Alumna Victoria Gore, who graduated with a bachelor’s in English in the
spring of 2014, poses with her cap, which reads, “Thanks family & coffee.”
Students enduring the stress of collegiate responsibility often rely on
their sense of humor to stay positive. The Lion’s Roar / Melanie Mann

Why did the chicken cross the road? Research findings have been too inconclusive to answer this question with certainty. However, researchers have been able to answer another question: does humor in the classroom help students? 

In short, yes. While there is no evidence to suggest humor improves test scores, humor can be an effective tool for engaging students in the classroom, according to Dr. Maryellen Weimer, author of “Humor in the Classroom: 40 Years of Research.” 

“What’s a paradox?” asked English professor Amy Acosta to her class of tired students. “Two physicians walking arm in arm!” 

Acosta is one of many instructors who use their sense of humor to liven up the classroom. The eccentricities of literary figures provide an abundance of comedic material. 

“I like to use puns and present ideas in a humorous way,” said Acosta. “Of course when discussing literature a lot of sexual innuendo arises, which makes for great jokes.”

Laughter is a formidable social tool that can be used to inspire connection and foster enthusiasm in an otherwise drab atmosphere. According to Acosta, these benefits extend to the classroom.

“It relieves tension and creates community,” said Acosta. “Everyone feels like they’re in on the joke. It also breaks down barriers. When the teacher says something off the wall, students give each other looks, and they become more connected to each other.”

Taped to Acosta’s office door is a two-page list of quotes from her lectures.

“What did Stanton support?” read one of the quotes. “Laws against bestiality, right? …You’re not really writing that down, are you?”

The list of quotes was sent to Acosta’s entire class by one of her students. Other students added to the list as they remembered Acosta’s comments that made them laugh.

“A football player put that list together,” said Acosta. “He emailed the list to the entire class and me. Then other students started contributing to the list. I was amazed that so many people were paying so close attention to what I was saying.”

According to Weimer, funny anecdotes, jokes related to the course material and humorous comments are generally the most appropriate for the classroom. Though excessive use of humor can be counter-productive, instilling laughter can make the material seem more interesting and the instructor more approachable. 

Head of the Department of History and Political Science William Robison’s love for history is evident from his office décor. Surrounding his desk on each side are bookshelves filled with history books. When Robison is at his desk, he is both literally and figuratively engulfed in history. However, perched upon his desk is a Satan doll made by Robison’s wife. The Devil is holding up a sign requesting souls in exchange for good grades. The smaller text beneath his proposition reads, “Or you could just study.”

“I was fortunate enough to have teachers, when I was in college, who had a sense of humor,” said Robison. “You don’t turn the whole class into a standup routine, but I also think it’s important not to take yourself too seriously. I take the subject I’m teaching extremely seriously, but I don’t take myself seriously.”

Beyond increasing his approachability, there is a more practical use for Robison’s method of engagement. As a history professor, controversial topics are often the center of discussion. Utilizing humor in this context helps diffuse tension and keeps order in the midst of a heated debate. Additionally, studying history can become bland when students feel detached from historical events and figures. Recounting anecdotes about historical figures makes them more relatable and “real” to students, therefore engaging their attention and helping them when exams come around.

“If using a joke will help people remember things, and frequently it will, I’m fine with doing that,” said Robison. “You can quote Churchill all day. Lady Astor supposedly criticized him for being drunk, and his response was ‘Well, I’m drunk, and you’re ugly. In the morning, I’ll be sober.’”

According to Weimer, there are some forms of humor that are inappropriate for the classroom. Humor used to established “power” over someone, such as poking fun at a student for being disruptive or unable to answer a question is counter-productive. Jokes with racist, sexist or prejudiced tones are never appropriate for the classroom. 

“There can be a negative to using humor in the classroom,” said Acosta. “Sarcasm can be biting and hurtful sometimes. I’ve tried to get better at that, but I know sometimes I can be offensive. Some students let me know on SOTs that sometimes I get close to crossing the line.”

Of course, humor cannot be a catchall for students. Because humor is colored by culture and environment, international students sometimes have a different sense of humor than American peers. 

Two milks were in the middle of the road. They were run over by a car. One died, and the other survived. Why did the other survive? 

Because it was live-long milk.

According to Carolina Carsimiro, a counseling graduate student from Brazil, this is a joke that does not translate well from Portuguese to English. 

“In Portuguese, it makes sense because we have a brand of milk called ‘live-long milk,’” said Carsimiro. “When you translate it into English, it’s not funny anymore.”

According to Shu Yi Feng, a freshman education major from China, Chinese humor is centered around linguistics and tone of voice, whereas American humor is based more on sarcasm and hyperbole. Thus, when hanging out with her friends, she’s often left confused when everyone else is laughing hysterically. 

“My roommate watched ‘The Big Bang Theory,’ and I didn’t understand it,” said Feng. “I just laugh when they’re laughing, but I don’t understand it sometimes.”

Humor is a complex social tool that can foster connection and enthusiasm at best and be hurtful or confusing at worst. Instructors interested in utilizing humor in the classroom must first consider their audience and purpose.