Group items tagged

Better comprehension,

increased retention of material,

more comfortable learning environment

effective use of these strategies.

Humor has been defined as “the mental faculty of discovering, expressing or appreciating something that is comical, amusing, or absurdly incongruous” (Merriam-Webster, 2001, p.564)

The use of humor as a pedagogical tool has been shown to reduce classroom anxiety, create a more positive atmosphere, as well as facilitate the learning process (Berk, 1996, 1998; Garner, 2003, in press; Glenn, 2002; Hill, 1988; Pollio & Humphreys, 1996).

The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.

According to Glenn (2002), humor may physiologically help to connect left-brain activities with the right-brained creative side

teaching philosophies of highly-rated teachers finds the use of humor as an important component of their teaching strategies. Humor can increase (Civikly, 1986) and sustain (Dodge & Rossett, 1982) student interest in learning and provides a means to engage in divergent thinking. Instructors’ use of effective humor in the classroom can foster mutual respect (Kher, Molstad, & Donahue, 1999), provide commonalities and connections between the instructor and students (Pollio & Humphreys, 1996) and even increase class attendance (Devadoss & Foltz, 1996; Romer, 1993; White, 1992). According to Bergen (1992), “teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences” (p.106).

Metaphor and analogy have historically been used as an effective teaching tool. Greek myths, religious texts, and fairytales all use metaphor, analogy, and parables to teach and help us learn expected conduct (Gorden, 1978). The use of metaphor and analogy is pervasive in society in both language and communication

According to the National Research Council (2000) the effective use of metaphors and analogies is an important educational strategy.

. In teaching, using either analogy or metaphor allows the instructor to relate a potentially unfamiliar idea with that which is familiar.

Pedagogical use of analogy and metaphor can enhance learning and retention, but they must have a high degree of resonance for the listene

be most effective, an analogy or metaphor must transfer ideas from a familiar concept to one that is less familiar or unknown. According to Bowers (1993) the metaphorical relationship must be clear and accurate—possessing face validity.

Williams (1986) suggests that vivid metaphors have the capability to teach in a way that is not always available with the use of words alone.