Abstract
Summary Rationales for using humor in classroom teaching and normative patterns of teachers' humor usage are presented. Several questions are addressed using pertinent research findings as evidence: Does teaching with humor enhance students' attention? Does using humor improve the classroom environment and make learning more enjoyable? Does using humor in the classroom help children learn? Does using classroom humor improve students' creativity? Does using humor in testing lower students' anxiety and promote improved test performance? Should teachers avoid certain types of humor? Guidelines for using humor in classroom teaching are offered.
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