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Susciter des liens sociaux de qualité en salle de classe : un regard sur la pratique enseignante
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This study used the instructional humor processing theory to test how different humor subtypes employed by teachers (course-related, course-unrelated, self-disparaging, other-disparaging) relate to students’ well-being, sense of belonging, and engagement. The participants comprised 395 students (107 boys, 278 girls) from 12 elementary and six high schools in the province of Quebec (Canada) aged between 10 and 17 years (Mage = 14.11). Correlational and structural equation modeling methods were used to analyze these relationships. Results showed that only humor related to course content (positive association) and other-disparaging humor (negative association) were significantly associated with the sense of belonging, which, in turn, was positively associated with a cognitive, affective, and behavioral engagement. Results also showed that only course-related humor (positive association) and unrelated humor (negative association) were significantly associated with students’ emotional well-being, which, in turn, was positively associated with cognitive and affective engagement. As far as this study is concerned, humor in the classroom should be course-related when it comes to supporting students’ emotional well-being, sense of belonging, and engagement.
La gestion de classe se révèle une tâche très complexe qui fait appel à un large spectre de compétences chez les enseignants. Reconnue comme ayant une influence majeure sur l’évolution et la réussite des élèves, elle constitue la base d’un climat sain, sécurisant et favorable aux apprentissages.
Le présent ouvrage vise à outiller les enseignants et les professionnels qui les accompagnent pour la mise en œuvre de pratiques de gestion de classe efficaces. Il aborde la gestion de classe en fonction de ses cinq composantes : la gestion des ressources (le temps, l’espace et le matériel) ; l’établissement d’attentes claires ; le développement de relations sociales positives ; l’attention et l’engagement des élèves sur l’objet d’apprentissage et la gestion des comportements d’indiscipline.
Faisant le pont entre la théorie et la pratique, ce livre suggère une variété de moyens et de stratégies d’intervention soutenus par la recherche. Des exercices, des activités réflexives, des outils et des références sont proposés dans chacun des chapitres, facilitant l’autoévaluation et le transfert vers la pratique.
Introduction. As it plays an important role in students' adjustment, and positively impacts their motivation and academic success, school belonging seems to be a pivotal determinant of the overall quality of a school experience. However, measuring such a belonging and estimating its contribution to the overall quality of school adjustment remain a challenge for the scientific community.
Method. Thus, the French version of the Psychological Sense of School Membership (PSSM) questionnaire was tested to determine its latent structure, validity, and capacity to predict dropout among at-risk students. In Study 1, the French version of the PSSM scale was thoroughly analyzed for validity while performing exploratory factor analysis, confirmatory factor analysis, and multigroup confirmatory factor analysis on self-reported data provided by a sample of high school students. In study 2, answers of a particular sample of at-risk students were carefully analyzed with ANOVAS to determine the potential of the PSSM to predict high school dropout.
Results. The exploratory factor analysis and the confirmatory factor analysis revealed four predominant dimensions: (1) teacher-student relationships; (2) peers' relationships; (3) sense of acceptance; and (4) sense of attachment, while the multigroup confirmatory factor analysis revealed the PSSM to be partially invariant with regards to the gender of the participants. In Study 2, we found that the PSSM can be used as a tool to help identify students who are at risk of dropping out of school.
Conclusion. Strategies to develop students' school belonging are discussed.
How can public schools improve public relations strategies, particularly in communications between teachers and students? The purposes of this study were to investigate teacher leaders’ perceptions of the use of humor in the high school classroom and discover how humor might bridge instruction to student learning and strengthen teacher’ student relationships. We also sought potential connections to school public relations. Teacher leaders’ humor in the classroom has not been studied at the high school level in any detail. For this qualitative case study, we researched teacher leaders’ perceptions of their use of humor in classroom instruction and observed them in action with student groups and teacher colleagues. The question of what makes teachers succeed when they use humor with students was analyzed using the constructs of climate, communication, engagement, and relationships. The sample comprised nine secondary-level teacher leaders, from various subject areas in a North Carolina school. We observed these teachers’ interactions in their classrooms, conducted interviews about how they perceived their use of humor, and listened to them dialogue in focus groups. It was found that humor improves instruction and supports classroom climate, teacher–student communication, and relational learning. Implications of this study are that teachers who effectively use humor are not only facilitating student engagement, but also enhancing their work in the school public relations domain by fostering a strong bond among students and adults in the academic setting and by propelling community development and renewal with such external constituents as families.
Comic strips on newspapers, magazines and Internet are one of the most accessible materials that may be used in science classroom as instructional tool. However, it is sometimes difficult to find and adapt appropriate comic strips useful for instructional purposes, because most of them are irrelevant. The purpose of this study is to develop and evaluate instructional comic strips aiming to contribute learning about sound related concepts. In this study, a series of instructional comic strips were created and implemented to a group of seventh grade students. Students’ responses to a number of open-ended questions were evaluated through qualitative content analysis. According to results, most of the students believed that comic strips help learning through simplifying science concepts and making retention of them easier. In addition, comic strips seemed to contribute students’ enjoyment toward science and perception of success in science.
This three-year study evaluated the effectiveness of 10 system-atic strategies for using humor as a teaching tool: (a) humorous material on syllabi; (b) descriptors, cautions, and warnings on the covers of handouts; (c) opening jokes; (d) skits/dramatiza-tions; (e) spontaneous humor; (f) humorous questions; (g) humorous examples; (h) humorous problem sets; (i) Jeopar-dy! ™ -type reviews for exams; and (j) humorous material on exams. Student ratings at the end of three undergraduate and five graduate statistics courses assessed the extent to which each strategy reduced anxiety, improved the ability to learn, and made it possible to perform at one's best on problems and exams. Median student ratings of the three outcomes for all of the strategies across all of the classes over three years indicated consistent evaluations of Very Effective to Extremely Effec-tive.
A substantial body of research emphasizes the importance of humor in teaching/learning processes; however, research on the reasons for non-use of humor in academic contexts has enjoyed scant attention. Addressing this gap, this study examines the reasons for instructors' humor avoidance taking into account student perceived benefits of using humor in academic ESL classrooms. Data were collected through an open-response questionnaire. Participants in a university in Malaysia were asked to provide their views on: (a) the reasons some instructors avoid using humor, and (b) the benefits of using humor in L2 classes. Responses were grouped into relating categories and content analyzed. "Humor is not in their personality," "they lack competence to create humor in L2," and "they are more syllabus-oriented" were the most frequently cited reasons for the non-use of instructor humor. Perceived benefits of instructor humor were placed into three major categories: psychological, social and instructional. Implications of these findings are explored within the content of second language education.
The primary goal of this project is to provide a summary of extant research regarding humor in the classroom, with an emphasis on identifying and explaining inconsistencies in research findings and offering new directions for future studies in this area. First, the definitions, functions, and main theories of humor are reviewed. Next, the paper explains types of humorous instructional communication. Third, the empirical findings of both the source and receiver perspectives are reviewed. Finally, this paper concludes with advice for educators and suggests potential future research directions for scholars.
This paper proposes the Instructional Humor Processing Theory (IHPT), a theory that incorporates elements of incongruity-resolution theory, disposition theory, and the elaboration likelihood model (ELM) of persuasion. IHPT is proposed and offered as an explanation for why some types of instructor-generated humor result in increased student learning and others do not. A preliminary study was conducted with 378 students who identified a specific instructor and reported that same instructor's use of inappropriate and appropriate humor, perceptions of instructor humorousness, and affective learning and learning indicators. The Instructional Humor Processing Theory hypothesized that humor related to instructional content would correlate positively with student learning, while inappropriate forms would not. Consistent with IHPT, related humor, an appropriate form of instructional humor, was positively associated with student learning, while other-disparaging and offensive humor, inappropriate forms of humor, did not correlate with student learning. Humorous instructors used significantly more appropriate and inappropriate humor than nonhumorous instructors. Explanations are offered for these findings as well as study limitations and directions for future research to support IHPT.
This study replicated and extended a preliminary typology of appropriate and inappropriate teacher humor and advanced three explanations for differences in interpretations of teacher humor. Students were more likely to view teacher humor as inappropriate when it was perceived as offensive and when it demeaned students as a group or individually. Student humor orientation, verbal aggressiveness, and communication competence were related to how students viewed teachers' use of appropriate and inappropriate humor. Teachers' level of humor orientation, verbal aggressiveness, and nonverbal immediacy were also related to how students viewed teachers' use of humor. These results suggest that a combination of the factors examined can be used to explain differences in ratings of classroom humor appropriateness.
The use of humor in teaching has been linked to learning in several studies, although the research has been equivocal. The various types of humor used by teachers have also been investigated but not in terms of what students view as appropriate and inappropriate uses of humor. Participants in this study were asked to generate examples of appropriate and inappropriate uses of humor by teachers. Responses were unitized and content analyzed, resulting in the identification of four appropriate humor categories and four inappropriate humor categories. Each category is defined, and the implications of using different types of humor in the classroom are discussed.
To report an analysis of the concept of humour in adult cancer care.
Humour is a form of communication which is present in the adult cancer setting. Numerous studies show the multi-dimensional value of humour in cancer care. A clear conceptual understanding, however, of what it represents is lacking.
Walker and Avant's framework was used to guide this concept analysis.
Literature searches included bibliographic databases, internet, and manual searches.
Literature published from 1990 to the present was reviewed. Thematic analysis was carried out to identify critical attributes and antecedents.
Based on the analysis, a definition of humour in adult cancer nursing is proposed. Humour is a subjective emotional response, resulting from the recognition and expression of incongruities of a comic, absurd and impulsive situation, remark, character, or action, which enhances feelings of closeness or togetherness when shared in the context of trust between the patient and nurse and may be used as a coping mechanism in a stressful situation such as the adult cancer care setting.
The analysis provides an understanding of the concept of humour in the adult cancer setting and includes a theoretical illustration of its critical attributes. This concept analysis provides a forum for discussion with reference to the use of humour in adult cancer nursing care. Further exploration is recommended to determine the meaning of humour and its nature across different care settings.
The structure of the teaching profession leaves teachers professionally and personally isolated from other adults. This article will discuss the results of an ethnography focused on the rare informal social interaction that occurs among teachers in a United States’ school, with a particular focus on the lunch hour. Specifically, this article explores the reciprocal nature of support provided within self-generated congregational spaces. This study demonstrates the positive use of humour in combating stress in the teaching profession, and how these relationships support Hochschild's (1983) theory of emotional labour.
A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.
Humor is a concept that has been examined so far in several fields of study such as health, philosophy, or history, to name a few. In education, the use of humor has been presented as a strategy which, when used sensitively, can create a pleasant atmosphere in the classroom that is not only conducive for student learning, but also for their personal growth. This article provides a conceptual analysis of this concept in the particular context of educational sciences. The objective of this study is to identify the defining attributes of the concept of humor in the field of education in order to better understand it and to foster its use by teachers. Walker and Avant’s (2011) framework for concept analysis was used to analyze the concept. Humor can be identified by five attributes: (1) a skill; (2) a way to communicate; (3) an educational strategy; (4) a personal perspective; and (5) a positive emotional and behavioral response.
Our findings nonetheless lead to a more comprehensive understanding of humor in school, thereby constituting the first step in the study of its related concepts.
Characteristics of teaching are associated with the emotions students experience in the classroom; however, empirical evidence regarding longitudinal effects is scarce. The present study investigated changes in positive and negative achievement emotions (enjoyment, boredom, and anger) vis-à-vis different teacher humor types (course-related, course-unrelated, self-disparaging, and aggressive), using the instructional humor processing theory and control-value theory of achievement emotions as a theoretical foundation. A total of 668 German upper track secondary school students from 41 classrooms with a mean age of 12.7 years (SD = 1.76) reported their perceptions of teacher humor and their experienced achievement emotions by completing online questionnaires (retest interval 6 months). Using the corresponding levels of emotions at the first measurement point as control values, results from multilevel analyses indicate that course-related humor weakens both decreases in enjoyment and increases in boredom and anger. Consistent with the hypotheses, aggressive humor leads to less enjoyment and more boredom and anger. Directions for future research are discussed and suggestions on how to best relate humor to course content are made.
The sense of belonging at school is considered an important component that supports students' academic achievement and their ability to adapt in the school context. Despite its importance, the concept of student belonging is still not represented in an exhaustive manner in the research literature. This paper aims to identify defining attributes on student belonging in the school context in order to provide greater clarification to the field. Walker and Avant's (2011) conceptual method was used and it consisted of eight different steps. Data were collected using general search engines (e.g.: Google, Google Scholar) and more specialized databases (e.g.: PsyInfo, Eric, Francis), taking into consideration French and English descriptors. The literature review and empirical referents gathered show that the concept is of a multidimensional nature. We have identified four defining attributes on student belonging; the student must: (1) sense a positive emotion toward the school; (2) maintain positive social relationships with members of the school community; (3) be actively involved in the classroom and in school activities; (4) perceive a certain synergy (harmonization), even similarity, with teachers and peers. We discuss these attributes using educational frameworks that take into consideration student belonging and we will share the development of a new definition in this present article.
How and why should humor be used in class? Social representations of ability with humor in didactic interaction in French-speaking Switzerland
This contribution aims to better understand the role of social representations (SR) in the way in which interactional competences are favored in the context of French-speaking classroom. We are interested in one of the aspects of interactional competence, i.e. humorous competence. How do the actors of a classroom favor in a situated and collaborative way how they make somebody laugh? We defend a praxeologic approach of humorous competence and its SRs, which both emerge and remodel themselves in interactional practices of the classroom actors. Our corpus is composed by French first language classroom interactions at the lower secondary level in French-speaking Switzerland (CODI Corpus). Our analyses, inspired by Conversation Analysis, show how both teacher and students negotiate social knowledge which allow them to define a valor scale in relation to various aspects of humorous competence, and this through the way in which they make (or not) relevant some humorous know-how in their practices. Thus, we observe (1) how the actors implement on line institutional logics by which some dimensions of humor are made legitimate; (2) how they reconfigure in the same time these constraints, through dynamic adjustments of their practices.
Good Humor, Bad Taste is the first extensive sociological study of the relationship between humor and social background. Using a combination of interview materials, survey data, and historical materials, the book explores the relationship between humor and gender, age, regional background, and especially, humor and social class in the Netherlands. The final chapter focuses on national differences, exploring the differences between the American and the Dutch sense of humor, again using a combination of interview and survey materials. The starting point for this exploration of differences in sense of humor is one specific humorous genre: the joke. The joke is not a very prestigious genre; in the Netherlands even less so than in the US. It is precisely this lack of status that made it a good starting point for asking questions about humor and taste. Interviewees generally had very pronounced opinions about the genre, calling jokes "their favorite kind humor", but also "completely devoid of humor" and "a form of intellectual poverty". Good Humor, Bad Taste attempts to explain why jokes are good humor to some, bad taste to others. The focus on this one genre enables Good Humor, Bad Taste to have a very wide scope. The book not only covers the appreciation and evaluation of jokes by different social groups and in different cultures, and its relationship with wider humor styles. It also describes the genre itself: the history of the genre, its decline in status from the sixteenth century onward, and the way the topics and the tone of jokes have changed over the last fifty years of the twentieth century. © Copyright 2006 by Walter de Gruyter GmbH & Co. KG, D-10785 Berlin. All rights reserved.
Several studies have examined the pedagogical implications and cautions concerning the use of humor in teaching. Humor has been associated with a host of positive physiological and psychological effects. Researchers have identified that educators who use humor in their instruction are more positively rated by their peers and their students; others have suggested that humor may enhance learning. Although much of this evidence has been anecdotal, the present study assesses the impact of curriculum-specific humor on retention and recall, as well as student evaluations of the course and the instructor. The appropriate use of humor in a classroom setting is discussed and cautions against tendentious humor are addressed.
The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions
Increasingly, college students are employed in jobs outside of class—and contend with additional stressors as a result—when they attempt to balance work and academic demands. Enacting humorous communication is one productive way to handle such stress. In a college student, the replication of the process of using humor to cope with job stress (i.e., higher humor orientation, HO) was associated with higher ratings of effectiveness, greater self-perceived coping effectiveness, and subsequently with higher job satisfaction. Path analysis demonstrated that, as the transactional theory would predict, students' trait HO influences their job satisfaction through its effect on heightened coping efficacy. Results indicated that, across two very different sample populations, college students and fully employed adults are extremely similar in the process and benefits of using humor to cope.
Résumé
L'enquête Santé Québec est l'enquête de santé la plus importante réalisée jusqu'ici au Québec sur les habitudes de vie et l'état de santé physique et psychologique de près de 20 000 personnes de 15 ans et plus résidant dans les ménages privés. Le volet santé mentale de l'enquête se situe dans la tradition des enquêtes d'épidémiologie sociale. L'article décrit la logique qui a conduit au choix des indicateurs de santé mentale (bien-être psychologique, détresse psychologique, idéations et tentatives de suicide, quelques problèmes psychologiques sévères) et des instruments de mesure. L'utilité et les limites de l'enquête sont discutées.
reviews humour experiments concerned with superiority and ego enhancement and depreciation / criticizes well-known humour theories / draws some counter-intuitive conclusions regarding such matters as whether anyone possesses a sense of humour, whether anyone has ever been amused at his own expense, and whether jokes exist / concludes on a more positive note, suggesting some connecting links between superiority and incongruity humour, with special reference to social psychology
T. Hobbes' superiority theory of humour (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this paper presented at the annual meeting of the American Educational Research Association in New York City in 1982, the authors discuss the Classroom Management Improvement Study (CMIS), a field experiment to test the usefulness of a manual describing effective classroom management principles. 23 teachers and classrooms were assigned initially to the experimental group and 18 to the control group for 1 yr. The CMIS emphasizes the establishment of a system that differentiates appropriate student behaviors according to lesson formats, implementation at the beginning of the year, and maintenance. The treatment intervention was found to be successful. (17 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The concept of 'positive thinking' emerged in cancer care in the 1990s. The usefulness of this approach in cancer care is under increasing scrutiny with existing research, definitions and approaches debated. Nurses may wish to judiciously examine the debate in context and consider its relevance in relation to their experience and clinical practice.
To offer a constructivist perspective on 'being positive' we extract data from a constructivist grounded theory study on humour in healthcare interactions in order to identify implications for practice and future research.
We offer three areas for consideration. First, we briefly review the emergence of 'positive thinking' within cancer care. Second, we present data from a grounded theory study on humour in healthcare interactions to highlight the prevalence of this discourse in cancer care and its contested domains. We conclude with implications for practice and future research.
Patients actively seek meaningful and therapeutic interactions with healthcare staff and 'being positive' may be part of that process. Being positive has multiple meanings at different time-points for different people at different stages of their cancer journey. Patients may become ensnared by positivity through its uncritical acceptance and enactment.
Positive thinking does not exist in isolation but as part of a complex, dynamic, multi-faceted patient persona enacted to varying degrees in situated healthcare interactions. Nurses need to be aware of the potential multiplicity of meanings in interactions and be able (and willing) to respond appropriately.
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