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Abstract
The purpose of this article is to show that health and physical education (HPE) teachers who implement humor in the classroom intentionally create a more relaxed classroom environment, build stronger relationships with students, and engage students in the learning process. Humor used as an instructional strategy eases teacher stress and engages students, leading to a comfortable and welcoming classroom climate. Students feel connected, relaxed and calm when humor is implemented in the classroom. Three theories of humor are briefly described, with Incongruity Theory identified as the primary way to conceptualize using humor in the classroom as a teaching practice. Different kinds of humor are introduced that can be implemented in the classroom. This article also identifies the types of humor considered inappropriate for the classroom. Strategies for implementing humor as a pedagogical practice are discussed to help HPE teachers reach the laugh-into-engagement effect.
Disclosure Statement
No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
John T. Hackworth
John T. Hackworth ([email protected]) is a doctoral candidate in the Department of Education at Liberty University in Lynchburg, VA.