Category: Humor

For this paper, I chose the text “Borat: Cultural Learnings of America for Make Benefit Glorious Nation of Kazakhstan.” It is a movie which contains a great deal of information and can be broken down into many different aspects such as race, class and nationality. When deciding to choose a text that fit the requirements of the research paper, this movie instantly came to mind because of its satirical humor and how such humor was depicted. This movie is considered to be a mockumentary which focuses on a fictional character but deals with real-life people in a non-fictional setting through means of journalism. It focuses on a man who travels to the US to observe the culture and learn American customs compared to his home country.

There is a lot of tension at play in this movie. Some scenes are uncomfortable to watch due to some forms of incest, extreme racism, sexism and sometimes genuine stupidity. These are some issues that can be seen throughout the whole movie. In addition to these issues, there is also a surplus amount of anti-Semitism jokes at play. The main character in the movie is portrayed as a man who has a staggering amount of hate towards the Jews and doesn’t hide his hatred in public making him look highly uneducated and dense. All of these issues are relevant to our class discussions to a degree.

These issues relate to our discussions due to how humor is used to bring attention to some problems happening in the real world such as racism. Through these class discussions, I’m able to get a clearer view of how such problems affect the rest of the text and how they are addressed. So far, I believe there is a lot to unpack in this text, but I haven’t completely delved into the different aspects yet. Because there is so much to unpack and because the film is so long, I’d have to re-watch it a couple of times and take down detailed notes in order to clearly understand the context, but as of now, I already see how the text is using racial prejudice to target a specific group of people in a somewhat threatening way.

The text also shows how cultural differences can affect those groups of people. I want to research more on this text regarding the claims that Borat makes relating to his home country; whether those claims are genuinely correct or are overexaggerated. This would help me get a better sense how far defamation takes place as well as the use of violence against a specific issue. I also want to look into the anti-Semitism aspect in this text. Because Baron Cohen, who plays Borat is indeed Jewish in real life, it does pique my interest whether the nation of Kazakhstan has so much hatred toward the Jews, if any at all.

Although there is definitely way more that I want to look into, these are just some of the starter points because I do want to look into how prejudice plays a part in this text and that is what I want to focus on in my paper. In order to help me explore this topic more thoroughly I believe that the research I have to find would be both scholarly journals that are directly based on this text of my choosing as well as scholarly journals relating to my topic of interest in addition to popular resources. Due to the fact that this text is a critically acclaimed movie, I believe there will be many popular resources which I can find online to help me build up my argument and improve its strength. Using a popular resource in addition to scholarly journals would boost the credibly of my paper because I would not be limiting myself to just one source but expanding my argument through different forms of texs.

When looking at whether the movie could possibly be the initiator of anti-Semitism for some people watching, I believe it won’t be because every little thing that Borat does in the movie, seems delusional and is a way for a viewer to mock him rather than agree with him. Borat’s beliefs, whether its his misogyny, homophobia or anti-Semitism, would seem laughable to anyone not because of what he says, but rather because of the character he plays and the actions he takes. In fact, I believe this movie portrays how all prejudice is absurd and these beliefs shouldn’t be taken seriously.

I have yet to narrow down on a specific topic from the movie which I’d like to focus on, however, it will most likely be somewhere along the lines of prejudice and how the movie portrays this issue. Alongside that, I also want to learn more about how Borat uses defamation to target groups of people and whether that worsens his reputation or simply makes him look remarkably foolish in others’ eyes.

Almost all of hate doing work. We want way to sit at home and enjoy our life while getting. Only a few people have these kind of jobs and are success. Sadly most of us don’t have this kind of job. Something our jobs gets really boring and tedious for us. The best way to remove boringness is by incorporating some humor. Recent research shows that humor can improve your work results. You know the days in your university where you had a funny friend to spend your time. Sometimes you will that funny person. The only time you will lonely and bored was in dissertation writing especially if you are in a law field. Why not take some Law Dissertation Help UK and save the dullness in life. You will get professional help and best quality dissertation so you can get best results. In the work environment our companies and firm force us to be boring. Here are some way to incorporate proper humor in your work environment. Trust us this is going to make your life and your colleagues work life much more interesting.

You should know if you are finance person who perpetually has to follow some lovely, thrilling presentation with apprises on my cherished facts and figures. And so many years, many people found that the finest way to apprehend people’s thoughtfulness instantaneously is to begin with something hilarious. You absolutely not anticipated to be the funnyman on the program, so it has the additional effect of grasping the spectators unprepared.

Comedy is a bit that the common of us habit and adore impulsively, but there is sufficiently of scientific investigation to endorse whatever those regular instincts tell us. In other words humor is good for us. It is seen that stressed-out individuals with a solid nous of humor turn out to be less disheartened and worried than individuals in whom it was less well-developed.

Even the expectation of partaking a good giggle escalades stages of beta-endorphins, which affect us to feel upright, and of the human growing hormone, which assist keep our immune system operative. But remember it not all about telling jokes.

Recent studies bring into being that we essentially laugh maximum when chatting to our friends. More than jokes, we are distributing statements and remarks that, on the exterior, do not seem to be funny at all. But fairly every so often go further than the limits of what may be deliberated “appropriate”. Like inspiration, humor habitually works unsurpassed when it disturbs what is measured to be the rule.

As one of the millions of all the individuals who employ in a global firms and business, this actually collide with a harmony with you. Consider you are French, and you been familiarizing to the things your global coworkers catch hilarious for more than 20 years. You moved to firm’s another headquarters; even though you are yet not certain that you surely comprehend US humor. You might feel easier chuckling with you colleagues four years down the line. However in all the teams you have operated with, we have continuously achieved to generate this mutual linguistic of mindless laughable things, from time to time ridiculous, humor that perhaps creates no logic outdoor the workplace.

This is what marks humor unique of our best vital methods of passionate expression. It’s a social conduct that exposes who we truly are or at most when it happens naturally. It allows folks to distinguish that we adore them and recognize them, permitting us to shape and cultivate relations beyond the pecking order and even eliminating cultural boundaries.

That is what you will see humor as an office crucial. We devote so ample of our time there, why shouldn’t we be gifted to convey ourselves in a realisticness. Favorably, science backs us once more here, as abundant reports have exposed that, distant from degenerative time and abolishing efficiency of work, humor also creates a decent business wisdom as well.

For a starter, it inspires us to cooperate, delivers inspiration and can aid avoid breakdown. Study also displays that it’s a symbol of a positive leader when used successfully, it indicates self-assurance, aptitude and extraordinary position. What’s extra, in offices where humor is mutual willingly, the principles have a tendency to be one that inspires persons to be themselves, and the outcome is a more faithful and creative employees.

Yet, in our gradually disaster-focused world, humor can from time to time feel like a reserved former associate. Astonishing developments in technology, like those developing from the Quarter Industrial Revolt, propose the potential of more methods to bond with our fellow beings than ever earlier but if we’re not cautious, they could oblige to corrode the links that connect us.

The statistic that we are amplifying human abilities via artificial intelligence indicates that many of our new upcoming connections will merely ever be computer-generated.

At the identical time, social media platforms has presented anybody with an internet link a stage for undesirable remarks and fishing as well as a perceptible online history. We can consider one example of the probable significances of this just the other week when the humorist Kevin Hart paced down as host of the Oscars, after criticisms about selected of his earlier tweets.

With so numerous virtual and direct occurrences encompassing their roots in jest or misinterpretation, composed with a civilization that is flattering more risk-averse and controversial, all these things joint possibly will be serving to encourage a fear aspect, wherever individuals develop progressively unwilling to state themselves freely at work.

Of course now and then that fear is completely right. But it’s a bit similar a security net to halt us from breaking somebody’s feelings or separating ourselves. Wouldn’t it be dreadful if humor were to vanish from our offices as a consequence? Loads of large establishments seem to have seized that there’s a difficulty, and are appointing humor advisors to aid repair it. In our opinion, we discover this a little disheartening, as it demonstrate how distant removed certain employed surroundings have developed from our important human factors but at slightest it’s a start.

One object is for unquestionable as administrations discover themselves engrossed in the international war for talent, the greatest defense at their use is maximum probable to be their existing labor force. This denotes that subjects about worker assignation and teamwork are dying to take on even more implication in the approaching future, if corporations need to appeal and retain the best people. Those who are capable to encourage staffs to adore their time at job will have a superior possibility of success and they consider that humor will be key to it.

This the reasons why human can improve you work result. You can try yourself how humor impact your work efficiency. We recommend that you practice these slight humor in your dissertation. It will improve your skills and let you gain attention of the reader. Try taking Law dissertation help UK so you know how to make a quality dissertation. Take care of yourself and keep on to yourself and your colleagues motivated.

My speech is all about something that is… very pure that even the richest man could never buy, Laughter is the best medicine. You have probably heard the line ‘laughter is the best medicine.’ And heard about studies that prove the benefits of laughter in our body. But in today’s generation where everyone seems so caught up in all their, to do’s and should do’s, there is definitely a lack of laughter. I know we all have been through tough times and whether conscious or not, one way why we have surpassed them is through our sense of humour and laughter.

These are theories tells us the connections of laughter and humor to human relation from great philosophers’. Superiority theory is one of the earliest theories of laughter from the ancient Greek philosopher Plato (427 – 348 B.C.) According to him, what makes an individual laughable is bad habit, absurd individuals will in general be presumptuous and arrogant. For example, they may consider themselves to be wealthier, more attractive or more astute than they truly are. In other words, the Superiority Theory comes into play when we laugh at jokes that pinpoint on another person’s errors, idiocy, mishap or even shortcomings of others.

Relief theorists regards laughter as relieving an accumulation of nervous energy. Sigmund Freud (1856-1939) came up with a relief theory, where he expressed that all laugh-producing situations are pleasurable because they save psychic vitality. It brings to the individual joy since it saves use of inclination, parody since it saves use of thoughts and kidding in light of the fact that it saves use of restraint. This abundance inextra vitality is soothed by the demonstration of chuckling. Essentially, the relief theory of laughter is the point at which one is looked with a circumstance where pressures are made inside us. As we attempt to adapt to two arrangements of feelings and pondering, we need a release and laughter is the method for clearing out our arrangement of the developed pressure and incoherency, and for this situation the laughter will be referred as the relief laughter.

The Incongruity Theory says that it is the perception of something incongruous—something that violates our mental patterns and expectations. It proposes that humor emerges when things that don’t ordinarily go together changes its rationale and recognition. For example, a joke winds up amusing when we anticipate a result and another occurs. At the end of the day, we experience two arrangements of contradictory thoughts and feelings all the while.

In laughter there’s a lot of physical, mental, emotional, and social benefits that we could get. So for some mental benefits, according to researcher studies: Laughing makes our body relaxed, laughter protects our heart because it improves our blood circulation and increases blood flow, which help us against cardiovascular problems. And laughter also burn calories, heartily laughing 100 times a day give the same cardio results as working out for ten minutes.

For mental and emotional benefits; laughter stops emotions that are distressing, because when you laugh you can’t feel anxious, angry, or sad. It boosts energy and reduces stress, and allowing you to remain focused and achieve more. Laughing brings you closer to others that can have a deep impact in all elements of your mental and emotional health.

And lastly, for social benefits; it says that laughing is primarily about relationships. We live in a community where individuals tend to be isolated and divided. Laughter enhances communication because laughing together can significantly enhance collaboration and empathy among individuals of distinct cultural backgrounds, it also enhances romance. Laughter is generally an indicator of healthy couples and family vitality. At the interpersonal stage, laughter is very appealing, particularly for women.

How to use laughter? Start by setting aside special time to seek out humor and laughter, as you might with working out, and build from there. Eventually you’ll like to integrate humor and laughter to your life’s structure, finding it naturally in everything that you do. Here are some ways to start: smile- because the beginning of laughter is from smiling. It is contagious, like laughter. It’s very possible to laugh without even experiencing a funny event. Count every blessing you have or literally make a list, thinking of good things in your daily life, this will keep you away from negative thoughts that are barrier to laughter and humor. When you hear laughter, moves toward it. Humor and laughter are private, sometimes, a joke send to small group, but usually not, because people is very happy to share something funny, more often, because it gives them opportunity to laugh again and feed off he humor you find in it. Be with playful people, spend time with fun. These people laugh so easily-both at themselves and at life’s challenges- and they routinely find humor in every events of their life. Come up with humor conversations. You could probably ask some people some people. “What’s the funniest thing that happened to you today or in your life?” Laugh with friends and lastly “take it, until you make it.” This study shows that positive effects of smiling happen whether fake or real. Still fake laughter provides benefits and fake merriment may lead to real smiles and laughter.

Ways to help yourself see the lighter side of life. Bring laughter into your life. Everyone is unique, therefore we all have our own sense of humor. What we think of funny things depends on our age. When we were kids we laugh when our parents make ridiculous faces to us as we play peek-a-boo with other elders, but would you still find it funny when your parents still do that to you. Our sense of humor develop as we mature.

Allow me to share some tips of developing sense of humor. Find humor in your life try to laugh at circumstances instead of complaining about them. When something negative happens, try to make it a humorous anecdote that will make others laugh. Surround some reminders to lighten up yourself. For example, display some frame photos of you and your family or friends having fun. Remember some funny things that happened in or write it on diary if you want, so will surely never forget about it. Don’t think of negative things. Don’t go for a without laughing. Ste aside 10-15minutes and do something that amuses you.

In life, there are a lot of things that’s out of our control. But when we have humor, we can do something. Laughter can help us cope with tough times. It knows no boundaries and could break ice between groups. It relieves tension that could lead to anger and fear. And learning is better when people are happy. Maybe we can’t change the situation, but with humor and laughter we can do something. Not for the situation or others but to ourselves. Our laughter may not always change the world but it would surely transform yours.

Once upon a time, political humor was not very popular amongst societies. Usually, those who dared to make satire comments received all the attention and resources the FBI could offer. At most, be sued for defamation and at least, interrogated. However, nowadays the clock has ticked for the comedians’ benefit. With their highly significant platform, they became the trusted news anchors. Politicians on the other hand, with their distrusted platform, have become the jokes behind many comic shows. Comedians and politicians have experienced the “Freaky Friday” effect and managed to switch roles regards earning people’s trust and respect.

Comedians create the perfect plate when it comes to making politics a bit more enjoyable. With honesty and a dash of proficient use of charisma, comedians tackled the political world in a more interesting way. Most people now would rather watch comedians speak politics more than politicians themselves. With their witty and clever comments, they make the audience compelled to voluntarily watch their materials and scripts in their free time. Most people, especially young adults, rely on comedy sats rather than news cables and networks. A statistic, done by CBC NEWS, estimates that about 21% of people aged from 18 to 29 refer back to “ The Daily Show” and “Saturday Night Live” to learn about the presidential campaign updates comparing to the 9% of the year 2000.

Politicians have lost their platform along the years due to their inclination to act based on their own interests and what they believe is the best option for them. Consequently, people are cynical towards the politicians’ actions, yet are still interested in knowing what type of decisions have taken place. In this case, humor comes to the rescue. Humor serves as a coat to cover the exploitation of political offices and resources. Therefore, politics-related comic skits tend to be less biased than news publicized by several news cables. Pure news with a hint of humor manages to make bad news sound not too bad. These comic skits tend to highlight the absurdities of the system, captivating the public’s interest, and making politicians lose the war on comedy.

As a legitimate alternative for news sources, political comedy has paved its way to the hearts and minds of the people. The skits manage to manifest the public’s outcry and concerns, making them seem as heros in the public’s eyes. As said by S.robert Lichter, addressing the idea of political satire, “But beyond its value as entertainment, many people take late night comedy seriously. In fact, throughout the ages, political humorists and satires have been perceived as agents of societal and political changes.”

Every relationship is different whether it may be a platonic relationship between friends or a romantic relationship between lovers. Humor has many benefits in for one’s health but also in relationships. Regarding relationships, humor can be seen in health, friendships, and romance.

Humor that makes one laugh is always good for their health. That being said a good laugh, nor a good sense of humor can relive of all health problems. However, there are both long and short-term benefits to having a good laugh. According to Health.org, laughter can increase blood flow, lower blood sugar, and regulate the immune system. This is important because, increased blood circulation is critical part of someone’s overall health and how it functions. As to lower blood sugar, this is good for those who have type 2 diabetes. There are many ways to lower blood sugar but having a laugh on the daily helps those who need it with that. The immune system is important for one’s health, so regulating it as much as possible is a great way to keep their body in the best health it can be. Laughter is not the only way to for one to get these results, it is one of the easier ways to do so without having to change to much of a routine. However, this is not something one should only do when trying to keep healthy, and this is not the only way that humor and more important laughter is to health.

Friendships that use humor and laughter are significant in having a good bond with the other. This is good because when people joke with their friends, not only do they have a shared sense of humor but also shared experiences that make the joke funny, however when people who have friends of the opposite gender it can be harder to have a shared humor. In Males Versus Females, Gays Versus Straights, and The Varieties of Gender Humor, Leon Rappoport writes that not only do genders have a different variety of humor, but men have a different humor to women and is not likely to laugh at their jokes, where as women are more likely to laugh at jokes told by men. This is important to note because, men who have a friendship with other men will tend to tell sexist jokes that are more insensitive to women, and women do not the same jokes that men do. They tell jokes that ridicule the sexist jokes that men joke about, and they tend to joke about themselves or their experiences and make them funny. This can be seen in a television show called Hot Date, where a married couple run into an old college friend who brings up uncomfortable jokes about the couples past making the couple uncomfortable (2:26-3:35). This difference can make it difficult when finding or having a good relationship with the opposed gender. Having a shared humor and jokes is important as to not offend and or damage the relationship when regarding the opposite gender.

In romantic relationships having a good humor is good because being able to laugh at each other mistakes. Couples who can look back and laugh at the “dumb” fights they had been in is a good way to deepen or move forward in the relationship. As Bethany Butzer and Nicholas A. Kuiper (2008) write in Humor Use in Romantic Relationships: The Effects of Relationship Satisfaction and Pleasant Versus Conflict, “With regard to positive humor, several researchers have shown that individuals in romantic relationships may use humor to feel closer to one another and to help them cope with various aspects of their lives (Alberts, 1990; Bippus, 2000; Lefcourt & Martin, 1986; Ziv, 1988).” This states that those couples use a positive humor to feel closer, using this humor to help the other in the relationship is a great way to keep a relationship healthy and functional. Being able to laugh and use humor to cope in certain situations with a lover, is a great way to look at the bright side of things. Using a positive humor in romantic relationships is a way that couples can show warmth and enhance a closeness and bond with one another.

Humor has many wonderful benefits in for one’s health and in relationships and humor can be seen in health, friendships, and romance. There are more ways that humor and laughter can help with when it comes to health, burning a few calories and pain relief are just to name a few more. Having a good sense of humor can be seen in many different ways, health reasons and when forming bonds with others whether or not it is for friendships or romantic relationships. There are different ways the humor can be seen in relationships by looking at negative and avoiding humor these can be compared with positive to see how they can either be helpful or damaging.

Part 1

Humanity is ever changing and over the past few centuries, we have gone through some dramatic transformations that have shaped our society as we know it. In his book, A Whole New Mind: Why Right Brainers Will Rule the Future, Daniel Pink highlights this point as he relates humanity’s most recent changes to “a three-act drama.” “Act I, the Industrial Age” led by the production of factories and assembly lines, was followed by “Act II the Informational Age” led by the white collared, thinking professionals, which presently brings us into “Act III, the Conceptual Age”, led by the “creators and empathizers.” (Pink, 2006, p. 48) And it is in this “Conceptual Age” that Pink stresses the importance of necessary traits needed to succeed in these times. Pink refers to them as the 6 “senses”: Design, Story, Symphony, Empathy, Play, Meaning.

While Pink’s book is largely used and accepted in the business sector, the applications and implications for educators are both clear and encouraging. So if we are to jump on board and become part of this new Conceptual Age, then it is essential for educators to promote these senses in order to prepare our students to become successful learners. While Pink’s senses are not listed in a hierarchy of importance, empathy and play are two senses that are extremely important, while sometimes even overlooked.

Emotions can run high in the everyday life of a student regardless of their age. Mix that with a set of mundane academic tasks and procedures and you have a recipe for failure. So, when students walk through their classroom doors, it is important that teachers help them feel safe, happy and comfortable. While promoting this type of setting isn’t always easy, it is paramount, and the place from which all learning will flow. Building good relationships is vital to a classroom’s success and an effective way to do so is by integrating humor. As Ed Dunkelblau, former president of the Association for Applied and Therapeutic Humor says, “Everyone in the school benefits when humor is part of the pedagogy. Humor builds a learning relationship through the joyful confluence of head and heart.”(Elias, 2015) As teachers attempt to reach their students, how much easier will it be when your students are positive and happy and actually enjoy coming to school? With all that competes for our students’ attention, knowing that they want to be a part of the learning environment is truly half the battle. Dunkelblau furthers this point when he says, “humor brings a sense of pleasure and appreciation and creates a common, positive emotional experience that the students share with each other and the teacher.” (Elias, 2015)

Not only is laughter something we all love to do, but it is also scientifically backed for its physical and cognitive benefits. As stated in the article, Humor, Laughter, and Those Aha Moments, it says, “For the past forty years, studies have shown that good, hearty laughter can relieve tension and stress; boost the immune system, by reducing stress hormones and increasing activity among immune cells and antibodies; and help reduce the risk of heart attack and stroke, by improving blood flow and blood vessel function.

Laughter and humor can be a tonic for the brain, as well. Triggering the brain’s emotional and reward centers spurs the release of dopamine, helping the brain to process emotional responses and enhancing our experience of pleasure; of serotonin, to buoy our mood; and of endorphins, to regulate our pain and stress and to induce euphoria.”(2010)

Playing around is not an activity that one might typically associate with learning. In fact usually, it as seen as the opposite. When a student is playing around, it wouldn’t be uncommon for a teacher to redirect them to get back on the task. Naturally, students have too much work to do in the span of one day, so the thought of having play time is out of the question. The sarcasm is intentional and obvious here and this mindset couldn’t be more antiquated. Research supports the promotion of play within the classroom. In Donna De La Cruz’s article, Why Kids Shouldn’t Sit Still, she quotes professor of family medicine, James F Sallis, who says, “Activity stimulates more blood vessels in the brain, to support more brain cells. And there is evidence that active kids do better on standardized tests and pay attention more in school.(De La Cruz, 2017)” Now, even though our soul goal is not to improve standardized test scores, what better way to get these students stimulated, than through play.

It’s no secret that children love to play, but educators need to see the value that play so clearly has for their students. In Dr. Peter Gray’s TEDX talk, he says, “Play is where children learn that they’re in control of their own life. Play is where they learn to solve problems and learn. Play is where they learn to get along with their peers and see from others points of view. Play is by definition, creative and innovative.”(Gray 2014)

To further support play’s role in learning, Pink quotes physician, Madan Kataria, who says “ When you are playful, you are activating the right side of your brain. The logical brain is a limited brain. The right side is unlimited. You can be anything you want.” (Pink, 2006 p. 186) This is exactly the kind of thinkers that we are trying to promote in this new Conceptual Age; the kind that are creative, design oriented, and free. These are the kind of thinkers we can promote through humor and play.

Part 2

As our society has evolved, so too has technology. Our students have joined in this evolution and as a result have become very tech savvy. They have mastered the arts of navigating their iPads, subscribing to YouTube channels, and even playing games online with friends who live miles away. I am amazed at how digitally literate my four year old seems. He is not reading yet, but amazes both my wife and I as we watch him successfully navigate his way around our Apple Tv and tablet.

According to Pink “Half of all Americans over the age of six play computer and video games” (Pink, 2006, p.191)Love it or hate it, our students, from the primary grades up to the high school level are surrounded by screens, whether is be video games, shows or any form of social media. So because of all this, the need to connect and engage our students is at an all time high. Incorporating humor and play while utilizing technology is a great way to started.

In my K-6 school, we are aren’t quite one-to-one yet, but laptop carts and iPad carts are easy to come by. In fact, my class shares a Chromebook cart with another 3rd grade class, and fortunately for me it is stored in my room. Technology is something I try to regularly incorporate into my daily routine in some way, shape or form. The Web 2.0 tools available for teachers and students to use is seemingly endless, so the challenge is not necessarily having the resources, but deciding which ones to use effectively. One thing I’ve noticed about my students, is the need to keep the technology fresh. Even if the technology is fun and engaging, the interest level can dwindle when it is overused. So I must always remember to mix it up.

I especially like to introduce new topics or units with the help of technology. As my goal is to engage students and build their interest level, I have found a few particular websites that my students seem to enjoy due to their interesting and humorous attraction. BrainPop is a website that teaches students about a multitude of topics, while engaging them through a humorous animated narrative between a young guy named Tim and his robot, Moby. In the “About” section on their website, BrainPop, is described underneath the heading of “PLAYFUL” as having “Engaging learning games, animated movies, and activities. Designed with relevance, depth, and humor to encourage kids on their unique learning. I couldn’t agree more with this self assessment as my students are always excited to hear the infamous music associated with the beloved videos.

Another site that I discovered to have a humorous side while introducing skills is Study Island. Study Island is a wonderful site that provides aligned practice for students in Reading and Language Arts along with math and science. The humour is presented through animated skits put on by silly characters like, “Alexander Selkirk” and a talking tiki statue well-named “Tiki”. The ridiculousness and sillines of these characters helps the students to be engaged and attentive to whatever the newly taught skills might be. Not only does Study Island have some great lesson videos, but they also provide students with a “Game Mode” which gives them the option to play games once they have successfully answered a question. My students don’t seem to mind that they are practicing the skill of recognizing main idea as long as there is some game play involved.

Quite possibly my students favorite interactive site to use is Kahoot! As stated on Kahoot’s site, “Kahoot! is a game-based learning platform, free for teachers of awesome and classroom superheroes. Play, learn, have fun and celebrate together!” This is exactly what happens when students are engaged with Kahoot! Kahoot! will work with a variety of technological tools, including laptops, tablets, phones and computers, so when my students are able to pull out their own phones during instructional time, they are beyond thrilled. While playing, students are answering trivia-style, teacher-created questions related to the content being taught or reviewed. The fact that students are able to create their own nicknames that show up on a leaderboard throughout the session provides added incentive for students to do well. Everyone loves to guess who’s nickname belongs to who and also, which nickname their teacher might be using!

Engagement is crucial to our students’ success and yet at the same time it is one of the most difficult things we can hope to achieve. As we progress into this new Conceptual Age, the task will only become more arduous if we fail to connect with or lose our students. Year after year, we as teachers may not always reach every student or touch on every skill in our curriculum, but maybe by providing an environment that encourages laughter and play while also being engaging, challenging and also safe, we are setting our students up to be successful lifelong learners who are ready to tackle life outside of school in the “real world”.

References

1. Brainpop https://about.brainpop.com/
2. De La Cruz, D. (2017, March 21) Why Kids Shouldn’t Sit Still in Class Retrieved from: https://www.nytimes.com/2017/03/21/well/family/why-kids-shouldnt-sit-still-in-class.html
3. Elias, M (2015, March 30) Using Humor in the Classroom Retrieved from: https://www.edutopia.org/blog/using-humor-in-the-classroom-maurice-elias.
4. Gray, P. (2014, June) The Decline of Play. Retrieved from: https://www.youtube.com/watch?v=Bg-GEzM7iTk
5. Kahoot https://kahoot.com/what-is-kahoot/
6. Pink, D. H. (2006) A Whole New Mind: Why Right-brainers Will Rule the Future. New York: Riverhead.
7. (2010, Vol. 16, No. 2) Humor, Laughter, and Those Aha Moments, Retrieved from: https://hms.harvard.edu/sites/default/files/HMS_OTB_Spring10_Vol16_No2.pdf

In this essay I will discuss the relationship between pain tolerance and humour. According to Woodrow, Friedman, Sieglaub, and Collen (1972), Pain tolerance can be defined as the level at which an individual can withstand pain. I will look into whether humour has a direct influence on pain tolerance, or whether in studies on the relationship between humour and pain tolerance, there are other factors affecting pain tolerance.

Elmali and Akpinar (2017) looked into the effects of humorous videos on pain levels after surgery in patients. Pain intensity was measured before and after watching funny or unfunny videos after surgery. The aim of the experiment was to see if watching a video stimulus affected pain tolerance. In the study there were three groups where the participants were randomised, each with thirty participants and were named groups A, B, and C. Group A watched funny videos, Group B watched unfunny videos, while Group C did not watch any videos. These participants were in the control condition. The Visual Analogue Scale (VAS) (Cline, Herman, Shaw, and Morton, 1992) was used to measure and assess pain in this experiment. Three tests were used in each condition. The first VAS test was performed before watching the video, immediately after watching the video, and thirty minutes after watching the video. In the control group, their pain tolerance was measured twenty minutes after they were first measured as this was the length of the video other groups were watching, and then thirty minutes after the second test.

No statistically significant difference between the groups pain levels before the videos was found. The second and third measurements were found to be statistically significant. Pain levels among Group C had increased by the third measurement. This shows that the videos Groups A and B watched decreased their pain levels. The third measurement from Groups A and B show that pain increases or becomes more of a focus once the video has ended. To conclude, humour found in funny or unpleasant videos have a positive effect on pain tolerance as it seems as though they help to reduce pain, although only temporary.

A strength of this study is that they used multiple groups in different conditions to see the outcomes of the individual videos. This allows the experimenters to be sure that the different videos are having an effect on individuals when compared to a control group. However, the experimenters cannot eliminate individual differences and so this may become a confounding variable to this research. The experimenters could have used a matched pairs design in this research to eliminate individual differences as much as possible, such as matching participants with the same pain levels. This would ensure that the experiment was more valid. As this study involves participants reporting their own pain levels, care should be taken to remove experimenter bias or social desirability bias. These would affect the answers of the participants, without intending to, and so results may not be reliable.

A literature review by Pérez-Aranda et al (2018) looked at the link between humour and pain. Forty-one studies were reviewed in total and separated into three categories; chronic pain, experimental pain, and pain in children.

In the experimental section they found support for the theory that funny distractions, such as watching humorous videos, increases pain tolerance. However, most studies also found that unfunny distractions also give the same effect on pain tolerance. In the chronic condition they found that humour has been found to be a way of coping with the pain and emotional strain that comes with a chronic illness. Humour and main symptoms of chronic illnesses such as anxiety, have been found to have a significant correlation. As for pain in children, there were similar findings to the other two conditions. Having clowns on a children’s ward promoted emotional wellbeing but it is not clear cut whether the relationship between humour and pain reduction in children is significant. This studies’ findings suggest that it is the distraction that comes with humour that helps with their pain, rather than the humour itself.

Weisenberg, Tepper, and Schwarzwald’s 1995 study looked into using humour as a cognitive technique to increase an individual’s pain tolerance. Distraction has been found to increase pain tolerance, and newer research has shown that humour and laugher may also have an effect on dealing with pain and stress. This study aimed to see whether it was distraction or humour that helps with pain tolerance specifically. In this study there were four groups of twenty participants. Each group watched either a funny film, a repulsive film, a neutral film, or were not shown a film at all. A cold pressor pain stimulation (Mitchell, MacDonald, and Brodie, 2004) was used to measure pain in this study.

The groups that watched the humorous or repulsive films showed a significant increase in their pain tolerance when compared to other groups. However, the group who watched the repulsive film actually had the largest increase in pain tolerance, as opposed to humour. This study also therefore suggests that it may be a distraction rather than humour that increases pain tolerance.

As with the aforementioned study by Elmali and Akpinar, this experimental design allows them to see that their video stimuli are having an effect on the participants, but would be more reliable if a matched pairs design was used to allow for individual differences, which is quite important in a study looking at something as subjective and individual as pain perception. As this study relies on participant feedback, care should have been taken to eliminate experimenter bias or social desirability toward answers as much as possible.

A study into pain perception in children by Stuber et al (2009) carried out cold pressor trials on children before watching a funny video, after watching a funny video, and whilst watching the funny video. The children were asked to rate how funny they found the videos as well as how painful the cold pressor test was, meaning they also had an idea of the subjectivity of the child’s humour.

As found in previous experiments, funny videos were found to increase pain tolerance for a moderate volume of pain. A significant difference was found between the baseline (before watching the video) and while watching the video, but there was not a significant difference found between baseline and after watching the video. This implies that humour does help with pain tolerance as there was a difference found while the children were watching the videos, but may only be a temporary effect as there was no significant difference after the children had finished watching the video. Again, this may be because it is distraction that helps to deal with pain, rather than humour.

As this study dealt with children, it may not be as valid as other studies due to the vulnerability of children. They generally tend to be more affected by experimenter effects and so extra care should be taken in the review of this study, appreciating that the children’s ratings may not be truthful.

To conclude, the overall findings of these studies suggest that while humour does have an effect on pain tolerance, it seems to be temporary or based on distraction rather than humour itself. All studies showed that pain tolerance increased when watching a funny video, but this was also the case with unfunny videos. As these were compared with neutral or control groups it shows that distraction instead of humour may increase pain tolerance. However, a reduction in pain and an increase in pain tolerance could be seen different variables, and so this should be applied to future research to allow for the differences. Though there is evidence that indicated humour does have a positive effect on pain tolerance, it cannot be said that humour alone has a direct effect on pain tolerance.

References

1. Cline M E.; Herman, J; Shaw, E R.; Morton, R D (1992). Standardisation of the visual analogue scale. Nursing Research. 41(6), 378-379.
2. Pérez‐Aranda, A; Hofmann, J; Feliu‐Soler, A; Ramírez‐Maestre, C; Andrés‐Rodríguez, L; Ruch, W; Luciano, JV (2018). Laughing away the pain: A narrative review of humour, sense of humour and pain. European Journal of Pain. https://doi.org/10.1002/ejp.1309
3. Mitchell, L A; MacDonald, R A R; Brodie, E E. (2004). Temperature and the cold pressor test. The Journal of Pain. https://doi.org/10.1016/j.jpain.2004.03.004
4. Stuber, M; Hilber, SD; Mintzer, LL; Castaneda, M; Glover, D & Zeltzer, L. (2009) Laughter, Humor and Pain Perception in Children: A Pilot Study. Evidence-Based Complementary and Alternative Medicine. 6(2) 271-276. https://doi.org/10.1093/ecam/nem097
5. Weisenberg, M; Tepper, I; Schwarzwald, J. (1995). Humour as a cognitive technique for increasing pain tolerance. PAIN. 63(2) 207-212. https://doi.org/10.1016/0304-3959(95)00046-U
6. Woodrow, K M; Friedman, G D; Siegelaub, A B; Collen, M F. (1972). Pain tolerance: Differences according to age, sex and race. Psychosomatic Medicine. 34(6) 552.

INTRODUCTION

According to Tilemma (2000), “teaching is a complex cognitive activity and it is believed that the teachers’ conception helps in shaping the instructional decisions in the classrooms.” In other words, teachers’ perceptions and personal beliefs are highly influential when it comes to the teaching and learning environment. Besides, it is the major role of the teachers to determine what is needed or what would work best with their students.

It is the fact that students of English language will be more willing to participate in a learning environment which allows them to feel relaxed. The necessity to form a “welcoming” classroom for language learning is for the learning environment to not feel threatening or intimidating, (Krishmanson, P.2000, pp. 1-5).

Moreover, humour that is said verbally, for instance, wordplays, funny stories, puns, and content related jokes, play an important role in English language learners’ development of (socio) linguistic and sociocultural competence. Regardless of such breadth and scope, it is the fact that humour is not being used or discussed widely among language teachers. In fact, it is seldom used in the classroom on a conscious level.

On the other hand, self-efficacy is arguably an important factor contributing to an individual’s mental health. Moreover, self-efficacy is the concept of believing that one can achieve personal goals as a result from their own actions (Baron et al. 2008, p. 127). High self-efficacy has been connected with positive friend support and lower self-efficacy have been connected with a tendency to be “expecting the worst” (Cicognani, 2011), which is arguably an important factor for a general positive attitude to life, (Schwarzer and Jerusalem, 1995) (Cicognani, 2011). The importance of self-efficacy, addressed by the General self-efficacy measure (Schwarzer and Jerusalem, 1995) has also been found in its mediating role in work stress and stress symptoms (Liu, Siu and Shi, 2010), and its mediating role on the influence of life satisfaction (Strobel, Tumasjan and Spörrle, 2011). Arguably, this is showing that self-efficacy is an important factor in general psychological well-being and it is therefore important that further investigations into self-efficacy is emphasised in research areas, such as its relation to humour styles, which will be investigated by the current study.

Thus, the aim of this study is to investigate the relationship between humour styles, self-efficacy, gender and age of the English language teachers. The researcher tends to study the self-efficacy of English teachers in using humour in English lessons. This research paper outlines the background of the research, statement of the problem, rationale of the research, significance of the research, limitations of the research and definitions of terms.

BACKGROUND OF THE RESEARCH

Results from past studies indicates that not only instructional practices and classroom behaviour that is influential of teachers’ self-efficacy, but also related to students’ achievement (Grossman, Reynolds, Ringstaff & Sykes, 1985; Johnson, 1992; Prawat & Anderson, 1988). Thus, knowing the perceptions and beliefs of teachers enables one to make predictions about teaching and assessment practices in classrooms. One important belief that appears to be an important influence on teacher and student outcomes is teachers’ self-efficacy. It is important to note that self-efficacy is a motivational construct based on self-perception of competence rather than actual level of competence. Actions and behaviours are better predicted by beliefs rather than actual accomplishments.

Thus, the self-efficacy beliefs are important as through them the learning processes, motivations, passion and selectiveness regulates the individual’s use in different areas (Bandura, 1986). Accordingly, pour Jafar Doust (2007) according to the definition of the self-efficacy for the self- regulation (Bandura 2006) considers the self-efficacy as a born capability that should be organized in behaviour, sensational, social and learning sub- skills including the self-believe (Self- confidence, problem- solving, positive thinks), self- control, regulating the thinks and behaviour to reach the goal, self-evaluation, self- monitoring, positive thinking, controlling the behaviour to reach the goal step by step, and self-simulation to overcome the losing. If a teacher’s self-efficacy level is low, it may hinder the level of students’ achievement in class. The level of a teacher’s self-efficacy depends on some personal and environmental factors. Research has shown that teachers with high self-efficacy report higher rates of work satisfaction, lower levels of work-related tension, and less difficulty in coping with the misbehaviors of students (Caprara et al., 2003). This was also supported by another research, in which, in their study involving frontline service staff, Sousa et al. (2012) showed that personal values are also powerful predictors of workers’ self-efficacy.

Apart of that, research also indicates that competent use of humour by teachers makes contributions to both teaching and learning processes, Crvikly (1986). Humour enhances students’ interest and the classroom environment, as well as improves learner outcomes. ‘Humour can be dissected, as a frog can, but the thing dies in the process’ taunted E.B. White (2014). It is also believed that, anything that disrupts expectations or surprises a person, such as humour, can result in psychological arousal, stated Berlyne, (1972). This can transform an inattentive learner into a moderately attentive learner, which facilitates performance. In some European countries like Britain, the use of humour in class gains acceptance. However, is that possible, and is it being implied by the English language teachers in classrooms? This research paper tends to investigate the effect of self-efficacy of English teachers in using humour in English lessons.

STATEMENT OF PROBLEM

Different forms of humor such as irony or sarcasm may become variations of hostile, offensive, potentially conflictual humor. Both irony and sarcasm is met in the classroom also as a sanction directed towards the students. Both have common elements: can arouse laughter (less among the victims). If irony is not always malicious, sarcasm is associated with a particular harassment of the person and aims to cause pain.

According to a study, many students who learn English language are low-achievers (Alrabai, 2017). Several factors have been cited for the low levels of achievement of English language students, which includes their lack of second language exposure (L2), lack of interest in learning the target language (TL), and their reluctance to active participation. Ansari (2012) also adds that the vast majority of English language students lack motivation to learn the language, as their tests are primarily aimed at passing. Therefore while studnets may spend several school years learning the English language, they still appear to graduate with limited English language command from high school, and this turns out to be a problem when they later enrol in college.

Teacher-student interaction in a teaching and learning environment plays a major role in general and especially learning a second language or a foreign language. The classroom setting or the teaching and learning environment might influence the students. Thus, teachers are responsible to follow appropriate strategies in order to avoid a fully teacher centered or in other words being bossy which is not a suitable strategy for the students because it commonly leads them to negative attitudes, lack of self-esteem, and lack of motivation. Unlike bossy teachers, good leading teachers try to be friendly, democratic, lessons facilitators, classroom managers, and chiefly motivators. Teachers’ sense of humour can be a successful teaching tool for this purpose. So, teachers should make a balance between being serious and being humorous, in fact, students will get ready to receive information and to interact with their teachers.

It is the fact that teachers have plenty of workload and carry out multiple responsibilities. Having said so, teaching is definitely a serious profession and learning English language is not an easy job. In most of the English classrooms, there is no any engaging activities as the students are bored with all sorts of writing activities given to them without any interesting activity for them to do. This was also supported by Lauder (2010) in one of his study that, instrumental motivation was a significant factor among Indonesian students in learning English as they saw it as a means to gain access to international markets, further academic studies, and professional life. Although the students claimed to be highly motivated, their actual level was not sufficient to make them engage voluntarily in their activities, especially in writing modules, which they considered to be a boring activity. It was also proven that the students of English language are more willing to participate in classrooms that allow them to feel relaxed. According to Frisby and Martin (2010), students’ engagement was generally improved since humour increased their retention and participation. Besides, in a study by Hoad, Deed, and Lugg (2013), humour was one of the pedagogical factors that triggered students’ emotional engagement that influenced learning-related interaction. Thus, in order to have an engaging and a positive learning environment in such a way that a student not only learns but also enjoys, not hesitates but also learns and not feels stressed but relaxed, a teacher should try to implement sense of humour in lessons.

The use of humour in classroom can possibly entertain the students if the teacher knows the proper use of it. This is because humour not only reduces the boredom and anxiety level of the students of English language, but constructs students learning ability in a way that the students perform even far better. Nevertheless, the mood of classroom imprints positive effects on English language learning experience because humour can promote understanding and attract the attention of the students until end to make learning process more affective and interesting one.

It is the duty of a teacher to create a pleasant and positive attitude in their teaching so that the students take much interest, learn more and more and have a lot of fun. G. Walter claimed that the students who laugh have less disturbing outbursts in class. Therefore, when humour is applied to teaching it enhances the students’ learning ability (Walter, G., 1990, pp. 43-44). Moreover, humour plays an important role in second language or foreign language learning as English is an integral part of second language teaching and learning classroom environment. To support this statement, it was mentioned in one of the study that, humour can be beneficial to classroom learning (Cornett, 1986; Fisher, 1997). Besides, humour can promote understanding, and hold the attention of the students. To support this statement, the results of one of the study by (Aboudan, 2009) show that humour can be beneficial in the United Arab Emirates University (UAEU) second language classroom. Humour promotes the feeling of understanding and helps to hold the attention of UAE students, regardless of the cultural learning situation.

Those teachers, who do not like to use humour, share and exchange jokes with their students, are not very much popular among the students. While on the other hand, those teachers who produce a friendly environment in such a way that they crack jokes, use humour funny incidents and share such things with their students are the most popular among the students.

In conclusion, this study argues that humour can enhance the teaching and learning processes of English with due consideration of all the previously noted factors.This research will also find out the perception of English language teachers’ of using humour as a teaching tool. It is also used as a measurement to see how it can minimize and improve existing problem such as motivation, attitude among the students.

RATIONALE

The main rationale of this research is to determine the effect of self-efficacy of English teachers in using humour in English lessons. The research objectives, questions and hypotheses are given in the following sections.

RESEARCH OBJECTIVES

The objectives of this research are:

• To investigate the self-efficacy level of English teachers in using humor to aid English language teaching.
• To investigate whether the use of humour as a teaching technique affects the interaction of students with their teachers.
• To investigate whether students interact more through the teachers sense of humour.
• To investigate the attitudes of both learners and teachers toward the use of humour inside the classroom.

RESEARCH QUESTIONS

The following research questions are formulated in order to meet the research objectives.

• What is the self-efficacy level of English teachers in using humor to aid English language teaching?
• Does the use of humour as a teaching technique affects the interaction of students with their teachers?
• Do students interact more through the teachers sense of humour?
• Does the use of humour as a teaching technique affects the attitudes of both learners and teachers inside the classroom?

RESEARCH HYPOTHESES

There is no significant relationship between the self-efficacy level of English teachers and humor to aid English language teaching.

• H1: There is a significant relationship between the self-efficacy level of English teachers and humor to aid English language teaching. There is no significant relationship between the use of humour as a teaching technique and the interaction of students with their teachers.
• H1: There is a significant relationship between the use of humour as a teaching technique and the interaction of students with their teachers. There is no significant relationship between the use of humour as a teaching technique and the attitudes of both learners and teachers inside the classroom.
• H1: There is a significant relationship between the use of humour as a teaching technique and the attitudes of both learners and teachers inside the classroom.

SIGNIFICANCE OF THE RESEARCH

Teacher self-efficacy is a personal characteristic that enables a teacher to effectively deal with students stated Kounin and Gump (1974) in their study. Self-efficacy of teachers is described as the trust that teachers have in their ability to facilitate learning. That quality helps them to effectively plan, organize and execute a task (Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998). Better educational outcomes depend on the level of teacher self-efficacy. On the other hand, humour creates a pleasant and conducive learning environment by stimulating a constructive effect in learners. When teachers’ self-efficacy and humour comes together, this in a way will aid in reducing anxiety about studying difficult subjects. This will bring the comfortability in students to communicate in an online or in-person class. However, humour that is used too excessively or in an inappropriate situation might cause learners to think that an important topic is trivial. Thus, humour must be incorporated with a good judgement. Therefore, this research hopefully will assist teachers to incorporate humour in lessons in order to improve students’ attention and to create conducive teaching and learning environment. This study would also provide significant insight in explaining the effect of self-efficacy of English teachers in using humour in English lessons.

LIMITATIONS OF THE RESEARCH

Relevant humor has so many cognitive and psychological benefits of which we summarize: maintains attention and arouses curiosity of pupils / students, requests thinking, attention and develops critical thinking (Herbert, P.1991), develops the skill of nuanced communication, replaces tension and anxiety during classes with a relaxed atmosphere and promotes a positive environment, thus resulting a fun learning process , eliminates boredom, routine, and encourages students to get out of patterns and try new approaches, has a role in socialization and strengthening the group of students. We must not forget the therapeutic functions of humor – ‘it acting as a valve in the classroom’ (Herbert, P.1991). Humor can create pleasant experiences to students if the teacher knows to use a quality humor.

Some theories about humor

Over time, the problem of humor caught the attention of many thinkers, outlining a series of ideas, sometimes contrasting. In Antiquity, for instance, Plato despised humor mostly because it was directed against others with malice and contempt. In turn, Hobbes believed that laughter takes offensive forms and usually occurs when the competitive spirit is manifested between people, some showing their superiority over others.

Humour has the ability to reduce the psychological distance between an instructor and a learner. Humour gives the perception that and instructor is approachable stated, Aylor and Opplinger (2003). It helps in increasing the interactions between the teacher and the learner which leads to a more meaningful relationship. However, simply using humour without giving any thought to how to use it can end up backfiring, by hindering the ability to learn the material, or by causing to make a bad impression on others. Due to this factor, the researcher chose to study the perceptions of using humour in English language classrooms.

CONCLUSION

This research is an attempt to find out the effect of using humour in English language classroom towards teachers’ self-efficacy. The objectives of the research are to determine whether humour can be an effective means of teaching and learning English and also to develop positive attitude and motivation towards learning environment on the whole.

Description of the resource

This website was created by Steven M. Sultanoff, Ph.D. clinical psychologist and researcher who received his doctorate from the University of California and serves as a psychology professor at Pepperdine University. The purpose of the website is to propagate humor as a therapeutic tool encouraging people to find ways to laugh more. It can be found through the google search of “Sultanoff” and is also listed on the Pepperdine University website in the section dedicated to the researcher, as to one of the faculty members (Steven Sultanoff, n.d.). This page seems to be designed partly for psychology researchers as it provides some workshops and academic articles on therapeutic humor. However, its primary audience appears to be the general public, as it aims to raise awareness about the health benefits of laughter and offers some practical advice on introducing more of it into one’s daily life. While the website seems to be dedicated to adults, overall language is simple, and the sentences are short, not requiring any psychological knowledge to understand (Sultanoff, 1999). The website was copyrighted in 1998, and the pages have not been updated for a while, with the last seminar offered dating back to the fall of 2011. It is worth noting that the overall design is outdated.

Evaluation of the resource

Since the website was created by a clinical psychologist whose studies were published in peer-reviewed journals and are still cited today, it had some credibility at the beginning of the century (Sultanoff, 2013). However, 20 years later, it is not likely to provide the reader with information backed by relevant psychological research. It can still inspire people to think about the health benefits that can be derived from humor. Still, anyone interested in this topic should search for contemporary sources to become familiar with the results of recent publications on that matter.

References

Humor Matters. (1999). 1998, 2009 Steven M. Sultanoff Ph.D., Web.

Steven Sultanoff(n.d.). Pepperdine University. Web.

Sultanoff, S. M. (2013). Integrating humor into psychotherapy: Research, theory, and the necessary conditions for the presence of therapeutic humor in helping relationships. The humanistic psychologist, 41(4), 388-399. Web.

Sultanoff, S.M. (1999). Tickling our funny bone: Humor matters in health.Humor Matters. Web.

Introduction

Humor is something that makes us smile at the beginning of the day and wonder for a time. You’ll be amazed at the end of the day, and then laugh again upon remembering you really had a day. It’s a smile and a laughter that make us healthy inside and out. Humor is a part of life, and if we try to ignore it because of too many activities, or of little things that we tend to magnify in spite of their irrelevance in our lives, then life becomes boring and unhealthy, and for all we know we’ve fallen into a pit of misery.

We have different tastes when it comes to humor. Some want antics, others slapsticks, still others want it light. What do I want? Anything, anything that makes me smile when after a long time, I’ll still be able to remember it.

Main body

I always love humor. And I like to smile and laugh. We’ve got to love it because it’s what makes life exciting. Humor occurs any moment. It is sometimes a cause for an effect, a motivational factor for change, a medicine, a bridge (sort of) between couples, and so forth.

And laughter is a physical activity. It’s not an irrelevant activity; our body needs it, like a medicine for a stressful day. Scott Feschuk, in an article in the humour issue of the Reader’s Digest titled “Why Women Just Don’t Get It,” says, “We laugh to signal safety, when fears of trouble are defused. German soldiers in World War One were seen to laugh after surviving a bombardment. A baby laughs when tickled to show that he knows this ‘attack’ is in play.”

Laughter as medicine, but what if you have a broken leg, is not a cast much better?

Yes, I never laughed before than I did in this class of humorous people and teacher. Whenever I touch base here, I always like to place myself in the center of a joke. That’s because I’ve never felt so relaxed, and healthy, and happy. I want to be humorous, but not to the extent of becoming a clown. But if that would really happen on me, I would just have to love it. Making people happy for what I appear to be may just be a consolation as a human being. To laugh is to be happy. You don’t see people laugh when they are sad, although there are people who are like that. But still, laughing your problems and your miseries out can be self healing.

David Granirer says, “We’ve heard the saying ‘Laughter is the best medicine,’ but now it’s scientifically proven! According to Dr. Lee Berk of the Loma Linda School of Public Health in California, laughter strengthens the immune system and lowers levels of stress hormones like cortisol and epinephrine. After a bout of laughter, blood pressure drops to a lower, healthier level than when the laughter began. Dr. William Fry of Stanford University found that ‘twenty seconds of guffawing gives the heart the same workout as three minutes of hard rowing.’”

We see what a small amount of laughter can do for us humans. Even animals do it for their own health.

Scott Feschuk likewise writes, “When it comes to comedy, new scientific research tells us there is a significant gender divide – the brains of men and women react quite differently when confronted with a punchline.”

There are differences in both sexes’ grasp and understanding of humour and how their brains work.

Experts at Vanderbilt University in Nashville say that giggles burn some calories, “and the more you laugh, the more you burn.” (Curtis 75).

Activity in the Workplace

Humor stories for the workplace

We have to know what makes people happy and laugh, and change. We always want others to change. But we never want ourselves to change. Our organization has to change for the better. And this we can make it happen through humor.

I would like to do an activity involving humor in the workplace along with employees and managers. My objective here is to change some moods of people in the workplace. An organization whose daily routine involves work and all work has to change. We will record this activity to include the reactions of the people in the workplace.

The objective is to make humor and laughing a part of the culture of the organization, so as to make the workplace exciting and happy for all. This is designed to change the boring atmosphere in the workplace.

Outline

Granirer says, “In today’s workplace, wellness is a serious issue. With terms like ‘stress-related-illness’ and ‘burnout’ becoming household words, organizations look increasingly for ways to keep their workforce happy, healthy and productive.”

We plan to make a change in our own organization and business through some simple activities that will make people laugh and happy, hence change moods of people in the workplace. First, we have to get the cooperation of some employees and supervisors in the workplace. We will assemble and meet the people whom I think are cooperative, make up or tell short anecdotes that will make them laugh. A suggestion is to have costumes of clowns with some touch of Santa Claus. Yes, a clown Santa would be just fine for this business full of serious people. Our goal is to make this a permanent change in the organization, although not outright permanent change. We can introduce it slowly but surely. What is important is to make them happy this Christmas season, and if possible, make them always no matter the time of year. Making them happy is making them laugh. And since laughter is contagious, they will bring it to their families and friends outside the work place.

We will tell stories, anecdotes, quotes, and valuable information, informally to employees. This will be done when the workload is over, like in the afternoon when the day is about to close. Informal interviews, mixed with some stories, can sort of lighten the day and make the employees open to some suggestions.

Some of the anecdotes, quotes, and valuable information to tell:

“The hilarity of a growing forehead: ‘My hairline is making a beeline for my behind.’” (Humor by Kevin Lee Smith, cited in Weed 74).

“A study of laughter from Aberdeen University in Scotland found people who cackle love others’ misfortune; howlers are often mentally ill; snorters are prone to feelings of superiority; sniggerers are immature and insensitive; belly-laughters are trustworthy and friendly; chucklers are kind but introspective; and gigglers are sexual and flirtatious.” (Reader’s Digest 77).

“Look at Bob Hope. Look at Milton Berle, George Burns. Look how long they lived. Seeing the funny side of things keeps you alive.” (Phyllis Diller in Entertainment Weekly, quoted in Reader’s Digest 97).

Activities involved asking questions such as:

1. What is humor to you as an employee and as a human being?
2. Is it important as eating and going to your office?
3. What really makes you laugh?
4. Do you make jokes while working? At home?
5. Is this important for a wholesome life?
6. Are humor and jokes necessary in the workplace?
7. What humor stories can you tell us?
8. Who are the most humorous people and officemates you know?
9. Can you help us and cooperate with us in introducing change in the workplace through humor?
10. Does your organization need change?
11. Do you think humor can help in realizing this change?
12. What about communication, does the organization have an effective program of communication for employees?
13. Can the introduction of humor, such as stories, ways of telling anecdotes and communication among employees, help in having an effective communication in your organization?
14. Please suggest how humor can be introduced effectively in your organization.
15. Tell us some humorous stories circulating inside your organization.

Assessment/Results of activities

The program of activities that we instituted was effective. There was an open discussion. However, when we made our rounds among employees, informally interviewing them, giving jokes and information about humor, there were mixed reactions. Some were skeptical, but most were excited and ecstatic. “Wow!” they said, “Now we can crack jokes inside the office, tell funny stories to our managers! And bring the good news to our families.”

Before managers and employees did not have such an atmosphere of funny situations. People were serious of doing business, making profits, talking without laughing, that everything was almost a mess.

It’s time we introduce laughter in our offices and places of work. This time of activity can be done every time of year, so that we can all go out of the workplace laughing and go home to our homes happy.

Works Cited

Curtis, Patricia. “Laugh Yourself Skinny…?” Reader’s Digest Sept. 2006: p. 75.

Feschuk, Scott. “Why Women Just Don’t Get It.” Reader’s Digest Sept. 2006: pp. 87-89.

Granirer, David. Laughter: The Best Medicine. 2008. Web.

Reader’s Digest. (2006). “Laugh Lines.” p. 77.

Weed, William Speed. “I Am Moe’s Funny Bone.” Reader’s Digest Sept. 2006: pp. 72-75.