The role of teacher-led humour in the classroom

Abstract

This thesis demonstrates that teacher-led humour functions in the observed classroom in a manner that has not been explored in the field to date. It critiques the prevalent linear representations of educational humour which narrow our understanding of its role in the classroom. Rather than an educational tool for aiding content learning, I suggest teacher-led humour is a complex, self-organising interaction that modifies affects for students in the classroom. The qualitative study uses observations (n=6) over 18 lessons, along with in-depth post-hoc interviews to propose a theoretical framework for teacher-led humour use. I argue that teacher-led humour occurs in the intersection of affect and complexity theories as it is used to shift classroom conditions towards a state of affective equilibrium. I present the role of the teacher, in relation to humour, as a beneficence-oriented, affect influencing component within complex adaptive social systems. This depiction of the teacher accounts for the complexity of educational environments whilst maintaining teacher responsibility and accountability. Alongside outlining the role of teacher-led humour in the classroom this study provides a structural basis from which other in-classroom communicative behaviours can be examined.

Date of Award	2026
Original language	English
Awarding Institution	Canterbury Christ Church University