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Communication Education Volume 37, 1988 - Issue 2
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Original Articles

An analysis of teachers' verbal communication within the college classroom: Use of humor, self‐disclosure, and narratives

Valerie C. Downs Doctoral candidate in the Department of Communication, University of Oklahoma, Norman, OK, 73019
,
Manoochehr Mitch Javidi Assistant professor in the Department of Communication, Western Illinois University,
&
Jon F. Nussbaum Associate professor in the Department of Communication, University of Oklahoma, Norman, OK, 73019
Pages 127-141 | Published online: 18 May 2009

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John T. Hackworth. (2024) Using Humor in the Health/Physical Education Classroom to Create an Enjoyable Learning Environment. Journal of Physical Education, Recreation & Dance 95:2, pages 41-48.
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Elisabetta Zengaro, Heather J. Carmack, Nicholas Buzzelli & Nathan A. Towery. (2022) Disclosure Catalysts in Student Disclosures of Personal Health Information to College Instructors. Health Communication 37:1, pages 55-63.
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Stephen M. Kromka & Alan K. Goodboy. (2021) The effects of relevant instructor self-disclosure on student affect and cognitive learning: A live lecture experiment. Communication Education 70:3, pages 266-287.
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Sarah F. Price, Heather J. Carmack & Kequing Kuang. (2021) Contradictions and Predicaments in Instructors’ Boundary Negotiations of Students’ Health Disclosures. Health Communication 36:7, pages 795-803.
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Stephen M. Kromka, Alan K. Goodboy & Jaime Banks. (2020) Teaching with relevant (and irrelevant) storytelling in the college classroom. Communication Education 69:2, pages 224-249.
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James P. Baker, Cathlin V. Clark-Gordon & Scott A. Myers. (2019) Using emotional response theory to examine dramatic teaching behaviors and student approach–avoidance behaviors. Communication Education 68:2, pages 193-214.
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Stephen M. Kromka & Alan K. Goodboy. (2019) Classroom storytelling: using instructor narratives to increase student recall, affect, and attention. Communication Education 68:1, pages 20-43.
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Angela M. Hosek & Rachel Presley. (2018) College Student Perceptions of The (In)Appropriateness and Functions of Teacher Disclosure. College Teaching 66:2, pages 63-72.
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Moshe Machlev & Nancy J. Karlin. (2017) The Relationship Between Instructor Use of Different Types of Humor and Student Interest in Course Material. College Teaching 65:4, pages 192-200.
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Zac D. Johnson, Sara LaBelle & Jennifer H. Waldeck. (2017) A cautious approach to reliance on interpersonal communication frameworks: the importance of context in instructional communication research. Communication Education 66:1, pages 115-117.
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Dana Borzea & Alan K. Goodboy. (2016) When Instructors Self-Disclose but Misbehave: Conditional Effects on Student Engagement and Interest. Communication Studies 67:5, pages 548-566.
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Robert J. Sidelinger, Meghan C. Nyeste, Paul E. Madlock, Janice Pollak & Jon Wilkinson. (2015) Instructor Privacy Management in the Classroom: Exploring Instructors’ Ineffective Communication and Student Communication Satisfaction. Communication Studies 66:5, pages 569-589.
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Deanna D. Sellnow, Anthony Limperos, Brandi N. Frisby, Timothy L. Sellnow, Patric R. Spence & Edward Downs. (2015) Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts. Communication Studies 66:4, pages 417-432.
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Zac D. Johnson & Sara LaBelle. (2015) Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model. Communication Education 64:2, pages 154-170.
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Alan K. Goodboy, Melanie Booth-Butterfield, San Bolkan & Darrin J. Griffin. (2015) The Role of Instructor Humor and Students’ Educational Orientations inStudent Learning, Extra Effort, Participation, and Out-of-Class Communication. Communication Quarterly 63:1, pages 44-61.
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Raymond W. Preiss & Lawrence R. Wheeless. (2014) Perspectives on Instructional Communication's Historical Path to the Future. Communication Education 63:4, pages 308-328.
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AlanK. Goodboy, ShannonT. Carton, ZacharyW. Goldman, TimothyA. Gozanski, WilliamJ. C. Tyler & NicoleR. Johnson. (2014) Discouraging Instructional Dissent and Facilitating Students' Learning Experiences Through Instructor Self-Disclosure. Southern Communication Journal 79:2, pages 114-129.
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Jehad Imlawi & Dawn Gregg. (2014) Engagement in Online Social Networks: The Impact of Self-Disclosure and Humor. International Journal of Human–Computer Interaction 30:2, pages 106-125.
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ScottA. Myers, AlanK. Goodboy & Members of COMM 600. (2014) College Student Learning, Motivation, and Satisfaction as a Function of Effective Instructor Communication Behaviors. Southern Communication Journal 79:1, pages 14-26.
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Paul Schrodt. (2013) Content Relevance and Students' Comfort with Disclosure as Moderators of Instructor Disclosures and Credibility in the College Classroom. Communication Education 62:4, pages 352-375.
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BrandiN. Frisby & RobertJ. Sidelinger. (2013) Violating Student Expectations: Student Disclosures and Student Reactions in the College Classroom. Communication Studies 64:3, pages 241-258.
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Sara LaBelle, MatthewM. Martin & Keith Weber. (2013) Instructional Dissent in the College Classroom: Using the Instructional Beliefs Model as a Framework. Communication Education 62:2, pages 169-190.
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Li Li, JosephP. Mazer & Ran Ju. (2011) Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility. Communication Education 60:4, pages 461-478.
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JohnA. Banas, Norah Dunbar, Dariela Rodriguez & Shr-Jie Liu. (2011) A Review of Humor in Educational Settings: Four Decades of Research. Communication Education 60:1, pages 115-144.
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Keith Weber, MatthewM. Martin & ScottA. Myers. (2011) The Development and Testing of the Instructional Beliefs Model. Communication Education 60:1, pages 51-74.
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MelissaB. Wanzer , AnnB. Frymier & Jeffrey Irwin . (2010) An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory. Communication Education 59:1, pages 1-18.
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ScottA. Myers, Maria Brann & Members of Comm 600. (2009) College Students' Perceptions of How Instructors Establish and Enhance Credibility Through Self-Disclosure. Qualitative Research Reports in Communication 10:1, pages 9-16.
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AngelaM. Hosek & Jason Thompson. (2009) Communication Privacy Management and College Instruction: Exploring the Rules and Boundaries that Frame Instructor Private Disclosures. Communication Education 58:3, pages 327-349.
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ScottA. Myers, SeanM. Horan, CarrieD. Kennedy-Lightsey, PaulE. Madlock, RobertJ. Sidelinger, Kerry Byrnes, Brandi Frisby & DanielH. Mansson. (2009) The Relationship Between College Students' Self-Reports of Class Participation and Perceived Instructor Impressions. Communication Research Reports 26:2, pages 123-133.
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JacobL. Cayanus, MatthewM. Martin & AlanK. Goodboy. (2009) The Relation Between Teacher Self-Disclosure and Student Motives to Communicate. Communication Research Reports 26:2, pages 105-113.
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Jennifer Kreps Frisch & Gerald Saunders. (2008) Using stories in an introductory college biology course. Journal of Biological Education 42:4, pages 164-169.
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JacobL. Cayanus & MatthewM. Martin. (2008) Teacher Self-Disclosure: Amount, Relevance, and Negativity. Communication Quarterly 56:3, pages 325-341.
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Ann Bainbridge Frymier, Melissa Bekelja Wanzer & AnnM. Wojtaszczyk. (2008) Assessing Students’ Perceptions of Inappropriate and Appropriate Teacher Humor. Communication Education 57:2, pages 266-288.
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Debra Worley, Scott Titsworth, DavidW. Worley & Myrna Cornett-DeVito. (2007) Instructional Communication Competence: Lessons Learned from Award-Winning Teachers. Communication Studies 58:2, pages 207-222.
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JosephP. Mazer, RichardE. Murphy & CheriJ. Simonds. (2007) I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate. Communication Education 56:1, pages 1-17.
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PaulD. Turman & Paul Schrodt. (2006) Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation. Communication Education 55:3, pages 265-279.
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Melissa Bekelja Wanzer, Ann Bainbridge Frymier, AnnM. Wojtaszczyk & Tony Smith. (2006) Appropriate and Inappropriate Uses of Humor by Teachers. Communication Education 55:2, pages 178-196.
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PamelaJ. Lannutti & ElenaC. Strauman. (2006) Classroom Communication: The Influence of Instructor Self-disclosure on Student Evaluations. Communication Quarterly 54:1, pages 89-99.
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ScottA. Myers, MatthewM. Martin & JenniferL. Knapp. (2005) Perceived Instructor In-class Communicative Behaviors As a Predictor of Student Participation in Out of Class Communication. Communication Quarterly 53:4, pages 437-450.
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MELISSA WANZER, MELANIE BOOTH-BUTTERFIELD & STEVE BOOTH-BUTTERFIELD. (2005) “If We Didn't Use Humor, We'd Cry”: Humorous Coping Communication in Health Care Settings. Journal of Health Communication 10:2, pages 105-125.
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JacobL. Cayanus & MatthewM. Martin. (2004) An instructor self‐disclosure scale. Communication Research Reports 21:3, pages 252-263.
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Marti Southam & Kathleen Barker Schwartz. (2004) Laugh and Learn: Humor as a Teaching Strategy in Occupational Therapy Education. Occupational Therapy In Health Care 18:1-2, pages 57-70.
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JasonJ. Teven & TrudyL. Hanson. (2004) The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness. Communication Quarterly 52:1, pages 39-53.
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ScottA. Myers & RondaL. Knox. (2001) The relationship between college student information‐seeking behaviors and perceived instructor verbal behaviors. Communication Education 50:4, pages 343-356.
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LauraL. Shue & ChristinaS. Beck. (2001) Stepping out of bounds: Performing feminist pedagogy within a dance education community. Communication Education 50:2, pages 125-143.
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JamesW. Neuliep & EricaL. Grohskopf. (2000) Uncertainty reduction and communication satisfaction during initial interaction: An initial test and replication of a new axiom. Communication Reports 13:2, pages 67-77.
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MatthewM. Martin, ScottA. Myers & TimothyP. Mottet. (1999) Students’ motives for communicating with their instructors. Communication Education 48:2, pages 155-164.
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Melissa Bekelja Wanzer & Ann Bainbridge Frymier. (1999) The relationship between student perceptions of instructor humor and students’ reports of learning. Communication Education 48:1, pages 48-62.
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ScottA. Myers, Mei Zhong & Shijie Guan. (1998) Instructor immediacy in the Chinese college classroom. Communication Studies 49:3, pages 240-254.
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JasonJ. Teven & Joan Gorham. (1998) A qualitative analysis of low‐inference student perceptions of teacher caring and non‐caring behaviors within the college classroom. Communication Research Reports 15:3, pages 288-298.
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VincentR. Waldron & Robert Miller. (1998) Personalizing AIDS risk through self disclosure: Implications for peer‐based prevention programs. Communication Research Reports 15:1, pages 99-112.
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Roy Cain. (1996) Heterosexism and Self-Disclosure in the Social Work Classroom. Journal of Social Work Education 32:1, pages 65-76.
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MichaelJ. Lowis & JohanM. Nieuwoudt. (1995) The Use of a Cartoon Rating Scale as a Measure for the Humor Construct. The Journal of Psychology 129:2, pages 133-144.
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Richard West & JudyC. Pearson. (1994) Antecedent and consequent conditions of student questioning: An analysis of classroom discourse across the university. Communication Education 43:4, pages 299-311.
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DavidS. Fusani. (1994) “Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom. Journal of Applied Communication Research 22:3, pages 232-255.
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SallyJ. Perkins. (1994) Toward a rhetorical/dramatic theory of instructional communication. Communication Education 43:3, pages 222-235.
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WilliamD. Stuart & LawrenceB. Rosenfeld. (1994) Student perceptions of teacher humor and classroom climate. Communication Research Reports 11:1, pages 87-97.
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Scott Smithson. (1992) Review of humor resources. Communication Education 41:4, pages 452-455.
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JonF. Nussbaum. (1992) Effective teacher behaviors. Communication Education 41:2, pages 167-180.
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JamesW. Neuliep. (1991) An examination of the content of high school teachers' humor in the classroom and the development of an inductively derived taxonomy of classroom humor. Communication Education 40:4, pages 343-355.
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Jon Bruschke & Carrie Gartner. (1991) Teaching as communicating: Advice for the higher education classroom. Journal of Applied Communication Research 19:3, pages 197-216.
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RobertG. Powell & Barbara Harville. (1990) The effects of teacher immediacy and clarity on instructional outcomes: An intercultural assessment. Communication Education 39:4, pages 369-379.
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W. James Potter & Richard Emanuel. (1990) Students' preferences for communication styles and their relationship to achievement. Communication Education 39:3, pages 234-249.
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Joan Gorham & DianeM. Christophel. (1990) The relationship of teachers' use of humor in the classroom to immediacy and student learning. Communication Education 39:1, pages 46-62.
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JonF. Nussbaum & DianeT. Prusank. (1989) The interface between human development and instructional communication. Communication Education 38:4, pages 334-344.
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Gail Sorensen. (1989) The relationships among teachers' self‐disglosive statements, students' perceptions, and affective learning. Communication Education 38:3, pages 259-276.
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ManoochehrN. Javidi & LarryW. Long. (1989) Teacher’ use of humor, self‐disclosure, and narrative activity as a function of experience. Communication Research Reports 6:1, pages 47-52.
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Manoochehr Mitch Javidi, ValerieC. Downs & JonF. Nussbaum. (1988) A comparative analysis of teachers' use of dramatic style behaviors at higher and secondary educational levels. Communication Education 37:4, pages 278-288.
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