This week’s long and rambling post, after a hiatus of about a month, comes out of my thoughts about the tutorial group I’ve been working with this term.
After each class, on the bus ride home, I think through the things that seemed to work and the things that didn’t. Which students were really engaged in class, and who was tuned out, playing on a laptop or sending text messages? Did we use media in the class and did that work well for the group? Did we look in a deeper way at the key points from the week’s readings, or did we spend a lot of time on irrelevant tangents? Perhaps most important, what was the overall dynamic in the room and did it help or hinder the discussion of issues important to the course?
Last week, I was “chuffed” when a student said she had remembered the meaning of a term based on a joke (a humourous anecdote) I had told about it. Her comment made me think about how humour is something I use in class, in a number of ways according to context—and I realise now that I’ve been 'using' it right from the moment I stepped into a classroom to teach for the first time. It turns out that my teaching role models are my favourite stand-up comedians as well as the best professors.
This led me to ask: What's the function of humour in the classroom?
The more I thought about it, the more I realized that humour, being humour, simply isn’t taken seriously as a pedagogical tool.
And yet there's a use for it. When I was first learning how to lead tutorials, humour had the function if dissipating my own sense of awkwardness at the situation. Since I wasn’t used to taking on authority, and didn’t feel comfortable with that role (i.e. the kinds of expectations there were from the students), the laughter made it easier for me to deflect and dissolve my own anxiety and that of the students as well as creating a “cushion” for those times when I felt incompetent and unhelpful (usually this was just my own perception as I later learned). Another effect was that students seemed to feel more comfortable in a classroom where a few laughs were encouraged.
To me, humour has also been a means of highlighting the ridiculousness of 'normality', which is an entry point to critique (for example I showed this sketch in tutorial, as a way of addressing essentialism). I can't count the number of times I've found myself inadvertently 'opening up' (making accessible) a perfectly 'serious' issue by making a joke.