Learning Together, Laughing Together

Every teacher has heard the tired piece advice "Don't smile 'til Christmas". As someone who would struggle to keep a straight-face past the end of the morning register, I am convinced that anyone who has managed this is likely to have maintained that straight-face forever after. 

Is it actually possible to be around children, of any age, and not crack a smile at some of the absurd situations they find themselves in? There is a futility in pretending that the thing-that-just-happened in your classroom was in no way amusing whilst the other thirty people in that room all roll around across their desks laughing. Want to appear ridiculous and out of touch in the ideas of your pupils? Do this. There is nothing more absurd than watching a red-faced curmudgeon trying to convince a group of children that Harry's squeaky chair did not, in fact, make a sound a lot like gas escaping. Laughter is an automatic response, so reprimanding someone for this is both unfair and unhelpful. 

Want to connect and retain some control over the situation? Smile. Acknowledge the humour in the situation. Allow a moment for re-composure. Move on. Guess what - everyone just got to share in something fun, without the need for conflict and an uncomfortable teacher-pupil power-struggle. And if you are the source of the amusement? An even greater reason to take a lighthearted approach. 

I have met very few people within whom I have struggled to identify a sense of humour. My assumption in each case is that this deficiency was the outward manifestation of crippling insecurity; a pathological fear of letting go. I worry about such people. I also make a fool of myself so frequently in a classroom that to take myself this seriously would only lead to disaster. I once managed to fall over the top of a grand piano whilst carrying a tray of egg shakers, in front of a group of year 8 boys. I'm not sure what else I could have done other than to laugh it off (other than to make a quick quip about being a little 'shaken up' by the experience and congratulate myself on an 'egg-ceptional’ recovery!).

Aside from the fact that a smile is probably the most powerful adornment we have to build relationships, signal safety and offer validation to others, beyond this, the (careful) use of humour in the classroom is ideal for reducing tension, diffusing difficult situations and helping learning to stick. Whilst you will not find humour mentioned anywhere in the Teachers' Standards, I suggest that it is implied within the following two statements (S7, for those in cross-referencing mode!):

• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

What better way to involve and motivate pupils than with the precise deployment of an amusing PowerPoint slide, embarrassing pun (or twelve), silly song about prepositions (perhaps for another post) or slapstick routine involving a counting stick. And who said you can't act decisively with a swift and witty retort to the class clown that reminds everyone in the room that humour is not the sole property of one domineering personality.

I once had a running joke going with a particularly loud year 6 boy who was determined to get one over on his teacher. Early on in the year, following a quick retort to one of his rather poor attempts to "roast Mr Ambrose", I made reference to a popular Sunday eaterie. For the rest of the year, he was successfully kept in check by his peers reminding him that "Mr Ambrose will take you to Toby Carvery". I loved the playfulness in our exchanges and the fact that the class were all able to join in the joke. He even extended the invitation to me in a lovely 'Thank You' card at the end of the year.

Teaching pupils the kind and appropriate use of humour is a part of the 'hidden curriculum'. Humour is a powerful force and, as my Uncle Ben once told me, with great power comes great responsibility and judging what is and isn't appropriate with a class (dependent not just on age and gender but also on class dynamics and individual maturity levels) takes a lot of thought and more than a little self-control - we've all had that perfect response ready and had to bite our tongue, reminding ourselves that this is a classroom, not Friday night at the Dog and Duck. Likewise, identifying humour that allows all to laugh together, versus humour which seeks to victimise individuals or mock groups, is essential for us all and within and beyond the classroom. As with everything we model to our pupils, let's model good humour that is kind, non-discriminatory and inclusive. 

And, wherever possible, share a laugh with your pupils. It is the glue that binds us together.