Seminar on Language presentation
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The document discusses using humor and story jokes in the classroom. It provides examples of humor activities like having students complete the beginning of a story. It also lists the cognitive, emotional, and social benefits of humor, such as increased creativity, bonding with others, and elevated mood. However, it notes that humor could also be disruptive or offensive, hurting feelings and causing tension among students if not implemented properly.
Seminar on Language presentation
- 3. John Montagu Butler (1977) Try to combine teaching from text. (drama)
- 4. William Defelice “Using story jokes for real communication”
- 5. Using Story Jokes can apply to elementary school
- 6. Humor is infectious, like yawning. It can bring a class together.
- 7. Carme Manuel Cuenca and Rodrigo Fernandez. Carmona • • • • THE BEGINNING OF A STORY Preparation: None Organization: Individual work Procedure: Give the students the beginning of a story (e.g., “Last week I went to visit Frankenstein ...”) and tell them to complete the story
- 9. Advantages Physical benefits of mirth and laughter: •Increased endorphins and dopamine •Increased relaxation response •Reduced pain •Reduced stress Cognitive benefits of humor and mirth: •Increased creativity •Improved problem-solving ability •Enhanced memory (for humorous material) •Increased ability to cope with stress, by providing an alternative, less serious perspective on one’s problems
- 10. Emotional benefits of humor and mirth: •Elevated mood and feelings of well-being •Reduced depression, anxiety, and tension •Increased self-esteem and resilience •Increased hope, optimism, energy, and vigor Social benefits of humor and mirth: •Bonding with friends and family •Reinforcement of group identity and cohesiveness •Increased friendliness and altruism •Increased attractiveness to others •Happier marriages and close relationships
- 11. Which would you prefer: As a student?
- 12. Disadvantage In addition to being disruptive, humor can be offensive, which will lead to a broken classroom environment. Teasing by either the teacher or another student allows others to laugh, but the child being teased does not laugh. Feelings get hurt, and subsequently, resentment can result. Resentment leads to tension which hinders the learning process by making students feel uncomfortable. Sometimes humor is not meant to be offensive, but children often misinterpret humor.
Editor's Notes
- #3: Sherrerd videos-Kate Geis (videographer) great at capturing that moment-student gets it and it’s funny, because it’s funny?
- #5: McGhee-50 published articles, 11 books, trained as developmental psychologist, now a motivational speaker Studies show all kinds of physical, emotional, and cognitive benefits of laughter. When animals play, whole brain lights up!
- #6: Increases creativity memorization
- #8: Teens poorly developed forebrain & mature rewards system (Sherrerd video) ADHD-today, examples of my daughter running around the house, during diagnosis (many have ADHD) Dogs discriminate between stimulus possibly resulting in reward (zipping up my computer case) and not (bone with BP) Binocular rivalry-next page (alt hand and face view, eventually face will fade like Chesire cat-only see smile) Drug songs (Brown Sugar-Rolling Stones, Lucy in the Sky with Diamonds-Beatles, Alcohol my Only Friend) Ads(Psychopharm-portrayal of alcohol assoc with sex-tongue in ear, smoking with rugged outdoors-snorkeling!)
- #9: Although you are aware of the importance of attention, you probably do not realize just how powerful it is. An interesting demonstration is the Cheshire cat effect, named after the cat in Alice in Wonderland, who would fade from sight until only his smile remained. Have a friend stand in front of you while you hold a mirror in your left hand so that it blocks your right eye’s view of your friend’s face but not the left eye’s (Figure 15.18). Then hold your right hand so you can see it in the mirror. (This works best if you and your friend stand in the corner of a room with blank walls on two sides.) Your hand and your friend’s face will appear to be in the same position, but your friend’s face, or part of it, will disappear. If you hold your hand steady, you will begin to see your friend’s face again, perhaps through your “transparent” hand; move your hand slightly, and the face disappears again. By experimenting, you should be able to leave your friend with only a Cheshire cat smile. Your brain continues to receive information from both your hand and your friend’s face throughout the demonstration; but because the two eyes are sending the brain conflicting information, telling it that two objects are in the same location, binocular rivalry occurs. The brain attends to one stimulus for a time, then switches to the other. Attention also switches when your hand or your friend’s head moves and demands attention. Figure 15.18
- #10: Yesterday-shelter and moths Overflowing toilets and dog poop and no keys
- #11: Tina Fey as Sarah Palin
- #12: Easy choice
- #13: Norman Cousins, Anatomy of an Illness