Abstract
There is a body of literature, including persuasive empirical evidence, linking the use of positive humour in tertiary classrooms with the creation of a relaxed learning environment, student motivation, attendance and engagement as well as positive student evaluations of teacher performance. However, the literature on the use of 10 humour in teaching law is generally limited to anecdotal evidence. Drawing on the literature on using humour in teaching courses that students perceive as “difficult” in other disciplines, in this article we explore the benefits and pitfalls of using humour in the law classroom and provide illustrations of how humour might be used AQ33 appropriately and effectively in teaching law.
Original language | English |
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Number of pages | 19 |
Journal | The Law Teacher |
Early online date | 2017 |
DOIs | |
Publication status | Published - 17 Oct 2017 |