Classroom engagement is an excellent indicator of students' learning, grades, achievement, test scores, retention, and graduation. However, classroom engagement is heavily dependent on teacher-student interactions. Teachers' role in engaging students in the lesson learned is critical. Using a free and convenient tool, such as teachers' humor, can…

Snark is a form of verbal aggression that uses humor to diminish a victim. The present study explored predictors of U.S. teachers' use of snark in the classroom. Kindergarten-12th grade teachers (N = 516) self-reported on their social and emotional competencies (i.e., perspective taking, forgiveness, mindfulness, expressive suppression, and…

This qualitative research investigated 15 teachers' learning in a Facebook online community of practice. The purpose of this study was to determine if learning in a teacher Facebook online community of practice was consistent with Wenger's community of practice framework, utilizing a constant comparison analysis. It was not known whether a…

Wayside teaching focuses on building and maintaining positive relationships with students. Teachers can implement certain wayside teaching practices to end the year in a positive way and begin preparing for the next school year.

This study investigates the notion of "inspiring" teaching. The research was commissioned by CfBT as part of a collaborative professional development initiative involving its schools. It arose from headteachers' suggestions that schools nominate a number of "inspiring" teachers so that their practice could be studied and the…

Teaching is emotional work. This is especially the case in the first years of teaching when new teachers are particularly vulnerable. By understanding changes in teacher emotions in the early years of teaching, we hope to identify strategies that might ultimately reduce teacher attrition. As part of a larger study of the transition of new teachers…

Hints on making learning fun. (SP)

Indicates some of the pitfalls of using humor in the high school English classroom. Notes the need for striking a balance between serious and humorous classroom discussion. (RL)

For fifteen years, the presenter has engaged college students in discussions and writing assignments that pertain to the outstanding characteristics of their most effective teachers--"effective" meaning that these teachers made the most significant impact on their lives. Based on those recurring themes, the conclusion is that effective teachers…

Explains how humor not merely creates a comfortable classroom environment, but also a sense of community, which empowers students as writers. Notes that once empowered in this way, students are free to express themselves in writing and discussion without holding back. Concludes that with humor, teachers can let go of carefully crafted lesson plans…

Relates personal experiences and applies Freud's theory of humor to explain why teachers should not treat the study of comedy too seriously in the English classroom. (RL)

Student perspectives on school and learning are remarkably similar to teachers' own views. Teachers want to be respected and to work with students who care and exhibit humor, openness, consideration, and active involvement in subject-area content. Students say they want these same things, including a safe, tension-free environment. (seven…

Two high school English teachers disagree on the efficacy of making jokes about racial and cultural stereotypes. (RL)

This paper presents detailed classroom management strategies for teachers working in middle- and secondary-level classrooms. The strategies include: (1) plan lessons that are well organized and fully developed, showing all the components of the teaching-learning cycle using a variety of strategies and activities that reflect multiple learning…

This report explores the question of what constitutes success in teaching from the perspective of the teacher. A survey of elementary and secondary teachers was conducted using both questionnaires and interviews. Responses were classified as cognitive, affective, or other. Responses were judged cognitive when pupil learning was indicated as a sign…