Humor can serve as a social, psychological and communication tool in the classroom setting. The purpose of this qualitative study is to investigate how humor can as a social function help establish a comfortable relationship between student and teacher; as a psychological function ease student anxieties and tensions; and as a communication function be a divergent vehicle through which student and teacher exchange information. To carry out this investigation, a literature review, classroom observations, interviews, and surveys will be conducted. The anticipated outcome of this study will conclude that teachers' use of humor in the classroom is both an effective and entertaining teaching strategy.
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