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Laugh & Learn - How Humour Transforms Higher Education: The Twilight Show with Timea Kadar · Teachers Talk Radio

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Outstanding, world-class vision, world-class vision.
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I'm a real leadership geek, honestly.
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I've spent my whole career reading books and chatting to people.
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I just find the whole thing and the announcement,
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the way it's been announced bizarre.
1:52
You can move away from the model where teachers are so intensely focused.
2:06
Good afternoon and welcome back, everybody,
2:09
to Tuesday Twilight Show with me, Timi El-Kadar,
2:12
on Teacher's Talk Radio live.
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Follow us on the various social media channels
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and then later on you can listen back on your favourite podcast channel.
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In this show, every second Tuesday from 6pm,
2:27
we discuss a very interesting and hot topic in higher education
2:31
and I always invite brilliant guests to discuss with.
2:36
It's going to be something very exciting today, a whole fun.
2:39
It will be the role of humour in pedagogy
2:42
and we'll talk with my guests about higher education,
2:45
but obviously this is relevant to any kind of learning and teaching.
2:50
I will invite my guests in a second to the stage,
2:54
but before that I would like to mention our partners
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who partnered with us so that we can deliver this amazing content
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and this quality for free to our listeners and viewers.
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So I'd like to say thanks to AQA,
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who are looking for teachers like you to become examiners this summer.
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You build your CPD, strengthen your understanding of the MARC scheme
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and gain fresh insights to enhance your teaching.
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It's flexible paid work that fits around your commitments
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with full training from our experts
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and ongoing support from an experienced team leader.
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So whether you are an early careers teacher
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or have years of classroom experience,
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examining with AQA is a valuable way to develop your knowledge
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and join a community of subject specialists.
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If you go to the AQA website, aqa.org.uk-applytoday,
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you will see more information from there.
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And our other partner, long-time partner,
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4:17
And now I would like to invite to the stage
4:20
my wonderful friend and a fellow educator, Rafael Dos Santos.
4:25
Hi, Rafael.
4:26
Nice to have you here.
4:28
Hello.
4:29
And Rafael is returning to the show.
4:31
We've already had him on personal branding for educators.
4:35
And Rafael is a subject lead.
4:37
He is a multi-award winning lecturer.
4:41
And we've worked together.
4:43
We've always been discussing on various topics.
4:46
And just lately, we talked about humour
4:49
and humour altogether in our lives and in our professional lives
4:54
and more specifically in education.
4:58
And that was a very interesting topic
5:01
because obviously we will go into more details on it,
5:05
really on how to use it and the tracks actually.
5:09
But first, Rafael, let's just discuss,
5:11
because I know that you have also done some research
5:13
and you are really a fun person to be with
5:15
and always create a very good atmosphere and a good vibe.
5:18
So let's first talk about, and I'm playing the devil's advocate
5:21
as always here a bit, like why do we need humour in pedagogy,
5:25
in education, in teaching and learning?
5:28
Like, why cannot we say that, hey, this is not a pub?
5:31
This is not the cinema.
5:33
Go to the cinema if you want to have fun.
5:35
This is education and let's just avoid it.
5:37
And that's also safer, right?
5:39
So why do we need it?
5:40
Is there any proven evidence that it works and it's good to use?
5:46
Sure.
5:47
So thank you for inviting me once again.
5:49
It's nice to be here.
5:50
I can see that some of my colleagues are watching.
5:53
So hello to everyone who's watching there.
5:55
Say hello in the comments on LinkedIn
5:57
so we can see that you are with us.
5:59
And so in response to your question, Tima,
6:02
so why do we have to bring humour to our education?
6:05
I hear that a lot.
6:07
I am not funny.
6:09
I am not a clown.
6:10
I'm not a stand-up comedian.
6:12
Why do I have to do it?
6:14
Now, just before I answer,
6:16
why do we have to bring it to higher education is what humour,
6:21
what lectures should not be is to become a stand-up comedian
6:24
and to become an entertainer.
6:26
This is not what I'm going to tell you to do.
6:29
What I want is for you to bring moments of lightness to the classroom
6:34
so people relax, yeah?
6:36
And as the students relax,
6:38
then they will feel more at ease to engage
6:41
and to come back to your classroom.
6:43
So why do we have to bring it?
6:45
There are several reasons.
6:46
So how long do we have?
6:48
Do we have two, three days for me to answer all the reasons?
6:51
Okay, I'm on it.
6:53
Let's see.
6:55
Yes.
6:56
Well, number one is let's talk a little bit about neuroscience, okay?
7:01
So when a lecturer brings humour to the classroom,
7:05
and there are 14 types of humours you can bring to the classroom,
7:08
I'm going to talk about four of them,
7:10
the ones that work,
7:12
because there are appropriate and inappropriate humour to be adding.
7:17
Why do you bring, number one,
7:19
that is proven that obviously when you laugh,
7:22
you release dopamine,
7:24
and as you release dopamine, you are less stressed,
7:26
you are more relaxed,
7:28
and if you are more relaxed, you tend, obviously, to engage more.
7:32
So that's number one why you should be bringing it.
7:35
Now, also, why should you bring to the classroom
7:38
is because when you bring what I call affiliate humour,
7:42
so some people can use self-deprecating humour,
7:46
so you take the piss out of yourself, basically,
7:50
and that makes the student relate to you,
7:53
because if you can say something funny about either your family
7:56
or even about your parents or something funny that happened to you,
8:01
that situation most likely could have happened to a lot of your students.
8:05
We are talking about adult education, higher education here,
8:08
not so much about children,
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so all the tips that I'm going to be giving is for higher education,
8:13
just to make that very clear.
8:16
Now, as you bring that,
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and then you say things that were funny about you,
8:22
you will make students laugh,
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and that will, again, make them relate to you,
8:28
you become more human,
8:30
and as they relate more to you,
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they will feel more inclined when you have a question,
8:35
they feel more like you,
8:37
so they engage with you more.
8:39
Okay, so that's why you should be bringing that.
8:41
It also creates a sense of belonging,
8:44
so when we are together and we laugh together,
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so if students feel that they belong to their classroom,
8:50
they will, obviously, as I said,
8:52
as you release dopamine,
8:54
as they start liking you more,
8:56
not only you engage more,
8:58
but you have higher retention,
9:00
so they come back to your classroom more often.
9:03
Fantastic, Raphael, higher retention,
9:05
this is music to our ears, right?
9:09
I really, really loved and experienced it in person,
9:12
everything you've said,
9:14
and also in a stressful period,
9:17
or when there's like,
9:19
students are sitting there the whole day,
9:21
and they are already a bit overwhelmed,
9:24
or they are stressed before an assessment period,
9:27
or because of the presentations that they will have to do,
9:31
and then suddenly laughing together,
9:36
I think that is really something that is probably,
9:40
we mention less the belonging aspect of it,
9:43
when we share a good laugh,
9:45
that is really building that belonging.
9:48
Before we go on, I'd like to welcome Marjorie,
9:51
thank you for being here,
9:53
and please, and everybody else who is watching us,
9:56
please comment and share questions,
9:58
or your own views on using humour,
10:01
what did you do, what worked, what didn't work,
10:04
and we will go to obviously both of them.
10:07
So, first of all,
10:09
actually, there's LinkedIn users sharing,
10:12
the affiliate humour point is so important,
10:14
I ask if students are in the UK for the good food,
10:18
or the good weather.
10:19
Yes, and let's talk about it,
10:23
then how to, because actually,
10:25
and probably let's first talk about the,
10:28
Sabah is here, brilliant, thank you Sabah.
10:30
Oh, amazing.
10:32
I can see that a lot of people joined you,
10:35
Raphael, to watch you.
10:37
So, let's then make the audience happy.
10:40
So first, just let's say that everybody is now convinced
10:44
that they should bring in humour,
10:46
that you told them,
10:47
yes, you don't have to be a stand-up comedian,
10:49
but how to do it on purpose,
10:52
so how to be purposeful with humour.
10:55
If your listeners now say that,
10:57
let's do it now,
10:58
I can see Raphael told me that I'm totally convinced,
11:01
how do you do it?
11:02
Is it something that I would do by chance,
11:05
or can I prepare for it?
11:06
Can I be more intentional?
11:08
Yes.
11:09
What are your tips around that?
11:11
Absolutely, it's a really good question.
11:13
A lot of people say, I'm not funny enough,
11:15
you know, I don't think I'm too serious,
11:17
and so the idea, again,
11:19
the idea is you're not going to start telling jokes.
11:21
Humour is not just about jokes,
11:23
that's what people need to understand.
11:25
So, humour is about timing,
11:28
so you can have the right timing,
11:30
and it can be on purpose,
11:32
just like you asked,
11:33
can I be purposely funny?
11:34
Absolutely.
11:35
So, how can you be funny in the classroom?
11:38
Number one, what's the content, right?
11:41
So, if you're teaching something,
11:42
so how can you bring content to humour?
11:45
I'll give an example.
11:46
I teach innovation,
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so I'm talking about entrepreneurship and innovation,
11:50
and then I say I'm teaching them
11:52
about the evolution of the phones,
11:54
up to the point of the iPhone.
11:56
It started with a string,
11:58
one side to another,
11:59
blah, blah, blah,
12:00
and then I ask them,
12:01
who here has ever used a phone
12:04
that you had to dial down,
12:05
and then you had to,
12:07
you had that string,
12:08
there was a black string,
12:09
it was all curly,
12:10
and you had to take the phone,
12:12
and then some people raise their hands,
12:14
so I say, oh my God,
12:15
I feel that I belong in this room,
12:17
I'm not the only old person here,
12:20
and as I say that,
12:21
they will laugh, right,
12:23
because it's all about the tone,
12:25
so you're using the right tone
12:27
where you are laughing with them,
12:29
so they understand that it's a joke, right,
12:31
it's the right timing,
12:33
so it's the point which you're saying,
12:35
but again,
12:36
it's linked to what you're teaching,
12:39
so I will look at what I'm teaching,
12:42
and what can I bring,
12:43
what funny story can I bring here
12:46
that will make them laugh?
12:48
Now, when I make them laugh,
12:50
is I call the cognitive workout,
12:53
because a joke,
12:55
you need to get it,
12:56
you need to process the joke,
12:58
you need to understand
13:00
that that information has broken down,
13:03
because a joke is not part of the content,
13:06
so the student has to be,
13:08
not clever,
13:09
but it has to be quick, right,
13:11
to understand that,
13:13
to be able to process and laugh.
13:16
Now, appropriate humor is very important,
13:20
so that kind of joke, for example,
13:22
I'm not the only old one here,
13:25
so I'm self-deprecating,
13:27
I'm saying that I'm old,
13:28
and then everybody laughs,
13:30
because whoever raised their hand,
13:32
I'm calling them old too,
13:34
but in a really jokey, funny way,
13:36
obviously age, gender, race,
13:39
it's something that it can be not joked about,
13:43
unless you are joking about your own thing,
13:45
so you have the right to joke about it,
13:47
so in talking about appropriate humor,
13:51
content is number one,
13:52
look what you're teaching,
13:54
is there a funny story that you can bring to it,
13:56
find the right timing,
13:58
and when I say timing is,
14:00
make the joke,
14:01
have a little bit,
14:02
a few seconds,
14:03
to give time for them to process and laugh,
14:06
then you continue,
14:08
so that's how you can bring humor.
14:10
Fantastic framework.
14:12
Thank you,
14:13
we'll get together,
14:14
but let me ask you a bit on it,
14:16
let's just stay with this one that you said about,
14:19
I'm not the only old here,
14:20
and it's really a little bit of an irony,
14:25
so what if,
14:27
and how can it go wrong in a way,
14:30
if I'm saying I'm not the only old here,
14:33
and somebody else knows this phone with the black cord,
14:36
and they just don't want to be called old,
14:39
or they don't identify themselves as being old,
14:42
they still feel young,
14:43
and this is just one of the examples,
14:45
what happens then,
14:47
and we also talked about it,
14:49
then how you make sure,
14:50
and obviously we are working with international students,
14:53
various cultures,
14:54
various genders,
14:56
various age groups,
14:57
various groups,
15:00
and something that for you could be funny,
15:04
and calling yourself old,
15:05
it just doesn't matter,
15:06
you don't really think you're old,
15:08
it's just a bit of a joke,
15:09
and this is not just as an example,
15:11
so don't just take this one,
15:13
but anything else might actually be offensive for someone else,
15:18
who just didn't get that it was a joke,
15:21
didn't think of themselves as being old,
15:23
or something like that,
15:24
so how to avoid,
15:25
or how to be safe about it,
15:27
because they also say,
15:29
that if you always want to be PC and safe,
15:33
then eventually it will not be funny,
15:35
because you always want to kind of be in the middle,
15:38
so how to make a balance with these,
15:41
to be funny,
15:42
to be a little bit kind of like being,
15:47
sometimes even controversial,
15:48
but at the same time not hurt anybody.
15:51
Yes, so I'll tell you,
15:54
first of all,
15:55
because when I make this joke about the phone,
15:57
and I'm making all my classes,
15:58
and when I'm teaching this,
15:59
and I know that learns,
16:01
because when you want to bring humor,
16:05
you have to be part of the humor,
16:07
so that's number one,
16:09
I cannot say that serious,
16:11
if I say that with a serious face,
16:13
and a serious voice,
16:14
I'm not the only one,
16:15
I'm not the only old one here,
16:17
obviously it's not going to land,
16:19
so if I say the moments that I open a smile,
16:22
and if I say,
16:23
because I had a student who said,
16:25
oh, I had one of those phones,
16:27
that's even before that,
16:29
so I'm not old,
16:30
I'm Jurassic,
16:31
then everybody laughed,
16:33
so you bring,
16:34
but because you opened the gate to be funny,
16:38
so you invite students to be funny with you,
16:41
and then they laughed even more,
16:43
now sarcasm doesn't work in the classroom,
16:46
because sarcasm,
16:48
you have to have,
16:50
it's dry humor as they call it,
16:52
so sarcasm is very,
16:54
very dangerous for you to bring to the classroom,
16:56
because the sarcasm can be very cultural,
16:59
so you have to be very worried,
17:02
the type of sarcasm that you are going to use,
17:05
so it's a no,
17:06
no,
17:07
do not bring sarcasm to the classroom,
17:10
especially if you bring that with a serious face,
17:15
and if they don't understand,
17:17
as you said,
17:18
because cultural humor is also a no-no,
17:21
because what works in your culture
17:23
might not work in someone else's culture,
17:25
especially when you're translating,
17:27
so that is a no,
17:29
now can you be PC,
17:31
like I was on PC,
17:33
but I was putting myself in the idea of,
17:36
I'm not the only old one here,
17:38
with a smile,
17:39
with a joke,
17:40
as I said,
17:41
timing,
17:42
tone,
17:43
all comes into play here,
17:46
but aside from that,
17:49
it's offensive,
17:50
targeting humor,
17:52
so if you,
17:54
let's say,
17:55
I don't use jokes,
17:56
for example,
17:57
about women,
17:58
half of my students are women,
18:00
jokes about blondes,
18:03
oh you are blonde,
18:04
you don't know this,
18:05
you cannot say that in the classroom,
18:07
because you will offend,
18:09
so targeting humor doesn't work in the classroom,
18:12
you know,
18:13
sarcasm doesn't work in the classroom,
18:16
and innuendos,
18:18
do not use sexual,
18:20
anything like that,
18:21
that is not for the classroom,
18:23
you can do that outside,
18:24
if you think it's funny with your friends,
18:26
but not in the classroom,
18:28
so safe things in the classroom,
18:30
so what is safe,
18:31
is affiliate relatable humor works,
18:34
yeah,
18:35
so timing,
18:36
that is humor,
18:37
that you don't need to say anything,
18:39
it's just like a long sound,
18:42
I do that,
18:43
and you just have to find the right timing,
18:46
to go,
18:47
you know,
18:48
and it's just bringing that expression,
18:51
and that sound,
18:52
will make people laugh,
18:53
you just have to find the right timing,
18:55
so it's not always a joke,
18:57
okay,
18:58
that's good,
18:59
let's go on this one,
19:00
and then I assume that Monty Python,
19:02
would not work in a classroom,
19:06
and it's still funny,
19:07
but yeah,
19:08
you're right,
19:09
sarcasm is not,
19:10
and honestly,
19:11
I even avoid sarcasm,
19:12
in any environment,
19:14
where I'm not familiar,
19:15
when I'm not with friends,
19:16
who I really know,
19:17
and I established that,
19:19
context already,
19:21
that can be very harmful sarcasm,
19:23
also in just you know,
19:25
with colleagues,
19:26
or in any event,
19:28
where I don't know all the people,
19:30
but that's a very good,
19:31
that it's not just jokes,
19:33
it's also,
19:34
it can be just something,
19:35
based on that situation,
19:37
or connecting us,
19:38
but you also mentioned,
19:39
just one word is story,
19:41
so can this be,
19:42
part of your storytelling,
19:44
how the storytelling comes into it,
19:46
because that's another area,
19:48
that actually when we bring in stories,
19:50
that can also be a funny story,
19:52
that can also be something,
19:54
that we can laugh at,
19:55
how do,
19:56
how can we use that in the classroom,
19:58
to create this kind of fun vibe,
20:03
sure,
20:04
so obviously it really depends,
20:06
what you feel like sharing,
20:08
what is,
20:09
because some people are way more private,
20:10
than others,
20:11
I'm not private right,
20:12
so I have a Facebook account,
20:14
like I go to events,
20:16
and I over shares,
20:17
my husband says,
20:18
it all depends on you,
20:20
so I have stories,
20:21
that like for example,
20:22
sometimes I'm talking about,
20:24
in leadership,
20:25
I talk about the five stages of change,
20:28
and how we change,
20:30
and I bring humor,
20:31
and I say,
20:32
let's talk about the five stages of changes,
20:34
from when you were single,
20:36
and then you're getting married,
20:37
right,
20:38
so you just meet someone,
20:39
is the unknown optimism,
20:42
I just met someone,
20:43
she's great,
20:44
she's beautiful,
20:45
she's this,
20:46
she's that,
20:47
and then it comes the second phase,
20:48
which is the non-pessimism,
20:50
oh my God,
20:51
she snores,
20:52
oh my God,
20:53
you know,
20:54
his feet is,
20:55
you know,
20:56
it's very smelly,
20:57
and so you bring humor,
20:58
in a context,
21:00
that is something serious,
21:01
but they understand,
21:03
so I'm still explaining,
21:05
the five stages of change,
21:06
I'm still,
21:07
you know,
21:08
explaining the module,
21:09
and the concept,
21:11
I tell you,
21:12
90% of my students,
21:14
will remember,
21:15
the five stages of change,
21:17
they will remember,
21:18
certain things that I explained,
21:19
because I made them laugh,
21:21
and the thing is,
21:22
when you have information,
21:24
and the affirmation has emotion,
21:26
you remember,
21:27
if I ask you Timia,
21:29
which film was the last film,
21:32
that you watched,
21:33
and you cried,
21:34
do you remember?
21:38
No,
21:39
because I'm so bad.
21:40
Can I ask you,
21:41
do you remember the film,
21:42
Ghost,
21:43
with Patrick Swayze?
21:44
Yes,
21:45
I watched that,
21:46
but that was like,
21:47
two decades ago.
21:48
Do you cry?
21:50
Yes,
21:51
I always do,
21:52
so yeah,
21:53
I guess,
21:54
yes.
21:55
Okay,
21:56
so if I tell you,
21:57
if I asked you about a film,
21:58
that didn't make you laugh a lot,
21:59
or it didn't make you cry,
22:00
you don't remember the film very well,
22:02
but when I ask about Ghost,
22:03
to every person that I ask,
22:05
that watched the film,
22:06
they remember,
22:07
because Ghost,
22:08
created an emotion,
22:09
it made you cry,
22:10
there was a strong emotion,
22:11
and you cried,
22:12
when you have a lecture,
22:14
that brings an emotion,
22:16
it could be a negative emotion,
22:18
there are lectures that we hate,
22:19
and we remember that lecture forever,
22:20
because of a negative emotion,
22:22
that lecture created,
22:23
but a lecture that can bring,
22:25
fun to the classroom,
22:26
and make you laugh,
22:27
you will remember that lecture,
22:29
and there are certain,
22:30
obviously,
22:31
you're not going to remember everything,
22:32
but there are certain things,
22:34
that you will remember,
22:35
that you learned with that lecture,
22:36
because it created an emotion,
22:38
with the information,
22:39
that was being taught.
22:40
Yeah,
22:41
that's so true,
22:42
Raphael,
22:43
that actually,
22:44
we don't really remember,
22:45
those lecturers,
22:46
and teachers,
22:47
who made us feel good,
22:48
who entertained,
22:49
and not just those,
22:50
who were teaching.
22:51
Yes,
22:52
you're totally right,
22:53
and also with the stories,
22:55
do you,
22:56
and meanwhile,
22:57
I would like to say,
22:58
thanks to all,
22:59
everybody,
23:00
who is watching us,
23:01
and we have some amazing compliments,
23:03
Marjorie,
23:04
Raphael is a natural,
23:05
Lorena says the best,
23:07
thank you for being here,
23:08
and please share your questions,
23:10
or comments with us,
23:12
we are here at Teacher's Talk Radio,
23:14
with Raphael Dos Santos,
23:15
talking about humour in pedagogy,
23:17
and he already shared,
23:18
some amazing frameworks,
23:19
and how to do it,
23:21
do you kind of plan intentionally,
23:23
like how often you would do,
23:25
because it pretty much sounds like,
23:27
you had your leadership framework,
23:29
where you were,
23:30
you really had to think in advance,
23:32
on how I do it,
23:33
it was not just something,
23:34
that you just kind of thought of it,
23:36
on the spot,
23:37
when you think about it,
23:38
how do you plan it,
23:40
and now that we have AI,
23:41
and probably not everybody,
23:43
is such a natural,
23:44
with coming up with these stories,
23:46
do you think it's,
23:47
it can be a good solution,
23:49
just to ask AI,
23:50
like this is what I'd like to teach,
23:52
what kind of stories can I use,
23:53
to teach this,
23:54
or what kind of humour,
23:56
that is absolutely appropriate,
23:58
can I use,
23:59
would AI be a good way,
24:01
to find out what are your tips,
24:03
and how do you find these stories,
24:06
and humour.
24:08
So,
24:10
very good question,
24:11
because a lot of people think,
24:12
oh how can I bring humour,
24:13
if I'm not natural or funny,
24:14
or if I want to bring it,
24:15
I'm not sure,
24:16
number one is totally,
24:18
relates to your content,
24:19
yeah,
24:20
so I look obviously,
24:21
just like any good lecture will do,
24:23
look at your slides,
24:25
what you're going to be teaching,
24:27
the key thing for you to understand is,
24:29
as I said,
24:30
don't become a stand-up comedian,
24:32
now studies have been done,
24:34
and research has been done,
24:35
more than three jokes,
24:37
or three funny moments per hour,
24:40
you will then lose the respect,
24:42
so don't become a stand-up comedian,
24:44
okay,
24:45
so find the right timing,
24:46
for you to be doing that,
24:48
but don't do all the time,
24:49
because then you lose the respect,
24:51
and then,
24:52
you know,
24:53
that's not what you want in the classroom,
24:55
so that's number one,
24:56
okay,
24:57
now,
24:58
what do you do,
24:59
to make sure that you bring,
25:00
you know,
25:01
something funny is,
25:02
if you are not sure,
25:03
yes,
25:04
AI can help you,
25:05
but AI should help you,
25:07
just to think,
25:08
how can I turn,
25:10
so let's say you put your real story there,
25:12
how can I turn this story,
25:13
into something a little bit funnier,
25:15
and then you say that out loud,
25:17
say that to your husband or wife,
25:19
or say that to your colleagues,
25:21
and then see if the joke lands,
25:23
yeah,
25:24
and that's what I do,
25:26
I've done so much now,
25:28
that it's like,
25:29
I think I'm funny,
25:30
but you know,
25:31
sometimes,
25:32
I even tell the class,
25:34
I said,
25:35
oh,
25:36
I thought that joke was going to be funny,
25:37
but clearly it wasn't,
25:38
because you didn't laugh,
25:39
and then they laugh,
25:40
because I said it wasn't funny,
25:41
do you see what I mean,
25:42
so I can then reverse that thinking,
25:44
I thought this was going to be super funny,
25:46
and it didn't land,
25:47
but then I bring that up,
25:49
I was like,
25:50
guys,
25:51
I was trying to be funny here,
25:52
can you laugh,
25:53
and then they all laugh,
25:54
I think of your marks,
25:55
I think of your marks,
25:56
and they all laugh,
25:57
exactly,
25:58
good one,
25:59
good one,
26:00
and then sometimes,
26:01
you can even make those jokes,
26:02
so next time that I make a joke,
26:04
whoever laughs first,
26:05
get 10 points in your assignment,
26:06
so you just bring,
26:07
you know,
26:08
it's just,
26:09
it's a light moment,
26:10
humor doesn't have to be always,
26:12
you know,
26:13
a joke,
26:14
it's just a light moment,
26:15
you know,
26:16
and it doesn't have to be laughing hard,
26:18
you know,
26:19
a smile will do.
26:20
Yeah,
26:21
yeah,
26:22
absolutely,
26:23
but does it happen to you then,
26:24
you say that,
26:25
that those listeners who tried,
26:27
and it doesn't land,
26:28
and nothing happens,
26:29
because some people tried,
26:30
and like,
26:31
oh my God,
26:32
it doesn't land,
26:33
and I will not do it again,
26:34
but that was a perfect example,
26:35
how you actually save it,
26:37
and sometimes it doesn't,
26:38
and it happened to me as well,
26:40
that as I have,
26:41
obviously,
26:42
the multiple cohorts,
26:43
and just like you,
26:44
I use something,
26:45
it always lands,
26:46
always everybody laughs,
26:47
and it's certainly not,
26:48
and I don't understand why,
26:49
I'm just,
26:50
you know,
26:51
but okay,
26:52
let's just go on,
26:53
or let's just leave it,
26:54
not everything will land,
26:55
even when it has landed a lot of times,
26:58
right?
26:59
Yes,
27:00
yes,
27:01
and it's funny,
27:02
because I've had situations where,
27:03
you know,
27:04
I was teaching BA classes,
27:05
and then I went to MBA classes,
27:07
and they were all from abroad,
27:08
they were all migrant students,
27:09
right,
27:10
and then I said the joke,
27:11
and nobody laughed,
27:12
and I was like,
27:13
funny,
27:14
I used to say this joke,
27:15
about five years ago,
27:16
and everybody laughed,
27:17
clearly it doesn't work anymore,
27:19
and then they laugh,
27:20
and you know what I mean,
27:21
you're trying to save it,
27:22
and then you make it just a little bit funnier,
27:24
yeah.
27:25
Probably,
27:26
probably students are not even used to it,
27:28
honestly,
27:29
it doesn't really happen,
27:30
because it always feels safer
27:32
to stay away from any kind of jokes,
27:35
but has it really happened to you,
27:37
or have you seen cases
27:38
when somebody was really upset
27:40
by one of your jokes,
27:42
or one of the funny things you said,
27:44
or it never happened?
27:46
It has happened,
27:48
not with students,
27:49
but with staff,
27:50
and I think it's a cultural thing,
27:54
it happened because,
27:56
especially with British people,
27:58
they are much more PC,
28:00
I think,
28:01
than everyone else,
28:02
I think it's quite funny,
28:03
it's a cultural thing,
28:04
where Brazilians,
28:05
I'm Brazilian,
28:06
so obviously I can't generalise,
28:08
and that's the biggest issue here,
28:10
so if you generalise all British people are PC,
28:12
that's not true,
28:13
all British people are on PC,
28:15
that's not true either,
28:16
so it's kind of,
28:17
but I think there is much more respect,
28:21
I would say,
28:22
with British people,
28:23
so they walk on eggshells a little bit more,
28:25
when it comes to being funny,
28:27
so yes,
28:29
it didn't land,
28:30
because they thought I was crossing,
28:32
I was being too funny,
28:34
I don't think that is such a thing,
28:36
as you are either funny or not,
28:38
you can be too funny,
28:40
but then,
28:41
because people think if you are too funny,
28:43
you are not serious at work,
28:45
and I think in the classroom,
28:47
it's completely the opposite,
28:48
if you are funny,
28:49
you then get,
28:50
you grab their attention,
28:52
and then you get an engagement,
28:54
and you get their attention,
28:55
which is super important,
28:57
in higher education,
28:58
as you and a lot of people are watching.
29:00
Absolutely,
29:01
yes,
29:02
so let's see a comment from GBL,
29:05
thank you for sharing,
29:06
you don't have to be humorous to teach,
29:08
but it can be very helpful,
29:10
I used to do occasional comic skits,
29:12
I thought you were a charioteer,
29:15
with a crazy Star Trek skit,
29:17
Raphael is right,
29:18
don't overdo it,
29:19
that's really good,
29:21
that again,
29:23
is a bit of preparation,
29:26
and this also kind of requires,
29:28
thank you so much for sharing GBL,
29:30
this also kind of requires,
29:32
to bring in a prop or something,
29:34
like I was teaching marketing,
29:37
targeting,
29:38
and in email marketing,
29:39
various targeting,
29:40
when bringing in the celebration chocolate,
29:43
and then students could pick one,
29:46
just one of those,
29:48
because there are five various things,
29:50
and then I could really demonstrate,
29:52
how I'm just sending one to everybody,
29:54
who has like whatever it is in there,
29:57
one of the flavors,
29:59
and they had to put up their hand,
30:00
and that was really funny,
30:02
so that is another way of actually not,
30:04
because so far we've talked about,
30:06
words,
30:07
just being funny with words,
30:09
but always when you bring in an activity as such,
30:11
then they will also,
30:12
and it also created actual laugh,
30:14
and I asked them to put up their hand,
30:16
if they had one of the flavors,
30:17
Milky Way,
30:18
and then I'm sending it,
30:20
all those Milky Way people,
30:21
so it created,
30:22
and then again,
30:23
it kind of demonstrated,
30:24
it's a very good point from GBL,
30:27
that sometimes props or activities,
30:29
Yes, games,
30:30
games are very good,
30:32
yes absolutely,
30:33
because it creates,
30:34
so first,
30:36
especially when you bring games to the classroom,
30:38
even with adults,
30:39
you bring games,
30:40
so there's teamwork,
30:41
and as there is teamwork,
30:43
they have to talk to each other,
30:45
so if you can bring the fun aspect,
30:48
ludic pedagogy,
30:49
which is all about fun,
30:51
in the classroom and games,
30:55
it will bring the humor side to it,
30:58
because you can go,
30:59
and then you can talk a little bit,
31:00
with the teams,
31:01
and so it creates an environment,
31:04
so that people want to be in,
31:05
so they want to come back to your class,
31:07
because it's like,
31:08
what's going to be next,
31:09
it's almost the idea,
31:10
that what's coming next,
31:11
the retention and attendance,
31:13
really great,
31:14
absolutely,
31:17
and this is great,
31:18
because this is a good tip,
31:20
for those lecturers,
31:21
because obviously,
31:22
when we have lecturers in our team,
31:23
as a subject lead course director,
31:25
and we lead other people,
31:26
or we do staff development,
31:28
that's always a good tip,
31:29
but you cannot tell someone,
31:31
to use jokes and be funny,
31:33
but if you tell them,
31:34
that okay,
31:35
use this activity,
31:36
or use this story,
31:37
then right away,
31:38
they kind of can experiment,
31:40
in a bit low stakes way,
31:42
because I think,
31:43
that you really have to have a confidence,
31:45
like you do,
31:46
Rafa,
31:47
to actually come up with these jokes,
31:48
but if you bring in an activity,
31:50
you're almost like,
31:52
put the stress,
31:55
on that activity to work,
31:57
right?
31:58
Yes,
31:59
using it,
32:00
I think that it could be a good way,
32:02
meanwhile,
32:03
Sabah has a comment,
32:04
which is interesting,
32:05
very helpful,
32:06
thank you,
32:07
thank you Sabah.
32:08
Thank you Sabah.
32:09
What did you want to ask Rafa?
32:11
So,
32:12
I was just going to say,
32:13
I think it's something,
32:14
that also you start,
32:15
I didn't start,
32:16
because I've been teaching for 10 years,
32:17
even though I look 20,
32:18
you know,
32:19
I've been teaching now for 20 years,
32:21
and the key to understand is,
32:23
I didn't start making jokes,
32:25
like when I first started,
32:26
I was so nervous,
32:27
in the classroom,
32:28
that I thought,
32:29
oh my God,
32:30
and then slowly,
32:31
because that's me naturally,
32:32
I like making people laugh,
32:34
I love making people laugh,
32:35
you know,
32:36
I like creating this environment,
32:37
and sometimes people can be just like,
32:39
oh,
32:40
you know,
32:41
he's not serious enough,
32:42
I am actually very serious,
32:43
and ambitious at work,
32:44
but I like creating,
32:45
a very light environment,
32:46
and when I decided that,
32:48
actually,
32:49
I want to bring that to the classroom,
32:51
you start feeling more,
32:52
and more confident,
32:53
yes,
32:54
some jokes don't land,
32:55
but then you continue to try,
32:57
you see what works,
32:58
and then you bring,
32:59
as I said,
33:00
you can bring games,
33:01
and then slowly,
33:02
you start building that confidence,
33:04
just like anything that we do,
33:06
the more we do it,
33:07
the more confident we feel,
33:08
so we know,
33:09
you know,
33:10
how to,
33:11
and even the management of the classroom,
33:13
becomes better.
33:14
Absolutely,
33:15
absolutely,
33:16
and GBL is adding another thing,
33:17
I also did University of Challenge,
33:19
with saucepans,
33:20
and ladles,
33:21
instead of electronic puzzles,
33:23
by the way,
33:24
I rarely tell jokes,
33:25
and yeah,
33:26
once again,
33:28
the props,
33:29
which just makes it funny by itself,
33:31
and yeah,
33:32
I think,
33:33
this is what,
33:34
thank you,
33:35
GBL,
33:36
again,
33:37
this is what Rafael says,
33:38
that it's not actually the joke,
33:40
we don't really tell jokes,
33:41
right,
33:42
because that is like,
33:43
death can be really dangerous,
33:44
it's not,
33:45
I think all the examples you said,
33:47
Rafael,
33:48
so far,
33:49
it was not actually saying a joke,
33:50
right?
33:51
No,
33:52
no jokes,
33:53
yeah,
33:54
they were safe,
33:55
yeah.
33:56
Other type of things.
33:57
It's fine,
33:58
it's okay,
33:59
there is something called hook,
34:00
right,
34:01
if you find the right moment,
34:02
to make a funny comment,
34:04
on,
34:05
so let's say there is a discussion in class,
34:07
yes,
34:08
and then you find the hook,
34:09
to make a funny comment,
34:11
so it doesn't have,
34:12
it's not about making jokes,
34:14
it's about making a sound,
34:16
making a face,
34:17
make,
34:18
you know,
34:19
telling the story,
34:20
so find the hook,
34:21
for you to be able to do that,
34:22
it's a little bit more difficult,
34:23
because you need to have more,
34:24
you know,
34:25
you need to have done several times,
34:26
of being,
34:27
you know,
34:28
funny several times,
34:29
for you to kind of get into that hook,
34:30
to make a funny comment,
34:32
but that works as well.
34:34
Okay,
34:35
thank you,
34:36
and now let's talk about a bit,
34:38
jokes between students,
34:40
or humour,
34:41
not jokes,
34:42
humour between students,
34:43
do you encourage it,
34:46
has it ever happened,
34:47
or what shall we do,
34:48
when we have to step in,
34:49
and when students,
34:51
are becoming,
34:52
humorous with each other,
34:54
kind of like,
34:55
seeing that the lecturer,
34:56
is doing it,
34:57
and then,
34:58
in some areas,
34:59
I mean,
35:00
it happened to me,
35:01
that you actually have to control,
35:02
because it's not you anymore,
35:04
it's the student,
35:05
but you have to make sure,
35:06
that the vibe,
35:07
and the whole atmosphere,
35:08
remains really cool,
35:10
and some students actually,
35:11
might come up with some humour,
35:13
that some of the group members,
35:14
or in the,
35:16
some of their peers,
35:17
might find a little bit offensive,
35:19
so do you have some tips for that?
35:21
Absolutely,
35:22
so normally,
35:23
it happened to me as well,
35:24
because obviously,
35:25
you have to remember,
35:27
you're still the captain,
35:28
of that plane,
35:29
you know,
35:30
they're still the passengers,
35:31
so they have to,
35:32
there's an obedience,
35:33
that needs to be,
35:34
you know,
35:35
the must be kept,
35:36
so you have to keep control,
35:38
so what happens then,
35:39
is I allow one,
35:41
and maybe two,
35:42
and then I say,
35:43
okay guys,
35:44
now back to me,
35:45
I'm the funny one,
35:47
so then,
35:48
and then you don't make a joke,
35:49
and then you continue,
35:50
with your explanation,
35:51
normally that's what I do,
35:52
so I let one,
35:53
because what happens is,
35:55
they don't know,
35:56
that obviously,
35:57
there are certain things,
35:58
they should not be saying,
35:59
because it's like,
36:00
oh if he's funny,
36:01
I can be funny too,
36:02
exactly what you said,
36:03
and in a way,
36:04
you allowed that to happen,
36:06
but again,
36:07
and one thing,
36:08
that I always tell my students,
36:10
I'm friendly,
36:11
but I'm not your friend,
36:12
and you need to understand that,
36:14
I will be friendly,
36:16
I will be fun,
36:17
but I'm still your lecturer,
36:19
and we have rules,
36:20
and there is boundaries,
36:22
that we can,
36:23
and we cannot do,
36:24
so if I see,
36:25
that you are crossing the line,
36:26
I will become the lecturer,
36:27
and I will impose the respect,
36:28
and if I say,
36:29
and I always say that,
36:30
in this nice tone,
36:32
because it's almost being a parent,
36:34
so being a lecturer,
36:35
is that balance of being fun,
36:38
in teaching,
36:39
but it's still imposing the respect,
36:41
and the rules,
36:42
so that's what I do,
36:43
to kind of control the class.
36:44
Yeah,
36:45
that's a good point,
36:46
and a good point also,
36:48
about classroom management,
36:49
that you don't let them,
36:50
just to take it over,
36:52
and I also think,
36:53
that it's important,
36:54
even when telling jokes,
36:55
to have that kind of agreement,
36:58
that we do anyway,
36:59
that it's okay to joke,
37:01
as long as it doesn't hurt others,
37:03
and this is up to others,
37:04
to tell me,
37:05
it's not up to me to decide,
37:07
if it was offensive for them,
37:10
and then we can apologize,
37:11
and stop,
37:12
so it can always happen,
37:14
that it brings up,
37:15
some memories in someone,
37:18
or culturally,
37:20
they cannot relate,
37:21
and this is a very good one,
37:22
actually,
37:23
there are some countries,
37:24
where these kind of women jokes,
37:27
are really funny,
37:28
and they are used to it,
37:29
and women would never,
37:30
oppose against it,
37:31
because they are used to it,
37:32
from an early age,
37:33
and in other countries,
37:35
it happened to me,
37:38
that was a guest lecture,
37:41
with a lot of Swedish,
37:43
Norwegian students,
37:46
and something,
37:48
that would have landed,
37:49
well here in the UK,
37:53
and that showed to me,
37:54
that wow,
37:55
in those countries,
37:56
very much like,
37:57
absolute no tolerance,
37:58
to something,
37:59
that would have landed,
38:00
so yeah,
38:01
I think this is important,
38:02
also to make sure that,
38:04
and that was not me saying it,
38:06
but one of the,
38:08
so it was a mixed group,
38:09
and then one of the,
38:12
students said it,
38:13
and in the UK,
38:14
it would have been okay,
38:16
so it's really important,
38:17
for everybody to feel that,
38:18
you will have to stop there,
38:22
LinkedIn user,
38:23
I don't know her name,
38:24
but thank you for being here,
38:25
says the three jokes,
38:26
per hour point is important,
38:28
also when people don't laugh,
38:29
I end up joking,
38:30
that I'm so grateful,
38:31
I'm not in stand-up comedy,
38:32
yes,
38:35
I say that too,
38:38
I normally say,
38:39
I'm so glad I make money,
38:40
as a lecturer,
38:41
not as a stand-up comedian,
38:42
because you guys,
38:43
haven't laughed now,
38:44
otherwise I wouldn't pay,
38:45
my mortgage,
38:46
let's just be fair,
38:49
one more thing,
38:50
or not one more,
38:51
but another thing,
38:52
I'd like to go to,
38:53
and you are the absolute expert,
38:55
of icebreakers,
38:57
as well,
38:58
which again is a bit,
38:59
all about everything,
39:00
that we've said here,
39:01
like connecting people,
39:03
engaging people,
39:04
and I just love,
39:05
how you do that,
39:07
with new colleagues,
39:09
but also with students,
39:11
because that kind of belonging,
39:12
building a community,
39:15
bringing together students,
39:16
is so important,
39:17
so please talk a bit about,
39:19
and please bring in some examples,
39:21
because you do it so effortlessly,
39:23
and it doesn't have to feel,
39:26
it doesn't need a lot of preparation,
39:28
so please just share some examples,
39:30
of what is it that you do,
39:32
why it works,
39:33
and a little bit about icebreakers.
39:35
Sure,
39:36
so just to give a context,
39:38
to everyone who's watching,
39:40
every place that I've worked,
39:42
I've always invited,
39:43
the icebreakers,
39:44
why?
39:45
I think the number one,
39:46
is confidence,
39:47
I think you really need,
39:48
to feel confidence,
39:49
that you can control,
39:51
and command a room,
39:52
right,
39:53
so that's number one,
39:54
I think your intonation,
39:55
is super important,
39:57
you can't try,
39:58
to do something like that,
39:59
and don't have the right tone,
40:01
don't have the confidence,
40:02
in your voice,
40:03
now number three is,
40:05
you need to enjoy,
40:06
if you don't enjoy,
40:08
your body will tell you,
40:09
you're looking uncomfortable,
40:11
you are shortening your shoulders,
40:13
you're just not,
40:14
in the right place,
40:15
where you should be,
40:16
so these are a few things,
40:17
that you should know,
40:18
when you're invited,
40:19
maybe to do you know,
40:20
an icebreaker,
40:21
so what is an icebreaker?
40:22
You get everyone together,
40:23
because as humans,
40:24
we feel a bit uncomfortable,
40:25
we just you know,
40:26
you're in a room full of people,
40:27
that we don't know,
40:28
and the fear is,
40:29
that we are being judged,
40:31
we're going to be judged,
40:32
that's why we feel uncomfortable,
40:34
because we judge ourselves,
40:35
in whatever we don't like about us,
40:37
so we feel that people,
40:38
are going to be judging,
40:39
so icebreakers,
40:40
is really to show people,
40:42
that we have more in common,
40:43
with people than,
40:44
that actually we think,
40:45
so what I do normally,
40:46
one example,
40:47
I say,
40:48
find someone,
40:50
this works really well in London,
40:51
not in every place,
40:53
find someone,
40:54
who has visited your country,
40:57
it works really well in London,
40:58
because it's so multicultural,
41:01
because they are forced,
41:02
to ask where you're from right,
41:04
so and that opens up,
41:06
so many conversations,
41:07
so that's one exercise,
41:08
that I do,
41:09
one that I do as well,
41:10
is you have to find two people,
41:13
that has two things in common,
41:15
with the number three,
41:17
and then people go,
41:18
well and I say,
41:19
someone has three cats,
41:21
someone has been to Paris,
41:23
three times,
41:24
so it's fine,
41:25
it's a little bit more difficult,
41:26
but opens more conversations,
41:29
because you have to ask,
41:30
more questions,
41:31
and the more you ask,
41:32
the more you get to know,
41:34
the more you connect,
41:36
so that's how you know,
41:37
and that's why the exercises,
41:39
work really well,
41:40
and people go,
41:41
oh it's always effortless,
41:42
yes I read a lot,
41:43
I read to see,
41:44
what understand,
41:45
you know what works,
41:46
in academia,
41:47
because every environment,
41:48
will have an icebreaker,
41:49
that's going to work really well,
41:51
there are certain environments,
41:52
that you can bring certain,
41:54
you know icebreakers,
41:56
and that's what it is,
41:57
and I do this in my classroom,
41:59
so my first day,
42:00
I ask all the students,
42:02
to stand up,
42:03
they have to shake,
42:04
another thing is,
42:05
make sure that you break,
42:06
all the obstacles,
42:08
for people to feel excluded,
42:10
so as they stand,
42:11
they say,
42:12
some people don't like shaking hands,
42:14
you don't have to explain why,
42:16
just keep your hands in your pocket,
42:18
if you don't want to shake hands,
42:19
it's okay,
42:20
so keep your,
42:21
because some people,
42:22
some women,
42:23
don't want to shake hands with men,
42:25
and it's fine,
42:26
some men,
42:27
maybe some people have psoriasis,
42:28
some people feel a little bit awkward,
42:30
whatever it is,
42:31
we don't care,
42:32
you don't need to explain,
42:33
why you don't want to shake hands,
42:35
keep in your pocket,
42:36
go around and say hello,
42:38
and as they say hello,
42:39
and then I tell students,
42:40
and now find,
42:41
that the person that you are talking to,
42:43
find two things in common,
42:45
what's your favorite color,
42:46
you know what,
42:47
and then the conversations flow,
42:49
and then I ask them,
42:50
what's the difference,
42:51
between 10 minutes ago and now,
42:54
and 100% of the time,
42:56
we are more relaxed,
42:57
we feel that we know someone,
42:59
we feel that we belong here,
43:01
that's normally the answers that I get,
43:03
and the more you do it,
43:05
the more they will like you,
43:06
and the more they like you,
43:07
the more they come back to your classroom.
43:09
Yes, absolutely,
43:11
thank you,
43:12
and they also bond with each other,
43:15
right,
43:16
yes,
43:17
I always use with students,
43:18
this find three things,
43:20
that is not the university,
43:22
that connects you,
43:23
or not this course,
43:24
because that would be easy,
43:25
and then they really sometimes,
43:27
have to find hard,
43:29
or easier,
43:30
and I also use it,
43:32
during the course,
43:33
when some groups,
43:35
tend to stick together,
43:38
and always stick together,
43:39
and instead of simply saying that,
43:41
now stand up,
43:42
and sit with someone else,
43:44
I'm using this,
43:46
and some of your tips as well,
43:48
to find someone,
43:49
who you have the same favorite food,
43:51
or actually,
43:52
one of the examples,
43:53
I remember from you,
43:54
was a food none of you likes,
43:57
yes,
43:58
it's not difficult,
43:59
find a type of food,
44:02
that you don't like,
44:04
yes,
44:05
and I remember that once,
44:06
you even did something like,
44:08
once you found someone,
44:10
and you gave an other task to do,
44:14
between the two of us,
44:15
so kind of like you made us,
44:18
talk a little bit more,
44:20
like with the same person,
44:21
so sometimes I do this with students,
44:23
and then it naturally,
44:25
will build another group,
44:27
that Nancy done,
44:28
and I give them an actual task,
44:29
to do with these,
44:30
so that could also be good,
44:32
when you see that in the classroom,
44:34
they kind of have some clicks,
44:36
and they always come back,
44:37
to the same group,
44:38
so or you are the king of icebreakers,
44:40
and you should really write about it,
44:43
I really found it,
44:44
because some events do the bingo,
44:47
which could be a good one,
44:48
when you have this kind of like,
44:50
we did last week,
44:52
yes,
44:53
you did that,
44:54
and I think that's a good one,
44:56
but then you need to have,
44:57
obviously a sheet of paper,
44:59
you have to kind of,
45:00
yes,
45:01
you have a pen,
45:02
and sometimes of people,
45:03
do I remember once,
45:04
I was with combine,
45:05
it was a huge gathering,
45:07
this was really good at the beginning,
45:08
but it's when people started,
45:10
to kind of be clever with it,
45:12
and find it,
45:13
oh he's the one,
45:14
who has run the marathon,
45:15
so put that his name,
45:17
so it sometimes gets into that kind of,
45:19
people become funny,
45:22
but yeah,
45:23
give you a few more tips,
45:24
for people like you know,
45:25
lectures they're watching,
45:26
it's a little bit more work,
45:28
but for example,
45:29
I also have with me,
45:31
that now I keep with me,
45:33
I have plastic circles,
45:36
and they have three colors,
45:38
so you have red,
45:39
green and blue,
45:40
and as I get to the classroom,
45:42
I give each student,
45:44
I give red,
45:45
blue and green,
45:46
and said we're going to work in teams,
45:47
whoever has the blue stand up,
45:49
so they have to stand,
45:50
so it forces people sometimes,
45:52
I know that forces,
45:53
maybe is the wrong word,
45:54
but you get people to work,
45:56
naturally,
45:57
it's not you saying that stand up,
45:59
or the,
46:01
what is it,
46:02
the bracelets,
46:03
that you did,
46:04
yes,
46:05
we followed yours,
46:06
it was brilliant,
46:07
what did you do?
46:08
I like that as much,
46:09
because it's trying to find the others,
46:10
with that,
46:11
and it's not like just,
46:12
because you're right,
46:13
it doesn't feel like forcing,
46:15
because I pick that color,
46:17
so I pick where I would like to be,
46:19
and it's not the lecturer telling me,
46:21
that now stand up and sit there,
46:23
and leave your friends,
46:25
so I think it's a good one,
46:27
let's just see what another listener says,
46:30
and thank you very much for sharing,
46:32
working with students,
46:33
that come from very hierarchical countries,
46:35
I think that the appropriate humor,
46:37
the lightness helps to change the teacher,
46:39
from a distant authoritative figure,
46:41
to a trusted guide,
46:42
it humanizes the teacher-student relationship,
46:44
thank you for sharing that,
46:47
it's a really good point,
46:49
because in many countries,
46:51
the lecturer is the,
46:53
someone I have a distance from,
46:59
yes it's not approachable,
47:01
I'm not supposed to ask,
47:02
or have a discussion with,
47:04
and it really dehumanizes,
47:06
you're absolutely right about that,
47:11
and going back to a little bit,
47:13
we mentioned AI,
47:14
and honestly in this respect,
47:16
I find it a good way,
47:18
for those who don't have ideas,
47:20
to at least start the brainstorming,
47:25
with icebreakers,
47:26
or actually saying that,
47:28
this is my topic,
47:29
what can I do to make it a little bit more fun,
47:32
but do you have some,
47:33
so going back to,
47:34
do you have some books or resources,
47:36
or is it just,
47:37
because obviously you have a huge source,
47:41
of your own brain,
47:42
but not everybody has your brain,
47:44
and let's just assume,
47:45
that somebody who is more timid,
47:48
or less confident,
47:50
how to build up the confidence,
47:52
where to have the ideas from,
47:54
where do you recommend those people,
47:56
but not you?
47:57
Sure,
47:58
so I watch a lot of comedy,
48:00
I love stand-up comedy,
48:02
and then obviously,
48:03
some of the jokes that I make,
48:05
come from there,
48:06
but obviously I translate that into academia,
48:10
so I can bring that in a way,
48:12
that is going to be safe,
48:13
so watch stand-up,
48:15
to see what lands with you,
48:17
and can you,
48:18
because there is a lot of stand-up,
48:20
that you can relate to your own stories,
48:23
so for example,
48:24
one joke that I make,
48:26
sometimes I'm talking about,
48:28
especially when I'm teaching websites,
48:31
and you have to sell a product,
48:33
or whatever,
48:34
and then I say look,
48:35
if you're selling beauty products,
48:36
and then I make a joke saying,
48:38
not all beauty products are going to work,
48:40
I had to have three plastic surgeries,
48:42
and then the students don't know,
48:43
if they laugh or not,
48:44
and then I say,
48:45
and I'm not joking,
48:46
I had three plastic surgeries,
48:47
so they were like,
48:48
really?
48:49
And then it opens the conversation to,
48:51
you had plastic surgery,
48:53
and it breaks that taboo,
48:55
because plastic surgery is a taboo,
48:56
not everybody talks about it,
48:57
and do you know what I mean?
48:59
And that comment about humanises the lecture,
49:02
is so true,
49:03
because it opens up to,
49:05
can I ask you this really personal question,
49:07
have you heard this?
49:08
So that's one,
49:09
watch stand-up comedies,
49:11
because then you can translate it to your own thing,
49:14
yes you can use AI,
49:16
but also make sure that you have those stories,
49:21
and practise safely,
49:24
practise with people that you know first,
49:26
and then if you see,
49:28
if you learn that,
49:29
you can bring it to work,
49:31
or in this case to the classroom,
49:33
and you can use,
49:35
put your story,
49:36
maybe on an AI,
49:38
whatever you use,
49:40
and say translate that into something funny,
49:42
that is safe for me to use,
49:44
and obviously you're not going to memorise that,
49:46
but read and say oh okay,
49:48
so maybe this and that,
49:50
so these are just a few tips that work.
49:53
Thank you very much,
49:54
that's a really good point,
49:55
the stand-up comedy,
49:56
and it's also good for just any kind of presentation,
49:59
what I do,
50:00
and I totally agree with you,
50:02
I watch stand-up comedy,
50:03
obviously I enjoy it first,
50:04
but then I try to analyse,
50:06
why it works,
50:07
what the structure is,
50:09
because actually they also use frameworks,
50:12
that you can then translate to your environment,
50:15
and see if it's,
50:17
and if you're not sure,
50:18
then you can always ask AI,
50:20
or discuss it with AI now,
50:22
that is it appropriate for this audience,
50:24
if you're unsure,
50:26
but I would also say that,
50:28
with all this said,
50:29
and this is fantastic,
50:30
everything you said,
50:32
Raphael,
50:33
if anyone feels less confident with it,
50:36
or you're unsure,
50:37
just don't do it,
50:39
I think that pushing it,
50:41
when you don't feel confident about it,
50:43
is not a good idea,
50:45
so I don't know,
50:48
you can disagree with me,
50:49
or do you think it's better,
50:51
to kind of start small,
50:53
and just push it,
50:54
or how to start,
50:56
what are the first steps,
50:57
what are the easiest steps?
50:59
I think everyone can be funny,
51:02
everyone,
51:03
this thing about,
51:04
I'm not funny,
51:05
it's just because most likely,
51:07
comes from something in the childhood,
51:09
that you said something,
51:10
and then your parents told you,
51:12
not to be funny,
51:13
or a lecturer told you,
51:14
or a teacher told you,
51:15
because everyone has a funny bone,
51:17
everyone can,
51:19
if they want to,
51:21
develop this humorous side,
51:23
it's not just as I said,
51:25
to become a stand-up comedian,
51:26
but it's to bring fun,
51:28
and fun can be translated,
51:30
in many different ways,
51:31
fun can be for example,
51:33
you play a little bit of music,
51:35
every now and again,
51:36
can you bring some fun music,
51:38
to do an exercise,
51:39
that's fun,
51:40
so you can bring a game,
51:42
you can bring a moment of lightness,
51:45
develop what are the sounds,
51:46
that you make,
51:47
or what are the expressions,
51:49
that you feel comfortable doing,
51:51
that you know,
51:52
that are going to land,
51:53
and then you grab their attention,
51:55
I would,
51:56
if people think,
51:58
if they think,
51:59
I'm not funny,
52:00
I'm not doing,
52:01
I would challenge that always,
52:03
so it starts slowly,
52:05
maybe with sounds,
52:07
or even with games,
52:09
until you feel comfortable enough,
52:11
to actually start bringing,
52:13
more and more humor,
52:14
but I think everyone,
52:15
has the opportunity,
52:19
or is within them as humans,
52:21
to be funny.
52:22
Yeah, I accept that,
52:23
I accept that,
52:24
so I agree with you,
52:25
that then start with the story,
52:26
or something that is there,
52:28
and I really agree with you,
52:30
that generally in our whole life,
52:32
we should have more fun,
52:33
so if you think about it,
52:35
we spend our whole life,
52:37
and not just in education,
52:38
but everywhere,
52:39
in meetings,
52:40
in office,
52:41
and we are just trying,
52:42
to be so serious everywhere,
52:44
as you say,
52:45
having fun,
52:46
doesn't mean,
52:47
that you're not taking it serious,
52:49
you do,
52:50
you're taking it as serious,
52:51
that you're even adding fun to it,
52:53
right,
52:54
this is how I would say it,
52:55
exactly,
52:56
let's just do JBL,
52:57
thank you so much,
52:58
for our engaged audience,
53:00
and sharing your tips,
53:02
and everything,
53:03
that you think,
53:04
be yourself,
53:05
everyone else is taken,
53:06
don't worry,
53:07
that's a good one,
53:08
yes,
53:09
that's a good one,
53:10
I think this is about it,
53:11
that just be yourself,
53:13
means also,
53:14
that don't try,
53:15
to be that very serious one,
53:17
just kind of,
53:18
let your personality shine through,
53:20
so thank you very much,
53:22
one of the best teachers,
53:23
I've ever observed,
53:24
was never funny,
53:25
but she was so kind,
53:26
and gentle,
53:27
and that made her,
53:28
actually,
53:29
that made her memorable,
53:30
yes,
53:31
thank you,
53:32
for sharing that as well,
53:33
that's also a good one,
53:34
but I will also take,
53:35
Rafa's advice,
53:36
that actually,
53:37
it's in everybody,
53:38
and just,
53:39
just try with,
53:40
at least then,
53:41
an activity,
53:42
or a story,
53:43
to see how it lands,
53:44
and then it would work,
53:45
and yes,
53:46
as Rafa says,
53:47
it takes some practice,
53:48
you really,
53:49
as you become,
53:50
a better speaker,
53:51
actually,
53:52
it's also in,
53:53
the same thing,
53:54
that we discussed here,
53:55
is also about public speaking,
53:56
so there's a little bit,
53:57
I'm sorry,
53:58
overlapping there,
53:59
that you can really,
54:00
really use it,
54:01
so thank you so much,
54:02
Rafael Dos Santos,
54:03
was our guest today,
54:04
and actually,
54:05
the audience love you,
54:06
Rafael,
54:07
Marjorie says,
54:08
I've seen Rafael in action,
54:09
he is funny,
54:10
thank you so much,
54:11
Marjorie,
54:12
and thank you everybody,
54:13
for being here,
54:14
and the last question,
54:15
actually,
54:16
we always finish with,
54:17
obviously,
54:18
Lucas,
54:19
and then,
54:20
and then,
54:21
and then,
54:22
and then,
54:23
and then,
54:24
and then,
54:25
and then,
54:26
and then,
54:27
and then,
54:28
and then,
54:29
obviously,
54:30
looking into the future,
54:31
and that's a good question here,
54:32
do you think humor will stay with us,
54:35
now that we have all the technology,
54:37
we have AI,
54:38
we have all this kind of,
54:39
revolution of everything,
54:42
what will be the,
54:45
the future of humor,
54:46
in pedagogy let's just say now,
54:47
with education,
54:49
with all movements,
54:50
with all the movements,
54:51
all the being inclusive,
54:53
and PC,
54:54
and all these kind of,
54:55
things and,
54:57
yes,
54:58
so you know what I'm talking about,
54:59
where will be the future of humor,
55:02
in pedagogy,
55:04
I think more than ever,
55:06
so that's why I am,
55:07
you know,
55:08
because everybody's talking about AI,
55:09
AI education,
55:10
AI,
55:11
but,
55:12
cognitively,
55:13
we learn more,
55:15
from another humor,
55:16
from another human,
55:18
because of the facial expression,
55:20
because of the kindness,
55:21
because of the tone of voice,
55:23
you know,
55:24
and children,
55:25
imagine if you were taught,
55:26
by a robot,
55:27
and not by,
55:28
I remember,
55:29
you know,
55:30
very kind,
55:31
that comment from JBL is so true,
55:32
you know,
55:33
you don't have to be super funny,
55:34
you're kind,
55:35
and,
55:36
and obviously depends on the time,
55:38
as a child,
55:39
yes,
55:40
I want a kind teacher,
55:41
as an adult,
55:42
I remember all my lectures,
55:43
who made me laugh,
55:44
I remember them,
55:45
right,
55:46
so for me,
55:47
I think humor,
55:48
more than ever,
55:49
because humor,
55:50
humor,
55:51
evokes emotions,
55:53
and as he evokes emotions,
55:55
I want to be there,
55:56
because it's creating a positive emotion,
55:58
humor,
55:59
also is relatable,
56:00
it makes me belong,
56:02
and I want to be there,
56:04
in neuroscience,
56:05
walking,
56:06
talking,
56:07
means I'm producing dopamine,
56:08
and that means I like it,
56:10
so it's only positives,
56:12
really,
56:13
if you know,
56:14
if you start using humor,
56:15
in your classroom,
56:16
and that will only bring,
56:18
positive benefits,
56:19
to you,
56:20
and to your students,
56:21
if you use,
56:22
what I call,
56:23
appropriate humor,
56:24
in the classroom.
56:25
Absolutely,
56:26
I totally agree,
56:27
thank you for saying that,
56:28
it will never die,
56:29
if it's appropriate,
56:30
and what is appropriate,
56:31
is actually changing with times,
56:33
that might change,
56:34
what is appropriate,
56:35
something 20,
56:36
30 years ago,
56:37
would have been very appropriate,
56:38
which we would not say now,
56:39
right,
56:40
it's interesting,
56:41
if you watch movies,
56:42
from that,
56:43
those area,
56:44
and actually,
56:45
JBL agrees,
56:46
thank you Rafael,
56:47
humor can be so important,
56:48
for some,
56:49
and actually Rafael,
56:50
you really proved,
56:51
how humor works,
56:52
and your personality,
56:53
because it was such,
56:54
an engaging audience,
56:55
thank you.
56:56
Yes,
56:57
thank you,
56:58
I loved it.
56:59
Thank you,
57:00
I loved it a lot,
57:01
and thank you for sharing,
57:02
really,
57:03
really great frameworks,
57:04
as well,
57:05
and it must be amazing,
57:06
to be your student,
57:07
and I know,
57:08
that they love it,
57:09
from the feedback,
57:10
and from your awards,
57:11
so thank you very much,
57:12
for being here,
57:13
thank you everybody,
57:14
who followed us,
57:15
who commented,
57:16
or just listened to Rafael,
57:17
and obviously,
57:18
this will be available,
57:19
as a recording,
57:20
on all of your favorite,
57:21
podcast channels,
57:22
so I will thank you,
57:23
Rafael,
57:24
and we'll say goodbye,
57:25
for now,
57:26
we'll catch up,
57:27
when we come back,
57:28
to the show,
57:29
thank you everybody,
57:30
for listening,
57:31
thank you very much,
57:32
thank you everybody,
57:33
for listening to,
57:34
Tuesday twilight show,
57:35
in a teacher's talk radio,
57:36
so I'm saying bye,
57:37
to Rafael,
57:38
bye,
57:39
bye Rafael,
57:40
and as,
57:41
to finish the show,
57:42
I would like to say,
57:43
thanks to our two partners,
57:44
AQ,
57:45
and JBL,
57:46
thank you,
57:47
and thank you,
57:48
for watching,
57:49
and our two partners,
57:50
AQA,
57:51
who are looking now,
57:52
for teachers like you,
57:53
to become examiners,
57:54
this summer,
57:55
you can build your,
57:56
CPD,
57:57
you have great insights,
57:58
and you will get,
57:59
a lot of support,
58:00
from them,
58:01
to build it up,
58:02
so please visit,
58:03
aqa.org.uk,
58:04
slash apply,
58:05
and our other partner,
58:06
is Harshay learning,
58:07
who are publishers,
58:08
of professional development books,
58:09
and resources,
58:10
that support great teaching,
58:11
and learning,
58:12
please visit,
58:13
Harshay learning.com,
58:14
to explore,
58:15
the resources,
58:16
that are available,
58:17
to you,
58:18
to explore,
58:19
the full range,
58:20
of titles,
58:21
thank you everybody,
58:22
for being here,
58:23
being so engaged,
58:24
thank you Raphael,
58:25
a fantastic session today,
58:26
with a lot of fun,
58:27
and then he could,
58:28
really prove that,
58:29
fun has a good place,
58:30
and you can still be serious,
58:31
so it's actually,
58:32
taking yourself,
58:33
and taking what,
58:34
you teach seriously,
58:35
so thank you everybody,
58:36
for being here,
58:37
and I'll see you,
58:38
in two weeks,
58:39
goodbye.
58:40
You've been listening,
58:41
to teachers talking,
58:42
to teachers talking,
58:43
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58:44
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58:45
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58:46
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58:47
to Teachers Talk Radio.
58:49
Tune in live,
58:50
and listen back,
58:51
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58:54
We look forward to hearing,
58:55
from you next time,
58:57
on Teachers Talk Radio.