August 8, 2012
Volume 1, Issue 1
Theresa Lyness
“If you always do what you’ve always done, you always get what you’ve always got.”
Individual Highlights:
Categories of Humor 2
Benefits of Humor 3
All about Magic 4
The FISH! Philosophy 5
References 6
Niagara Charter Gazette
Humor is comprised of three components: wit,
Similarly, there are many instances of humor that do mirth, and laughter.
Wit is the cognitive experience, Mirth the emotional experience,
Laughter the physiological experience. not result in laughter (due to the mood of the appreciator, the social context, etc.).
We often equate laughter with humor, but there are many instances of laughter (tickling, nervousness, etc.) that clearly have little to do with humor.
Humor is a quality of perception that enables us to experience joy even when faced with adversity.
Stress is an adverse condition during which we may experience tension or fatigue, feel unpleasant emotions and sometimes develop a sense of hopelessness or futility.
You cannot feel stress, angry, depressed, anxious, guilty, or resentful and experience humor at the same time.
Like beauty being in the eyes of the beholder, humor is in the funny bone of the receiver of the experience.
The purpose of this newsletter is to provide specialized information to a group of educators.
First and foremost, it is important to make sure that all humor is suitable for the age and maturity level of the students.
Also, humor is supposed to feel natural, so make sure it fits your style. educational outcomes.
Try to avoid sarcasm because it can enhance negative forms of humor.
I find it essential to establish humor rituals such as a funny joke or quote of the day. Remind your students that it is appropriate to laugh with others; not at them.
It’s beneficial if humor is related to the curriculum and instructional objectives or learning targets. Humor should serve as a vehicle for motivation and achieving
Joel Goodman of The
Humor Project recommends that teachers apply the “AT&T” test. Is the humor
A ppropriate, T imely and
T asteful?
Risk taking is imperative!
Doing something wacky or weird in front of your students may seem uncomfortable at first, but it will get their attention and they will appreciate it.
Lastly, find humorous pictures, posters, quotes and put them around the classroom. Learn a magic trick and try it with a friend before performing it in front of the class. Also, consider using books of jokes, cartoons or magic as reinforcers for completed work or good behavior.

“A sense of humor and joy of living helps individuals and organizations stay healthy, sane, and competitive in an often violently changing world.”
-C.W. Metcalf
The Effects of Humor & Magic in the Classroom
It is important for educators to understand the various aspects of humor. There are 10 categories of humor:
Exaggeration relates to obvious over or understatements of such things. Incongruity associates two generally accepted incompatibles.
Surprise pertains to the unexpected in fact, thought, feeling or event.
Slapstick is the form of humor that depends for its effect on silly physical activity and clowning. The
Absurd deals with nonsense, preposterous, and whimsy, all of which lack reason. Human predicaments feature situations in which a character appears foolish.
Ridicule involves teasing others or oneself.
Defiance is the release of aggression or hostility through rebellion.
Violence is more geared towards movies or films where the release of aggression or hostility through sudden or extreme violence. Lastly, verbal humor is the manipulation of language through word play, riddles, puns, jokes, sarcasm, and wit.
C. W. Metcalf developed
Humor in the Workplace after his hospice volunteer work with young cancer patients. These children taught him to laugh and enjoy life even in troubled times. Now, Metcalf brings this theory to you. Teach your students to discover the most valuable tool for survival in today's worldhumor.
In Metcalf’s first video he stresses the fact that silly and stupid are two different things. He goes on to point out that humans are not the center of the universe and
Humaerobics is a great tool to use to overcome the fear of embarrassment and foolishness. This tool also increases confidence and decreases stress.
The power of humor is to bond-not to separate.
Metcalf’s second video targets the importance of life and humor, overcoming a variety of difficulties and humor perspective tools. Some important tools include:
-Drawing the line
-Mini vacations
-Support groups
-Plus conversations
(What’s working?)
-Humaerobics
(Metcalf, 1990)
Metcalf focused on an important quote, “Take yourself lightly, and your work seriously”. This quote portrays a very strong message. As an educator, it is important that you find time to laugh and enjoy your job.
Working is supposed to have an aspect of fun.
In Metcalf’s third video, he centers the video on thriving in joy. This means having a sense of joy in being alive. The following are ways to help:
Make a joy list, plan to do nothing, and humaerobics.
In this video, he continues to mention change and gaining control over change.
“When the going gets tough, the tough gets loose.”

The Effects of Humor & Magic in the Classroom
Humor is a powerful teaching tool that can
Effective teachers use humor in the classroom to create a positive
“emotional and social environment” in which students can lower their defenses and focus more on what is being presented. R.L. Garner motivate students to learn, enhance group cohesion, and defuse tense situations. Here are a few ways you can bring humor into your classroom: voice. Make sure your nonverbal messages match your verbal messages.
USE HUMOR IN A STYLE
THAT IS COMFORTABLE
FOR YOU
There are many ways to be humorous, and some styles may suit you more than others.
Choose a style that feels natural also says that humor can
“initiate and sustain student interest” as well as improve students’
FOCUS ON THE POSITIVE
Adopting a light, playful mind set helps establish a warm, safe learning environment. to you.
KEEP A "HUMOR"
JOURNAL divergent thinking and
Write down instances of when memory of the topic
PRACTICE VERBAL AND you used humor that worked well. presented. Often times,
NONVERBAL Reflect on what happened and our most memorable
PLAYFULNESS why your humor was wellreceived. Consider how you lectures (or professors) are those in which humor was used (“Humor in the,”
Use facial animation: smile, make lively expressions, and let your eyes sparkle. Use comfortable might employ that same type of humor in the future.
2004). body language and a relaxed
TARGET YOURSELF, NOT
STUDENTS
To avoid a sense of threat, the safest target for humor is yourself, not your students.
USE HUMOR TO DEFUSE
TENSION
Develop your ability to read your students' tension levels. When you sense tension, try to defuse it by making a humorous remark or telling a funny story.
TIE YOUR HUMOR TO THE
CONTENT
Humor does not have to be a diversion or digression from curriculum. Whenever possible, weave humor into what your students are already learning.
There are many facts that have been recently researched and proven about humor. Research states that humor:
1. Reduces stress, anxiety and tension of empowerment
As an educator, we are constantly modeling appropriate behavior for our students. I believe that if students pick up on our physical demeanor, they will also duplicate our attitude and mood.
2. Decreases depression, loneliness and anger
3. Improves mood
4. Increases selfesteem
5. Promotes a sense
Teachers must be creative because of the critical role they play in creating an environment conducive to optimal student learning.
Humor is often identified as a teaching technique for developing a positive learning environment.
When an educator establishes a supportive social climate, students are more likely to be receptive to learning.
Humor is a catalyst for classroom "magic," when all the educational elements converge and teacher and student are both positive and excited about learning. Educators can foster classroom
"magic" through improved communication with students by possessing a playful attitude and a willingness to use appropriate humor.
According to a research article, some recommend that teachers use humor that fits comfortably with who they are and how they teach (Weimer,
2011).
“Humor is mankind’s greatest blessing .”
-Mark Twain

The Effects of Humor & Magic in the Classroom
In "The Magical Power of Words" (1968) S. J.
Tambiah argues that
“The connection between language and magic is due to a belief in the inherent ability of words to influence the universe.”
Magic is the art of producing a desired effect or result through the use of incantation or various other techniques that presumably assure human control of supernatural agencies or the forces of nature.
Magic has been practiced in many cultures, and utilizes ways of understanding, experiencing and influencing the world somewhat akin to those offered by religion though it is sometimes regarded as more focused on achieving results than religious worship.
Magic is often viewed with suspicion by the wider community, and is commonly practiced in isolation and secrecy. The performance of magic almost always involves the use of language.
Whether spoken out loud or unspoken, words are frequently used to access or guide magical power.
Many people believe that magic is expensive, but it does not have to cost a dime. Many tricks can be performed with ordinary decks of cards or items found around your classroom. however, it can be mastered in a brief period of time.
It is vital to remember the following:
-Never reveal the magic trick
Yes, of course, magic requires some practice;
-Try not to repeat the trick
The students enjoy the magic more when you create some story that goes along with it. Also, ensure that you read your audience (your students).
Educators can get so caught up in the moment of having fun, that they do not know when to quit.
(Baum, 2003)
It has been said that
“Magic tricks boost confidence and selfdiscipline ”, says psychologist and
Professor Richard
Wiseman calling for lessons to be introduced to classrooms.
The trick to making primary school children more confident and sociable is to teach them magic.
"Showing and teaching the children magic tricks encourages skills, such as self-discipline - unless you practice magic skills you will fail - and critical thinking. It also helps children to think from another person's perspective, and consider how they are feeling," said
Wiseman.
Professor, Jonathan
Osborne, chair of science education at King's
College, believes that developing skills in a practical context is better than just sitting around in the classroom. "Magic fascinates everyone and depending on the methodology needs good social skills. There are material explanations for the tricks for pupils to think about too. This type of class helps kids to engage in active stuff rather than ill-defined debates," Osborne said.

The Effects of Humor & Magic in the Classroom
The FISH! Philosophy is a way of viewing interactions between and among people that can inspire them to improve
 Be There – being present wherever you are in mind and body
 Play – their performance and foster their success and enjoyment. It involves ways of interacting that are respectful, imaginative and playful and require trust, intent and effort to appropriate play and fun will enhance productivity for most students
 Make Their Day – effectively be put into involves making practice. FISH!
Incorporates four basic practices:
 Choose Your
Attitude – includes positive feelings about yourself and your students the day for coteachers and students through deserved praise, encouragement and recognition of effort and success.
The FISH!
Philosophy was first introduced through a video,
FISH! Catch the
Energy, Release the Potential produced by John
Christensen of
ChartHouse
Learning. Almost facing bankruptcy in 1986, employees began practicing the behaviors consistent with their philosophy.
More recently, the
Pike Place Fish
Market has become a major
FISH! For Schools helps -Create behavioral you to create classrooms where it’s cool to respect tools you need to be a more effective educator.
expectations that are owned by everyone in and care about each other.
Students feel safe and ready to learn. Instead of spending your time putting out disciplinary fires, you have more time to ignite learning.
We know you are passionate about making a difference for your students. FISH! For
Schools gives you the
Every school year, the average teacher loses 400 hours of instructional time dealing with behavior issues. The FISH! For
Schools Classroom
Experience helps you regain that precious time.
It helps you and your students: class.
-Live The FISH!
Philosophy in a way that meets your goals.
-Build a caring community where everyone feels safe and ready to learn.
-Develop character, empathy and personal responsibility. tourist attraction and has been featured on television, film and print.
(Fish! Philosophy, 2012)
Educators who watched FISH! said, “This looks like a great school culture!”
Sure enough, we found many classroom management studies that confirmed their observations.

Theresa Lyness
Niagara Charter School
2077 Lockport Road
Niagara Falls, NY
14304
E-MAIL: theresalyness@niagaracharter.org
We’re on the Web!
See us at: http://www.niagaracharter.org/
By Ellen DeGeneres
The Almost Wet Your
Pants Book of Humor
Humor for a Teacher’s
Heart
By Kristen Myers
By R. Bruce Baum
How to Motivate
Audiences
Tales from the Teachers’
Lounge
By Robert Wilder
By R. Bruce Baum
Seriously…I’m Kidding 1-2-3 Magic for Teachers
By Thomas W. Phelan
Bruce Baum
Baum, R. B. (2003). How to Motivate Audiences : 121 Energizers, Ice
Breakers and Activities for Promoting Creative Problem Solving,
Teamwork and Laughter. Buffalo, NY.: Bates-Jackson.
Baum, R. B. (2010). The Almost Wet Your Pants Book of Humor .
Bloomington, IN: AuthorHouse.
Fish! Philosophy . (2012). Retrieved from http://www.charthouse.com/productdetail.aspx?nodeid=25615 .
Humor in the Classroom . (2004, March). Retrieved from http://www.plsweb.com/Products-
Resources/Newsletter/Newsletter-Archives/March-2004.
Metcalf, C. W. (1990). Humor, Risk & Change with C.W. Metcalf .
Retrieved from http://www.rctm.com/Products/change/5820.htm.
Weimer, M. (2011, November 18). Humor in the classroom: Reviewing the Research . Retrieved from http://www.facultyfocus.com/articles/teaching-professorblog/humor-in-the-classroom-reviewing-the-research/ .