We've all heard the saying "laughter is the best medicine". I don't know if it is the best medicine in the case of Bipolar Disorder but I know its pretty high on the list. I can be at my lowest point and if I can manage to crack one joke, I don't care how lame it is, I lighten my load if only for a moment.
Here are some pointers. First regarding where you use humor. Many speakers are of the view that they should "start with a joke". I think this is a dangerous idea, unless you really do know what you are doing with making people laugh. I often use very gentle jokes early on in a presentation because it is something I am very comfortable with, and because I am guaging the level and reactions of the audience. The problem with trying out your one funny line at the beginning is that no one, not you and not the audience, really knows what to expect from you. If the joke doesn't work you maybe lose a little confidence, which then doesn't help your presentation. If you have ever seen someone tell a joke early on and get zero response, before nervously continuing, you will know what I mean. Instead I like to use humor throughout the presentation, safe in the knowledge that not all jokes work. What is very funny one day seems not to work another day. I have certain "lines" I use in key moments which cuts down the number of times that I fail to get a laugh, because they a well tested moments. As one builds a number of these so confidence to try other funny lines increases because if something new doesn't work, there are always well proven lines.
I have referred to using humor as "lines" rather than jokes, and this may need explaining. If you try and tell jokes of the "here's a good one.... What do you get if you cross...." you set yourself up, and getting it wrong is so easy. Instead I want to use punchlines... There is a moment that people realise it's a joke... Following on from what sounds like a it's part of the presentation... Which gives several advantages; The line is not expected, so the laugh tends to be more natural as people "discover" it. It subtly makes people want to listen more, since your presentation is not as predictable Crucially... If a line isn't perceived as funny there is less build up, so less crash down for you. This means you have to be able to deliver the line correctly. You will have seen the person who can't wait to tell you the funny joke, which turns out to be not remotely funny. Not what we want to emulate. Instead, the line is "dropped in" casually. One needs to be aware it is there, so if an audience reacts, and we get lots of laughter, great we can pause to allow the laugh, a breathing space and a sip of water. If not, then no damage is done.
"Provide an Environment for Students to Share Humor" When applicable and appropriate, allow an environment where students are encouraged to have fun in group projects or class exercises together. No one can articulate cool and funny lingo to students better than other students. "Make learning fun" is one principle which holds true no matter the generation. Teaching can be much easier when students look forward to coming to class. One professor allowed each student the opportunity to create a funny/creative image at the beginning of each class to introduce that day's topic. The students embraced the challenge whole-heartedly, and amused each other to a level which even became competitive! The class was so enthralled, this professor noted that class attendance was considerably higher than the previous semester, and tardiness became virtually non-existent. Other professors enjoy the world of practical jokes--just use very good judgment that the recipient will be a very good sport! As with other humor attempts, always try to make the humor relevant to the subject or the learning process.
"With Humor, Timing is Everything" Specifically, some faculty believe in strategically placing a humorous visual aid as a "commercial break," used as either a segue between chapters, during a particularly mundane topic, or when the eyes begin to "glaze-over" in the middle of a long lecture. Other faculty prefer to begin class with a humorous find, or end class on a good note. There is no golden rule-whichever you might be more comfortable with, or might receive the best response. Zig Ziglar, one of the most successful motivational speakers in history, knew the power of incorporating humor in his presentations. Throughout his career, Zig would strategically place some type of wit, joke, or funny example every seven minutes during his presentation, no matter the audience or topic. As he studied, attention span begins to dip as time between jokes lingered. People pay attention because they don't want to miss the next joke! Certainly, seven minutes is a daunting task-if not downright inappropriate for education. However, there is an understanding about the human attention span which can be garnered from Zig. Most importantly, though, faculty members should challenge themselves to incorporate at least one humorous attempt per class session. Anything.
Why are these effective teaching tools? Certainly, the job of an educator isn't to entertain. It is to educate. However, separate academic studiesfrom Iowa State University, Bowling Green University, and Johns Hopkins University each determined that incorporating humor in the classroom improves student retention, interest in the subject, faculty ratings, and even class attendance. Scientifically, laughter helps the human body produce endorphins, which relieve pain and induce euphoria. Both can come in handy during a stressful semester for a student. Besides: Do you remember a teacher who didn't just teach a class, but impacted your life? Did you feel as if they could relate to you, and could even make you laugh? Did you have fun in their class, and look forward to attending each day?
I don't care if you laugh is the evil cackle, the loud and hearty, the high-pitched giggle or just the normal laugh it isn't inappropriate to laugh. It is very therapeutic and as I said earlier as long as you find yourself questioning why your laughing I think your still OK. No one ever published a book on etiquette for laughing without some form of humor involved in it. Which shows why laughing at inappropriate times doesn't happen. For the person laughing, it is just when their brain feels the need to laugh. So next time you see your psychiatrist, if they've told you that you laugh at inappropriate times, have a good laugh before you leave their office and give them something to write in your chart!
Here are some pointers. First regarding where you use humor. Many speakers are of the view that they should "start with a joke". I think this is a dangerous idea, unless you really do know what you are doing with making people laugh. I often use very gentle jokes early on in a presentation because it is something I am very comfortable with, and because I am guaging the level and reactions of the audience. The problem with trying out your one funny line at the beginning is that no one, not you and not the audience, really knows what to expect from you. If the joke doesn't work you maybe lose a little confidence, which then doesn't help your presentation. If you have ever seen someone tell a joke early on and get zero response, before nervously continuing, you will know what I mean. Instead I like to use humor throughout the presentation, safe in the knowledge that not all jokes work. What is very funny one day seems not to work another day. I have certain "lines" I use in key moments which cuts down the number of times that I fail to get a laugh, because they a well tested moments. As one builds a number of these so confidence to try other funny lines increases because if something new doesn't work, there are always well proven lines.
I have referred to using humor as "lines" rather than jokes, and this may need explaining. If you try and tell jokes of the "here's a good one.... What do you get if you cross...." you set yourself up, and getting it wrong is so easy. Instead I want to use punchlines... There is a moment that people realise it's a joke... Following on from what sounds like a it's part of the presentation... Which gives several advantages; The line is not expected, so the laugh tends to be more natural as people "discover" it. It subtly makes people want to listen more, since your presentation is not as predictable Crucially... If a line isn't perceived as funny there is less build up, so less crash down for you. This means you have to be able to deliver the line correctly. You will have seen the person who can't wait to tell you the funny joke, which turns out to be not remotely funny. Not what we want to emulate. Instead, the line is "dropped in" casually. One needs to be aware it is there, so if an audience reacts, and we get lots of laughter, great we can pause to allow the laugh, a breathing space and a sip of water. If not, then no damage is done.
"Provide an Environment for Students to Share Humor" When applicable and appropriate, allow an environment where students are encouraged to have fun in group projects or class exercises together. No one can articulate cool and funny lingo to students better than other students. "Make learning fun" is one principle which holds true no matter the generation. Teaching can be much easier when students look forward to coming to class. One professor allowed each student the opportunity to create a funny/creative image at the beginning of each class to introduce that day's topic. The students embraced the challenge whole-heartedly, and amused each other to a level which even became competitive! The class was so enthralled, this professor noted that class attendance was considerably higher than the previous semester, and tardiness became virtually non-existent. Other professors enjoy the world of practical jokes--just use very good judgment that the recipient will be a very good sport! As with other humor attempts, always try to make the humor relevant to the subject or the learning process.
"With Humor, Timing is Everything" Specifically, some faculty believe in strategically placing a humorous visual aid as a "commercial break," used as either a segue between chapters, during a particularly mundane topic, or when the eyes begin to "glaze-over" in the middle of a long lecture. Other faculty prefer to begin class with a humorous find, or end class on a good note. There is no golden rule-whichever you might be more comfortable with, or might receive the best response. Zig Ziglar, one of the most successful motivational speakers in history, knew the power of incorporating humor in his presentations. Throughout his career, Zig would strategically place some type of wit, joke, or funny example every seven minutes during his presentation, no matter the audience or topic. As he studied, attention span begins to dip as time between jokes lingered. People pay attention because they don't want to miss the next joke! Certainly, seven minutes is a daunting task-if not downright inappropriate for education. However, there is an understanding about the human attention span which can be garnered from Zig. Most importantly, though, faculty members should challenge themselves to incorporate at least one humorous attempt per class session. Anything.
Why are these effective teaching tools? Certainly, the job of an educator isn't to entertain. It is to educate. However, separate academic studiesfrom Iowa State University, Bowling Green University, and Johns Hopkins University each determined that incorporating humor in the classroom improves student retention, interest in the subject, faculty ratings, and even class attendance. Scientifically, laughter helps the human body produce endorphins, which relieve pain and induce euphoria. Both can come in handy during a stressful semester for a student. Besides: Do you remember a teacher who didn't just teach a class, but impacted your life? Did you feel as if they could relate to you, and could even make you laugh? Did you have fun in their class, and look forward to attending each day?
I don't care if you laugh is the evil cackle, the loud and hearty, the high-pitched giggle or just the normal laugh it isn't inappropriate to laugh. It is very therapeutic and as I said earlier as long as you find yourself questioning why your laughing I think your still OK. No one ever published a book on etiquette for laughing without some form of humor involved in it. Which shows why laughing at inappropriate times doesn't happen. For the person laughing, it is just when their brain feels the need to laugh. So next time you see your psychiatrist, if they've told you that you laugh at inappropriate times, have a good laugh before you leave their office and give them something to write in your chart!
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