|
Job Discussion Forums
"The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!"
|
| View previous topic :: View next topic |
| Author |
Message |
dmb
Joined: 12 Feb 2003
Posts: 8397
|
 Posted: Thu Jan 25, 2007 9:32 am Post subject: Laugh and they laugh with you |
 |
|
From this weeks Guardian.
| Quote: |
Laugh and the whole class learns with you
Experienced teachers know the value of mirth, says Rose Senior
Friday January 19, 2007
Guardian Weekly
When asked, most experienced language teachers will readily admit that they encourage humour and laughter in their classrooms and plan it into their lessons. So what is the role of unplanned and spontaneous humour - moments when the whole class momentarily erupts in laughter before returning to the task at hand?
In the early days of each course, when they meet their class for the first time, language teachers convey many hidden messages through their body language, their overall demeanour and the manner in which they address their students. One clear message (usually implicit) relates to the kind of atmosphere they wish to foster in their classroom.
In order to develop a spirit of informality within their classes such teachers attempt to reduce the social distance between themselves and their students by behaving in friendly and approachable ways. They smilingly encourage students to speak and applaud their efforts, being supportive when errors are made.
They may sometimes demonstrate in a humorous way that they themselves find unfamiliar sounds difficult to pronounce. If they make an error on the board (as most teachers do from time to time) they may make a quick quip to show that they are not embarrassed - and to demonstrate that mistakes are a natural part of the learning process.
When it is appropriate to pull individuals into line, teachers tend to do so firmly but with a light touch, returning to the business of the lesson as quickly as possible. (By disciplining students with humour, teachers reduce the risk of alienating potentially tricky individuals.)
Language learners quickly absorb the message that their teacher welcomes spontaneous laughter within the classroom (provided it is of the supportive "laughing with" and not of the destructive "laughing at" kind). Sensing that their teacher has given them permission to laugh, many classes start to relax and to behave in readily responsive ways.
They then find themselves laughing spontaneously at the myriad unexpected events, unwitting errors and unanticipated misunderstandings that routinely occur in language classes. Once it is understood that laughter is acceptable, students will see the funny side of daily occurrences that an outsider might not even consider funny.
Not all language classes respond equally readily to the humorous initiatives of their teachers. For a variety of reasons students in some classes remain relatively unresponsive throughout their courses. Sometimes it takes longer for classes to relax and become readily responsive.
Teachers can often pinpoint a particular moment when the class laughed spontaneously for the first time - often at a quite trivial event. When this happens the teacher relaxes, feels more confident - and is inspired to teach more imaginatively and enthusiastically.
Language teachers use a number of specific techniques to ensure that their classes continue to be laughter-filled environments that they consider conducive to language practice. In the early days of their classes experienced teachers are on the alert for quick-witted, extroverted individuals with whom they can develop a bantering relationship.
Students who are prepared to act as the teacher's foil, even to the extent of light-hearted cheekiness, can provide a focal point for the class, enabling shyer individuals to enjoy the interaction by watching and listening and laughing on cue.
Over the years experienced teachers develop personal tried-and-tested techniques, in the form of facial expressions, exaggerated gestures, plays on words, well-worn quips and so on that they know from experience are likely to engender laughter and give a quick injection of vitality into the lesson. They know, too, which interactive language learning activities are likely to enliven the class. They are aware, however, that students can become overexcited and that laughter can get out of control.
As they progress, language classes develop their individual cultures: bodies of shared understandings about the personalities, passions, strengths, weaknesses and foibles of individuals within the class. Each class also develops a collective memory of the various incidents that have occurred within that particular class. This sense of friendly intimacy enables short bursts of laughter to be invoked by reference (either by the teacher or by a student) to previous events that the class found amusing.
Humour is, of course, a powerful force in any situation and a highly complex phenomenon. There are obviously times when humour is detrimental to the well-being of individuals. Teasing is a case in point. While some students are happy to be foregrounded (for example, by being given a nickname) others are not. Jokes that were funny first time round can quickly wear thin. Most teachers who include teasing in their personal repertoire of laughter-engendering techniques back off quickly if they see that they are causing offence.
Although it has the potential to be used unwisely, experienced language teachers see laughter as a positive force in their classrooms. They regard whole-class laughter as a welcome behaviour in their classrooms and actively cultivate it. For teachers regular small bursts of laughter are a vital and reassuring sign that their class as a whole is functioning cohesively and is in a responsively.
Experienced language teachers demonstrate through their words and their classroom actions that good teaching involves far more than simply teaching in technically proficient ways: it involves encouraging each class to function as cohesively as possible. Judicious use of humour is a key way to encourage classes to develop into friendly, lively, mutually supportive social groups. |
Agreed? |
|
| Back to top |
|
 |
zorro (3)
Joined: 19 Dec 2006
Posts: 202
|
| Posted: Thu Jan 25, 2007 9:47 am Post subject: |
|
|
| I agree. It is definitely one for the teachers toolbox. The article sounds like it is describing me. How did they know??????? |
|
| Back to top |
|
|
denise
Joined: 23 Apr 2003
Posts: 3419
Location: finally home-ish
|
| Posted: Thu Jan 25, 2007 9:56 am Post subject: |
|
|
I agree too.
d |
|
| Back to top |
|
|
bigbadsuzie
Joined: 03 Sep 2004
Posts: 265
Location: Turkish privatesector
|
| Posted: Thu Jan 25, 2007 10:59 am Post subject: |
|
|
Use it all the time to hide my spelng and punchtuation mistakes,the kids luv it !
How bout you S. J any humour in your classes? Somehow I doubt it ! |
|
| Back to top |
|
|
cangringo
Joined: 18 Jan 2007
Posts: 327
Location: Vancouver, Canada
|
| Posted: Thu Jan 25, 2007 6:12 pm Post subject: |
|
|
Yep, I love having humour and it really does relax the students...I find acting out words they have trouble understanding usually brings a good laugh...my miming is a little overexaggerated. I can't draw either so that's usually good for a laugh when they finally figure out what I mean...  |
|
| Back to top |
|
|
John Hall
Joined: 16 Mar 2004
Posts: 452
Location: San Jose, Costa Rica
|
| Posted: Thu Jan 25, 2007 6:27 pm Post subject: |
|
|
Just came out of a class in which I used my artistic incompetence to generate a few laughs. (Somehow my man with a parachute looked more like a midget at the bottom of a huge ice cream cone!)
I especially have to agree with that last point about good teaching not being all just technique. You've got to know how to develop rapport with students, and a teacher without a sense of humor is going to have to have a hard time doing that. |
|
| Back to top |
|
|
Chancellor
Joined: 31 Oct 2005
Posts: 1337
Location: Ji'an, China - if you're willing to send me cigars, I accept donations :)
|
| Posted: Thu Jan 25, 2007 7:57 pm Post subject: Re: Laugh and they laugh with you |
|
|
| dmb wrote: |
From this weeks Guardian.
| Quote: |
Laugh and the whole class learns with you
Experienced teachers know the value of mirth, says Rose Senior
Friday January 19, 2007
Guardian Weekly
When asked, most experienced language teachers will readily admit that they encourage humour and laughter in their classrooms and plan it into their lessons. So what is the role of unplanned and spontaneous humour - moments when the whole class momentarily erupts in laughter before returning to the task at hand?
In the early days of each course, when they meet their class for the first time, language teachers convey many hidden messages through their body language, their overall demeanour and the manner in which they address their students. One clear message (usually implicit) relates to the kind of atmosphere they wish to foster in their classroom.
In order to develop a spirit of informality within their classes such teachers attempt to reduce the social distance between themselves and their students by behaving in friendly and approachable ways. They smilingly encourage students to speak and applaud their efforts, being supportive when errors are made.
They may sometimes demonstrate in a humorous way that they themselves find unfamiliar sounds difficult to pronounce. If they make an error on the board (as most teachers do from time to time) they may make a quick quip to show that they are not embarrassed - and to demonstrate that mistakes are a natural part of the learning process.
When it is appropriate to pull individuals into line, teachers tend to do so firmly but with a light touch, returning to the business of the lesson as quickly as possible. (By disciplining students with humour, teachers reduce the risk of alienating potentially tricky individuals.)
Language learners quickly absorb the message that their teacher welcomes spontaneous laughter within the classroom (provided it is of the supportive "laughing with" and not of the destructive "laughing at" kind). Sensing that their teacher has given them permission to laugh, many classes start to relax and to behave in readily responsive ways.
They then find themselves laughing spontaneously at the myriad unexpected events, unwitting errors and unanticipated misunderstandings that routinely occur in language classes. Once it is understood that laughter is acceptable, students will see the funny side of daily occurrences that an outsider might not even consider funny.
Not all language classes respond equally readily to the humorous initiatives of their teachers. For a variety of reasons students in some classes remain relatively unresponsive throughout their courses. Sometimes it takes longer for classes to relax and become readily responsive.
Teachers can often pinpoint a particular moment when the class laughed spontaneously for the first time - often at a quite trivial event. When this happens the teacher relaxes, feels more confident - and is inspired to teach more imaginatively and enthusiastically.
Language teachers use a number of specific techniques to ensure that their classes continue to be laughter-filled environments that they consider conducive to language practice. In the early days of their classes experienced teachers are on the alert for quick-witted, extroverted individuals with whom they can develop a bantering relationship.
Students who are prepared to act as the teacher's foil, even to the extent of light-hearted cheekiness, can provide a focal point for the class, enabling shyer individuals to enjoy the interaction by watching and listening and laughing on cue.
Over the years experienced teachers develop personal tried-and-tested techniques, in the form of facial expressions, exaggerated gestures, plays on words, well-worn quips and so on that they know from experience are likely to engender laughter and give a quick injection of vitality into the lesson. They know, too, which interactive language learning activities are likely to enliven the class. They are aware, however, that students can become overexcited and that laughter can get out of control.
As they progress, language classes develop their individual cultures: bodies of shared understandings about the personalities, passions, strengths, weaknesses and foibles of individuals within the class. Each class also develops a collective memory of the various incidents that have occurred within that particular class. This sense of friendly intimacy enables short bursts of laughter to be invoked by reference (either by the teacher or by a student) to previous events that the class found amusing.
Humour is, of course, a powerful force in any situation and a highly complex phenomenon. There are obviously times when humour is detrimental to the well-being of individuals. Teasing is a case in point. While some students are happy to be foregrounded (for example, by being given a nickname) others are not. Jokes that were funny first time round can quickly wear thin. Most teachers who include teasing in their personal repertoire of laughter-engendering techniques back off quickly if they see that they are causing offence.
Although it has the potential to be used unwisely, experienced language teachers see laughter as a positive force in their classrooms. They regard whole-class laughter as a welcome behaviour in their classrooms and actively cultivate it. For teachers regular small bursts of laughter are a vital and reassuring sign that their class as a whole is functioning cohesively and is in a responsively.
Experienced language teachers demonstrate through their words and their classroom actions that good teaching involves far more than simply teaching in technically proficient ways: it involves encouraging each class to function as cohesively as possible. Judicious use of humour is a key way to encourage classes to develop into friendly, lively, mutually supportive social groups. |
Agreed? |
Absolutely! Oh, and it works when teaching other subjects too. |
|
| Back to top |
|
|
ls650
Joined: 10 May 2003
Posts: 3484
Location: British Columbia
|
| Posted: Thu Jan 25, 2007 8:30 pm Post subject: |
|
|
Yeah, humour in the class is great. Nothing gets the students' attention better than that old reliable standby, the fart joke.  |
|
| Back to top |
|
|
|
|
You cannot post new topics in this forum
You cannot reply to topics in this forum
You cannot edit your posts in this forum
You cannot delete your posts in this forum
You cannot vote in polls in this forum
|
This page is maintained by the one and only Dave Sperling.
Contact Dave's ESL Cafe
Copyright © 2018 Dave Sperling. All Rights Reserved.
Powered by phpBB © 2001, 2002 phpBB Group
|
FAQ
Search
Memberlist
Usergroups
Register
Profile
Log in to check your private messages
Log in
