fail early, fail often” (Grubbs, 2015). This
approach celebrates making mistakes as a necessary part of the learning
process. When students are not defined by failure and laugh at mistakes as part
of learning, they are relaxed and can use creativity and problem­solving skills to
learn the lesson and try to improve responses (Grubbs, 2015). In one
engineering class, for example, students study the story of the Three Little Pigs
and the Leaning tow of Pisa as humorous examples of how failure happens and
what could have been done to improve the result (Cantu, 2015).
In other classes, teachers take different approaches to incorporating
humor. For example, language instructors often have students learn vocabulary
words by making them come up with silly word combinations like “helado de
pescado,” or “fish ice cream” (McNeely, nd). Psychology instructors try
experiments out with students, like selective attention tests. In law and criminal
justice classes, showcasing crazy criminal stories or strange laws around the
United States get students laughing early and attentive throughout class. Inviting
students to find such stories to bring to the next class extends the humor and
learning beyond the time allotted for class. For English, writing and composition
classes, using puns and grammatical errors can generate great fun for learning.

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“Whereas puns are often derided for being the lowest form of humor, they are
also considered indicative of critical thinking as the brain searches for the dual
meaning of certain words. They can also provide a much­needed burst of levity
and set the tone for a relaxed, yet fun, classroom. In reality, however, not
everyone is comfortable making his or her class reminiscent of a few hours at the
local comedy club” (Seidman, 2015).
In health sciences classes, students are taught to use humor
therapeutically for end of life, oncology, critical care, and emergency room
matters (Menon et al., 2013). In business classes, teachers use sitcoms like ​The
Office​ to connect the material they are teaching with funny scenes from the tv
show, such as ​Diversity Day​ for teaching diversity, ​The Return​ for organizational
stress, and ​The Fight​ for workplace aggression (Kilburn & Kilburn, 2012). Finally,
there are many internet resources that can help you create your own humor –
which is particularly helpful for teaching online or for creating content to share via
the internet. These include
http://www.homemade­gifts­made­easy.com/newspaper­generator.html
(newspaper generator), ​http://funny.pho.to/face­in­hole­effects/​ (photo enhancer),
http://wigflip.com/superstickies/​ (super stickies),
http://www.kokogiak.com/logolepsy/​ (obscure words), ​www.teacherplant.com
(award creator), ​www.bitstrips.com​ (cartoon creator).
Though some educators may feel apprehensive about how to incorporate
humor or what to say to be funny, it is important not force humor and to plan

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ahead for efficacy. “Many college faculty members often feel as if this is
something they simply do not have the capacity to do. This does not have to be
the case. No matter what level of internal instincts you might possess, everyone
is capable of introducing humorous elements into the classroom” (Seidman,
2015). Many great comedians, like Jerry Seinfeld and Johnny Carson, plan for
humor and then practice it repeatedly – and that is how they come across as
being humorous, while in their daily lives they are not funny at all. When
considered in this light, educators can and should develop this important skill just
as they do with so many others, like technology and new subject matters. The
best part about humor is that it’s free and always available.
References (applause, applause!!)
Cantu, D. (2015). Using humor in design: using the story of the three little pigs
to understand failure analysis. ​Children’s Technology and Engineering​,
19(4): 30­33.
Chiang­Hanisko L, Adamle K, Chiang L. (March 2007). Cultural differences in
therapeutic humor in nursing education. ​Journal of Nursing Research
(Taiwan Nurses Association), 17(1): 52­61
Grubbs, M. (2015). Laughing at failure: troubleshooting paper structures.
Children’s Technology and Engineering​, 19(4): 8­10

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Hackathorn, J., Garczynski, K., Tennial, R., and Solomon, E. (2011). All kidding
aside: humor increases learning at knowledge and comprehension levels.
Journal of the Scholarship of Teaching and Learning​, 11(4): 116­123.
Ivy, L. (2013). Using humor in the classroom. ​Education Digest​, 79(2): 54
Kilburn, J., Kilburn, B. (2012). Linking the classroom to the living room: learning
through laughter with The Office. ​Academy of Educational Leadership
Journal​, 16(2): 21­31.
Lazarus, C. (2012). Think sarcasm is funny? Think again. Psychology Today.
Retrieved from
https://www.psychologytoday.com/blog/think­well/201206/think­sarcasm­is
­funny­think­again
Lei, S., Cohen, J., Russler, K. (2010). Humor on learning in the college
classroom: evaluating the benefits and drawbacks from instructors’
perspectives. ​Journal of Instructional Psychology​, 37(4)
McLaughlin, C. (2015). Humor in the classroom. Plattsburg University, Center
for Teaching Excellence​. ​Retrieved from
www.plattsburgh.edu/offices/centers/cte/humorintheclassroom.php
McNeely, R. (nd). Using humor in the classroom: Laughter has the power to fuel
engagement and helps students learn. National Education Association.
Retrieved from http://www.nea.org/tools/52165.htm
Seidman, A., Brown, S. (2015). College classroom humor: even the pundits can
benefit. ​Education​, 133(3): 393­395)

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Skinner, M. (2010). All joking aside: five reasons to use humor in the
classroom. ​Education Digest​, 76(2): 19­21
Smith, A & Segal, J. (2014). Laughter is the best medicine: The health benefits of
humor and laughter​. ​Retrieved from
www.helpguide.org/articles/emotional­health/laughter­is­the­best­medicine
.htm
Stannard, L. (2015). ADHD and Parkinson’s. Retrieved from
http://www.livestrong.com/article/271723­adhd­and­parkinsons/
Strong, T. (2013). The culture of humour in the classroom: the good, the bad,
and the other. ​Canadian Music Educator​, 54(4): 31­33
Wanzer, A., Frymier, M., Wojtaszczyk, A. (2007). Assessing Student Perceptions
of Inappropriate and Appropriate Teacher Humor, National
Communication Association Annual Convention, Chicago, Illinois.
Weimer, M. (2013). Humor in the classroom: 40 years of research​. ​Faculty
Focus, Retrieved from ​www.facultyfocus.com/articles/effective­teach­
ing­strategies/humor­in­the­classroom­40­years­of­research/
Wasson, M. (1926). What is humor? ​Forum​, 76, 425­429.