A Teacher – Not a Tool, Research Paper Example

When faced with the dry knowledge of the literature of evidence-based practice, educators often underestimate the importance which their personalities can pose to student learning. Feeling, literally, like tools, educators need to be reminded of the unique humanity of the students and of their selves. This humanity could consist of a large variety of personality quirks and private experience(s) or preferences; in this paper, the influence of humor and empathy will be discussed.

Today’s classroom is diverse and often includes students who are exceptional or who are adjusting to a new culture. How do teachers reach such a variety of students?  Humor creates memorable examples which integrate the students into a new class culture, a “sense of community, and a ‘feeling of belonging’” (Huss, 2008, p.31). Effective humor usage must adhere to the learning environment, apply to the content, relax students, and enhance educator credibility in an appropriate manner (Huss, 2008). Nonetheless, this personality-centered teaching strategy has been supported by much research and led to the development of the Instructional Humor Processing Theory (Wanzer, Frymier, & Irwin, 2010).  In order to use humor as a strategy, the teacher must also have a thorough knowledge of their subject area and of each class’s current levels of understanding. With appropriate usage, humor diffuses tension, increases creative and analytical thinking, piques student interest, eases the overexertion of the brain, promotes better retention, and (ultimately) generates a healthy bodily response (Huss, 2008; White, 2001). Humor also has a unique capability of crossing more subject lines to reach a larger portion of effective teaching outcomes (“Components of Highly Effective Teaching and Learning”).

Empathy is necessary for a variety of subjects (and for History, English, and the Liberal Arts especially). Many students have little knowledge of these areas unless it applies to their interests; most students believe that films are largely accurate. For these reasons, empathy is crucial to interdisciplinary development. Cunningham (2009) developed a framework to guide educators who wish to utilize this emotional skill and to understand their reasoning. For example, educators will first classify their definition of empathy as analytical, experiential, knowledgeable, or imaginative. When more specific guidance is needed, educators turn to methodology. In this case, the psychodrama tic Double method, the Reflection method, and the Lecture method are possibilities which called for switching roles and attempting to act in unison through empathy, hypothesizing or mirroring another’s actions, and listening to a series of six expert lectures, respectively (Kipper & Ben-Ely, 1979). These methods may easily be adapted to professional development or even interpersonal relations, but Washburn (2008) concluded that few teachers of English-language learning students display a concern for the students’ viewpoint and challenges.

Contrary to the first impression, these strategies do not require educators or students to change who they are. Instead, it requires them to build confidence and to adapt. Regardless of age or background, the development a healthy sense of humor and a capacity for empathy are characteristics of emotional growth which can benefit all. In addition, Kentucky’s listed standards of highly effective components are all equitably addressed: learning climate, reflection, instructional rigor and student engagement, relevance, and content knowledge (“Components of Highly Effective Teaching and Learning”). This also fulfills the Council for Exceptional Children standards, especially those instructional and management standards which require learning stimulation, the establishment of a self-concept, the application of behavioral procedures, and conforming to local, state, and federal requirements (“CEC Standards for Professional Practice”).

References

Components of Highly Effective Teaching and Learning. Kentucky Department of Education. Retrieved 24 July 2011 from <http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+TeachinT+and+Learning/>. Web.

CEC Standards for Professional Practice. Council for Exceptional Children. Retrieved 1 Aug 2011 from <http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/PracticeStandards/default.htm>. Web.

Cunningham, D. L. (2009). An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students. Journal of Curriculum Studies, 41(5), 679-709.

Huss, J. A. (2008). Getting Serious About Humor: Attitudes of Secondary Teachers Toward the Use of Humor as a Teaching Strategy. Journal of Ethnographic & Qualitative Research, 3(1), 28-36. Retrieved from EBSCOhost.

Kipper, D. A., & Ben-Ely, Z. (1979). The Effectiveness of the Psychodramatic Double Method, the Reflection Method, and Lecturing in the Training of Empath. Journal of Clinical Psychology, 35(2), 370-375. Retrieved from EBSCOhost.

Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory. Communication Education, 59(1), 1-18. doi:10.1080/03634520903367238

Washburn, G. N. (2008). Alone, Confused, and Frustrated: Developing Empathy and Strategies for Working with English Language Learners. Clearing House, 81(6), 247-250. Retrieved from EBSCOhost.

White, G. (2001). Teachers’ Report of How They Used Humor With Students Perceived Use of Such Humor. Education, 122(2), 337. Retrieved from EBSCOhost.