funny homework answers

funny homework answers

The Importance of Humor in Homework

1. The Benefits of Incorporating Humor in Homework

Secondly, humor in homework positively influences attitudes towards learning. Positive attitudes toward learning are associated with many favorable learning outcomes. In a three-phase experiment conducted by Birgit U. Stumpf, an effective way of humor creation was identified. In the first phase, subjects were asked to rate as many cartoons as they could find funny on the condition that they had a high proportion of A-level students drawn from a normal expo class. In the second phase, the same subjects were asked to find cartoons, and finally, in the third phase, subjects were asked to find cartoons suitable for children. The results were quite definitive in that the funniest cartoons were found searching for cartoons suitable for children. Thus, by making homework just that little bit funnier, a more positive environment is created.

Humor has several important benefits when it is incorporated into homework. It enhances retention of information by providing a relaxed learned cognitive context, thus increasing the likelihood that the learned material can be successfully recalled at a future time. This occurs through two humor effects. The humor effect is a memory bias produced when humorous items are more likely to be remembered than non-humorous ones. The first is the free recall increase for funny stories or jokes over their non-humorous counterparts, and the second is the increased retention of information mentioned in a humorous context, possibly through elaborative rehearsal processes. Both visual and verbal humorous context also increase retention of material in short-term learning activities.

Laugh and the class laughs with you. Teach homework how to laugh and the whole world rejoices. There is just too much evidence that learning is positively related to humor to continue ignoring this fact in the homework setting. It is time for academia to stop taking itself so seriously and follow the lead of students who tend to remember anything that is funny or amusing much more readily than the rest. Of course, humor has many uses in educational practices but using it in homework is a relatively untapped area.

2. Strategies for Encouraging Funny Homework Answers

When different students register for classes, teachers always strive to get their students to participate. They frequently want students to speak out in class, do their homework, and sometimes they even sit and grin a secret teacherly grin thinking “any minute now they are going to ask a question.” No doubt about it, educators want active participation. One manner in which homework completion and participation can be spurred is with the use of humor to encourage students to take that all-important first step toward motivation. Many teachers might concur that reading another dry math problem out of the book may not be the most enlightening of activities for young minds. There just might be hope for efforts to make homework completion a more enjoyable activity for everyone involved, and it starts with the birth of funny homework assignments and the clever answers that often follow. In order to encourage funny homework answers to happen, an educator needs to get students to really think about the work at hand. If students actually have to stop and ponder while doing a particular task, there is an opportunity the question or assignment has mission accomplished. An easy step to take toward more creative learning and eventual assignment humor is the addition of an open-ended nature to homework. This does not mean that the quantity of work increases, it simply changes the way that work is done. An example would be displayed with a change from detailed questions about a chapter from a history book to a short journal-style entry pretending as if one were present for the events in question, and thoughts that may have occurred during that time. This could leave hilarious results and writing in old English on the part of a confused student, and from there teacher edits might turn into an ongoing class storyline where all events are written as if they involved past selves of the students in this day and age. This type of assignment allows for student creativity and a solidified mental image of what they are pretending to be, which are key factors in thinking and assignment quality.

3. The Role of Humor in Enhancing Learning

A study by Umbeck, Renn, and Hofrenning (2000) relied on questionnaires and exams on students of economics to discover which teaching methods encouraged deep processing and which encouraged the opposite. High humor lectures scored much higher than did low humor lectures on all three counts. High humor lectures were far more often seen as interesting by the students, and both the students and the professors rated high humor lectures as more effective than low humor lectures. 55 percent of students report having taken an evolutionary elective, so surely a good chunk of these students are interested in jobs involving some form of economic education. This study suggests that these students are more likely to retain information learned in a class taught by a humorous professor than in a class taught by a serious professor. This has interesting implications not only for what is taught but for whom it is taught by. The study goes on to show that one of the numerous reasons high humor lectures encourage deep processing of information is because the relaxed atmosphere they create makes people more open to questioning and contemplating ideas. High humor lectures also lead students to find the subject more personally relevant.

There is a large body of evidence explaining how humor helps enhance learning. One of the most useful is the elaborate processing theory proposed by Fabrigar and Petty (1996). Simply put, the theory suggests that anything that either enhances the personal relevance of the information or its implications for the perceiver will encourage deep processing of the message. Conversely, anything that detracts from the personal relevance or implication would encourage surface level processing. Since deeper processing of information almost always leads to better retention, this theory is incredibly useful when trying to enhance the efficiency of education strategies.

4. Overcoming Challenges with Funny Homework Answers

This type of scenario was identified as a key area where teacher’s feedback can influence the student’s learning process by pedagogues Jolibert and Miner, who studied an educative strategy based on purchased cognitive dissonance. It is also a teaching nurse which heretofore supposed been inaccessible, a way of is papered the errors commonly made by students who fail to complete a learning exercise and who often sought to down the logic that leads to mistaken responses.

Wherever there is an assignment with a definitive answer, there exists a student sure to give an answer other than what is expected. This typicality of human nature is already a humorous occurrence in itself and provides a lighthearted interlude in the learning process. In the event that the answer is disappointing for the student, they tend to notice and remember their mistake concretely and also the correction that leads to a better understanding of the material.

Homework is notorious for being a bane to every student and often, undeniably, laborious to the teachers and parents. However, the unparalleled appeal of humor can assist in alleviating the host of problems homework poses, and few educators have explored these positive aspects and used it to its full potential. This discourse focuses on one category of humor, that which is unintentional and is generated from obvious mistakes, to illustrate its value in an unusual area: homework.

5. Implementing a Balanced Approach to Funny Homework

The balanced approach is effective because it allows for indication of any major signs of trouble that the implementation of the funny homework is not effective. Because funny homework is in the developmental stages, a teacher cannot be certain it is effective for every student. With this in mind, the teacher must be prepared to make a quick exit strategy to return to normal homework in the event that the funny assignment is failing what it was to improve. A teacher must be careful not to force funny homework on the students as it is counterintuitive to its nature being that funny homework is to increase motivation of homework completion. By gradually integrating the funny homework until a full replacement of normal homework, he can easily revert to old methods if there are signs of failure. This also protects the students who are adversely affected by the change as the teacher can identify these students with the changing complexity of this group and provide them with the normal homework.

To generate this balanced approach, a teacher might consider identifying five to ten students who have been lackluster performers in homework completion. The teacher creates humorous homework assignments for only the identified students to complete. This allows the individuals to feel that they are not being singled out for punitive reasons. Because the nature of the assignment is humorous, the students may lower their guard to the expectation that homework is typically dull and busy work. This small group can become a focus group to see if the funny homework is effective. Later, the teacher can interview these students and get feedback on the effectiveness of the funny homework in comparison to regular homework. After this experimental phase, the teacher can gradually begin to include some of the funny homework assignments to the rest of the class. This allows for gradual change and permits the teacher to readily identify if the funny homework is effective through the use of a control group (students receiving regular homework) in making comparisons on quiz and test performance.