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Research tells us that the best conditions Tor earning are those that allow the student to feel safe enough to take risks. Some of the risks include:
raising of the hand for some students.
getting it wrong.
When educators create a sense of security for students it allows for:
shared positive experiences.
Sharing laughter in the classroom makes everyone feel safer and more comfortable; laughter produces:
Using humor in the classroom will make the students feel:
more responsive to learning.
The more positive and enduring the relationship you have with a class, the more risks you can take with humor, however:
what you find humorous, students may not.
when in doubt, toss it out.
be cautious about exposing yourself to "ribbing."
When a smile is genuine the muscle that is affected is the:
Studies have proven that laughter and humor can be helpful in delivering curriculum content:
by getting the students to tell funny jokes.
Many positive effects are achieved by providing humor in the classroom, such as
being helpful in delivering curriculum.
gaining the attention of the learner,
aiding the retention of the information.
d. all of the above,
The formal name given for the physiological study of humor and laughter and their effects on the human body is:
Many believe that the purpose of laughter is to:
strengthen human relationships
Laughter occurring when the outcome is different from what is expected is explained by:
When laughter occurs after a long period of tension, stress, suspension, or danger it is explained by the:
Laughter will open us up for maximum learning opportunities because it:
improves our mental well-being.
The benefits of laughter include:
more positive and optimistic mood
greater sense of control.
Many times we store negative emotions such as sadness, ear, and anger. Laughter can actually provide a harmless release of these emotions because laughter is
Regardless of language, age, or cultural background, laughter is considered:
the universal language.
When there is laughter in the workplace there is:
better conflict management.
When you laugh with colleagues:
communication skills improve.
team building improves.
there is greater morale.
A characteristic of good humor on the job is that:
creativity will be enhanced.
Being able to bounce back and learn to adapt to the funnier side of everyday situations shows that you are:
The feelings of optimism and well-being we receive from laughter are attributed to the production of:
It is known that laughter can improve physical health because it:
provides an excellent source of cardiac exercise.
The physical health benefits of laughter include:
clearing the respiratory tract.
strengthens the immune system.
reduces stress hormones.
One of the physical health benefits of laughter is weight loss. Research indicates:
100 hearty laughs will burn the same amount of calories as a 10-minute jog-
it has been said that
1 minute of laughter is worth 40 minutes of deep relaxation.
The most rampant disease in our country today is said to
When the educator knows how to effectively interject humor into the content of the lesson and strives to seek ways to improve its use, this is referred to as:
When the educator has a deficit in the humor department and neither understands humor in education nor has a desire to address it, this may be referred to as:
When the master educator's humor is spontaneous, wan, and appropriate, it's "second nature, it can be referred to as;
In humans the part of the brain involved in motivation and emotional behaviors is the:
As educators, the type of humor we would like to establish in the classroom is:
As educators, we have the ability to instill:
love of learning.
Self-talk is an internal dialogue that can influence our emotional state. The master educator can teach students that positive self-talk must always be performed in the personal tense and:
the present tense.
with visualization of the praise and accolades.
How do ideas arise? When does creativity take place?
by talking with others
through transfer of ideas
Students who feel that they are not creative or are troubled about lack of talent should be reminded that:
creativity is within all of us.
we can self-talk our way to creativity.
if we believe it we can achieve it.
Rejection of an idea is difficult, but to a student it can be cutting. We need to impress on the learner that the next idea will be better and have the student:
combine that technique with another,
If we find that we are at a stalemate during a creative process, the best thing to do is:
stand, walk away, daydream for five minutes, and get right back to work.
We need to help students become people of "action." Learners must follow through with a good idea, so encourage them to:
write an action plan.
establish a deadline.
list the required necessary tasks.
Humor in the workplace provides an atmosphere of:
As master educators we can create a fun work environment in such ways as:
spending five minutes laughing on the way to work.
It is hard to be angry with someone you have had fun with earlier, such as:
in a huddle before the day begins.
Master educators must come to class prepared for anything. so it is prudent to be prepared with a type of kit made expressly for the humor classroom referred to as the:
mirth aid kit.
When there is a lull in the class, you might allow the students to participate in reading a collection of
stories or G-rated jokes.
Use of inspirational stories and video clips serves a purpose during the course of training. Use them to create:
a feeling of warmth.
a feeling of comfort.
a feeling of safety.
The older we grow the less we laugh; children laugh about 400 times per day while adults laugh:
15 times per day.
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