Promoting Positive Learning Environment - Annotated Bibliography Example

Annotated bibliography: Promoting Positive Learning Environment Name Institution Date Humor in classroom Pomerantz, A., and Bell, N. (2011). Humor as Safe House in the Foreign Language Classroom: The Modern Language Journal. Vol. 95, Issue s1, Pages: 148–161, DOI. Humor is one of the basic ingredients that are useful in the life of any human being. In order to portray a stable and psychologically captured classroom, most instruction administers make use of humor. This article on “Humor as Safe House in the Foreign Language Classroom” states that every classroom feels safe and ready for learning when humor makes part of it. In most cases, it has become a common avenue of learning to make learners engage in humorous activities in order to boost their desire and intention to learn. Pomerazntz and Bell state that foreign language learning is a concrete process that requires the immediate intention and desire of the learners. Most of the situations that bring about humor are intensified in order to make learners have a geared process of managing to deal with learning new languages. Classroom management entails different activities that are designed to bring success and devolved learning processes in a general avenue of understanding. Humor is one of the facets that can be used to alter the mood of students within a classroom. Not only is humor important to the learning process, it is also essential to a healthy human living and existence within the society (Pomerantz and Bell, 2011). A foreign language classroom, as stated by this article on “Humor as Safe House in the Foreign Language Classroom,” enables learners to feel at ease while at the process of learning. The psychological effect that is developed through engagement and use of humor brings a lot of ease and capability to the learners and the learning environment as a whole. The learning environment is enticed with moments of ease and laughter when the teacher involved makes use of humor as one of the sentimental avenues of bringing success and continuity within the learning environment. According to Bell and Pomerantz, humor brings capacity building to learners while handling foreign language classes. In many cases, the presence of humor helps to calm down and attract the attention of learners to learning content and standards. Within the learning environment, it becomes easy to master the general continuity and process of learning when humor is involved. The moments of laughter, as generated by the article, helps to secure a lot of learning intention and capability to the learners. In general, terms, as ascribed by this article on “Humor as Safe House in the Foreign Language Classroom,” foreign language learning process is a generalized activity that must influence on the all-round capabilities of the people involved in the learning process. It pays a lot to have humor as one of the methods of asserting seriousness and capability among the learners. Boverie, P. (2006). Humor in human resource development: Human Resource Development Quarterly. Vol. 5, Issue 1, Pages: 75–91, DOI. Humor is good in every learning process as it also involved Humor in human resource development. This article on “Humor in human resource development” asserts that humor is a weapon that can be used to bring success to every process that involves human beings. The article expresses that humor is a broad aspect that originates and touches on the lives of many people. It is difficult for a teacher to define humor within a learning process. There are different behaviors that are involved in humor and its delivery in and out of a learning environment (Boverie, 2006). In order to bring immediate success and capability to learners in every learning process, the immediate behavior of humor should be involved as stated by the article. Within the research processes conducted by the authors of the article, there are composite behaviors of humor rather than a single one. According to the definition given by the article, humor refers to a multifaceted phenomenon that appears to alter the general feeling and intention of people. This is why it is used in and out of classrooms together with other developing and developed human societies. In another definition given by the article as regards humor and classroom, humor refers to any process of communication those results in laughing, feeling amusement, and smiling. Not every learning environment is full of amusement and smile. According to the article, through laughter, a teacher within a learning environment is able to give an easement environment that will usher learning without any fear among the learners. Teaching is a process of communication that involves a transfer of information from the sender to the receiver through a channel of communication. This channel of communication can involve use of humor. The intended message within a fancy matter is regarded to attract more attention and curiosity of the learners than any other ordinary process within a learning environment. In human resource development, learning captures a lot of interest from the people. Developing humanity, just as done in the learning classroom, requires the use of different parameters that will usher understanding and sheer growth among the learners. There is a lot of concern that is brought in by learners when they appear to get thrilled by the learning instruction. In order to make learning a better process, it has to involve all the stages of bringing together the intentions and interests of the learners. According to the article, any learning process that brings unity of mind and attention among the learners is required within a learning environment. Such a process can be founded in use of laughter among the learners. The article concludes by stating that humor is one of the useful mechanisms of building humanity and trust among the people as groups and associations. This is why it has been involved in many learning processes in the world. Gordon, M. (2010). Learning to laugh at ourselves: humor, self-transcendence, and the cultivation of moral virtues: Educational Theory. Vol. 60, Issue 6, Pages: 735–749, DOI. This article on “Learning to laugh at ourselves: humor, self-transcendence, and the cultivation of moral virtues” has been done by Gordon. Gordon has taken a rather different path in a bid to reveal what takes place when humor is used within a learning process as used to improve human interactions and relations. Morality involves different avenues of ensuring sustainability of happiness and comfort among people in the world. Through moral values and practices, Gordon has demonstrated how humor can be a healthy factor that brings togetherness and good human relations in the world. The author has emphasized on the importance of learning to laugh at ourselves. This can happen in and out of classrooms. When inside a classroom, many instructors would prefer use of laughter as a means of bringing together learners into a common ground of understanding and psychological stand. Humor, self-transcendence, and cultivation of moral values are three common avenues of human activities that make use of human relations as done in classrooms. In order to foster a common avenue of bringing success in the classroom, many teachers would prefer to be friendly to learners in order to enable them engage learning in a more enjoyable place (Gordon, 2010). Gordon stresses that neglect of humor within a learning process is a dangerous activity that hinders successful learning among learners in the classroom. Making fun of oneself is a tremendous activity that influences positively among the learners in a classroom. As stated by Gordon, self-transcendence is a pathway towards securing a stable and strong avenue of realizing the importance of bringing success and dominant success within a group of people with an intent. In a classroom, humor and laughter are two common avenues of management that are designed to bring change and more focus among the learners. There is a collective way of dealing with challenges that are experienced within a classroom through making fun of one another among the learners. Gordon, in his introduction, gives a wide view of humor in a generalized perspective and within a learning environment. Through his analysis, we are able to learn that through humor, many people are able to have a change of their intentions and discoveries towards new features and perspectives of viewing the world. Throughout the article, Gordon has tried to bring out a close relation that exists between humor that we make and laugh at ourselves, laughter that we develop upon among our friends, and laughter that is thrilling when conducted within a group. Towards the end of the article, there is a close analysis of how humor can be used among groups of people in order to enhance embrace of a given cultural or disciplined way of doing things. Taking such an application perspective and linking with a classroom environment, it becomes easy to make a notice of the fact that humor is essential throughout any process of learning. Therefore, it comes with a clear understanding that Gordon has expressed how humor can be and should be used to foster equality and cultural understanding among people who are directed to complete a given set of curriculum like students. Civikly, J. (2006). Humor and the enjoyment of college teaching: New Directions for Teaching and Learning. Vol. 1986, Issue 26, Pages: 61–70, DOI. College teaching is one of the rigorous activities that have been advanced in the world today. Civikly does this article on “Humor and the enjoyment of college teaching.” College teaching is an enjoyable adventure to many teachers in the world. As stated by the author of the article, many teachers and students in colleges enjoy the humorous part of teaching more often. Hhumor is a pillar that attract many learners to come to a common ground in order to have passion towards selecting careers and engaging in what it takes to make them better their careers. Just as stated by Civikly in the article, many of the humor deployed by teachers do not go with rewards, as they should be. Rewards from many educational instructors do not go recognized among teachers in and out of colleges. This article has taken an advanced step in order to stage a fight of failure to pay attention on the importance of humor among learners in colleges. Many colleges and higher learning institutions involve humor as a solid foundation into capturing the attention of the learners while in and outside the learning classrooms. Nonetheless, Civikly has reinstated that it has not been recognized as to how much humor influences learning in a positive way as it has been done practically (Civikly, 2006). Humor and enjoyment are derived from learners and teachers who decided to involve them at the process of learning. As part of the new avenues of learning, and sustaining learning, many colleges have incorporated humor through their teachers. The recognition of humor as part of the learning methods and processes necessitates many students and teachers to involve them as part of their daily learning activities. In the mean time, use of humor has brought success and enjoyment of the learning processes among the learners. There is no way learning can happen without letting the learners have sessions to derive enjoyment from them. In other words, it has become a simple task to involve humor and enjoyment into learning in order to sustain the attention of learners within the learning environment. As stated by the article, learning is a continuous process that should be executed in a manner that determines success and future sustenance. Therefore, pits of the learning process should involve use of the available avenues that make learners derive pleasure and enjoyment in everything. Therefore, it has become a necessity to have a longer process of learning that involves use of humor and all other forms of learning that brings happiness and enjoyment among the learners in college learning. Fisher, M., S. (2002). The effect of humor on learning in a planetarium: Science Education. Vol. 81, Issue 6, Pages: 703–713, DOI. An author called Fisher has done this article on “The effect” of humor on learning in a planetarium. The article has conducted a number of studies that are designed to bring out the importance of using humor in learning. The article has undertaken a study upon the planetarium at COSI, which is one of Ohio’s Center of Science and Industry. The subjects of the study included the general public museum visitors. Through a study conducted among four hundred and ninety five people, many of the respondents indicated attention and certain intention among intents of learning that involved humorous activities (Fisher, 2002). With the manner in which the excerpts of humor were an attention to learners, it was clear that humor plays a critical part in the success of learning and even conducting examinations and tests among learners. Humor influences the nature of the results that are to be realized from the learning process. Humor in a classroom has a lot of intent that can alter the outcome of the learning process. Every learning process should be executed as a way of determining the level of integration of the content of what is in store for the study. As a way of influencing positive learning, the article has taken a study in the planetarium that signifies the influences of humor within the learning process. The retention of the content for learning is more enlightening when it tries to emphasize learning as an enjoyable act. This enjoyment can only be derived when it encompasses use of humor in and out of classroom. Every learning environment should be made palatable to the learners and the teachers. In order to influence a positive perception and intention of the learners, their motive to the lessons should be encouraged through use of humor in classroom. From the study intentions that have been executed in several books, it makes greater sense to have a huge collection of humor as part of the learning instruction in the learning institutions. References Boverie, P. (2006). Humor in human resource development: Human Resource Development Quarterly. Vol. 5, Issue 1, Pages: 75–91, DOI. Civikly, J. (2006). Humor and the enjoyment of college teaching: New Directions for Teaching and Learning. Vol. 1986, Issue 26, Pages: 61–70, DOI. Fisher, M., S. (2002). The effect of humor on learning in a planetarium: Science Education. Vol. 81, Issue 6, Pages: 703–713, DOI. Gordon, M. (2010). Learning to laugh at ourselves: humor, self-transcendence, and the cultivation of moral virtues: Educational Theory. Vol. 60, Issue 6, Pages: 735–749, DOI. Pomerantz, A., and Bell, N. (2011). Humor as Safe House in the Foreign Language Classroom: The Modern Language Journal. Vol. 95, Issue s1, Pages: 148–161, DOI. Read More