I’m continuing my lessons from Neuroscience theme again in this post. In the fascinating article Humour, analogy, and metaphor, Randy Garner explains that scientific studies have consistently shown that a little humour in the classroom actually increases interest in learning, strengthens information recall, and encourages longer and deeper retention of knowledge. According to one paper he cites:
“teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences”
I bet many of you already have your corny jokes ready to roll. Some of my terrible Physics/maths favourites:
- Gravity? Depressing subject! Gets you down…
- Student: “Sir, what (sic) is the unit of Power?” – Sir: “Correct!”
- Why did the chicken cross the Mobius strip? To stay on the same side.
- What happens if you cross a Physics teacher and a Geology teacher? They talk about Earthquarks
- What happened to the criminal mathematician? He went to prism!
- What’s the cheapest sub-atomic particle? Neturons! They have no charge..
- How do you neutralise an enemy air base? Use an air acid!
What are your favourites? Let’s share and use! I’m suggesting the use of #teacherjokes on Twitter as a great way forward…
Some great contributions:
- @doc_gnome: we’ll be looking at splitting long hydrocarbons into more useful substances; it’s going to be a cracking lesson.
- @BeckyBoooo: did you hear about the mathematician with constipation? He had to work it out with a pencil.
- @slkslkslk: The Red Room and The Tell Tale Heart are similar because in both the climax happens in a bedroom.
