Artifact #3: Humor in the Classroom Certificate

The third artifact I have chosen for this portfolio is my certificate of completion for a

humor in the classroom seminar. This professional development experience gave me tools I need

to maintain class engagement and make my classroom a fun place to learn. The techniques I

learned in this seminar will not only engage learners, but also assist in classroom management.

R.L. Garner (2006) highlights that using humor in the classroom provides positive psychological

and physiological effects; additionally, teachers who utilize this technique are well-regarding,

garnering higher ratings amongst students and peers (p. 177). The pedagogical use of humor is

beneficial to many. It connects teachers and students through a “common psychological bond”

and “shared understanding,” in addition to the physiological benefits of laughter to assist

learning, such as relieving anxiety, helping to relieve stress, lowering blood pressure, releasing

endorphins into the blood stream, and even provide an “increase in mental sharpness” (Garner,

2006, p. 177). Participating in a seminar to learn strategies for the pedagogical use of humor has

been quite beneficial, and I do believe that it will be an important part of my future students’

classroom and learning experience.

Connections to Standards

InTASC

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually

evaluate his/her practice, particularly the effects of his/her choices and actions on others

(learners, families, other professionals, and the community), and adapts practice to meet the

needs of each learner.

 9(a) The teacher engages in ongoing learning opportunities to develop knowledge and

skills in order to provide all learners with engaging curriculum and learning experiences based

on local and state standards.

CAEP

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their

practice.

Educators recognize that professional knowledge and development are the foundations of

their practice. They know their subject matter, and they understand how students learn.

Educators respect the reciprocal nature of learning between educators and students. They engage

in a variety of individual and collaborative learning experiences essential to develop

professionally and to promote student learning. They draw on and contribute to various forms of

educational research to improve their own practice.

Ontario Teacher Ethical Standards

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

 Council for Exceptional Children

Standard #12: Participating in the growth and dissemination of professional

knowledge and skills.