Promoting Positive Learning Environment – Annotated Bibliography Example

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The paper “ Promoting Positive Learning Environment” is a   pathetic variant of an annotated bibliography on education. Pomerantz, A., and Bell, N. (2011) in their work "Humor as Safe House in the Foreign Language Classroom" )The Modern Language Journal. Vol. 95, Issue s1, Pages: 148– 161, DOI) note that 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. Pomerantz 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, but 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 the 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 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 the 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.


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.

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