Laugh and Learn:Thinking over the Funny Teacher Myth

 by Antonio Luciano Tosta

One of the key elements of success in a foreign language class is the possibility for that class to be not only an instance of learning, but also a moment of fun. Generally speaking, foreign language classes all over the world have incorporated a playful dimension, which may be to a certain extent attributed to the spread of the Communicative Approach and its present variations. Activities such as games, for instance, already contain a significant playful element, and that adds to the joyful tone which foreign language classes must have. Nevertheless, the myth of the funny teacher is still a concern for many of our colleagues.

Stop for a second and think about how you would describe yourself as a teacher and how your students would describe you. Does the adjective funny come up in your list of qualities? If so, congratulations! If not, for you the word funny, when used in an educational context, might convey inappropriateness or irresponsibility. Whether you are already a funny teacher or not, it is still relevant to discuss why it is important to laugh in the foreign language classroom.

Why use humor?

The answer is in the title of this essay. When you laugh, you learn better. But there is a lot more to it than this simple answer. The use of humor makes the class atmosphere more pleasant, increases interaction among teacher and students, makes learning more meaningful and enjoyable, is a useful tool to get students? attention, motivates learners, and most of the time, pleases students. Finally, as proponents of the Natural Approach would put it, using humor lowers the affective filter.

Teachers have long been aware that motivating students and lowering their anxiety a

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