The classroom management secret, as defined in the book of the same name, is this:
Creating a classroom your students love being part of combined with an unwavering commitment to accountability.
Every one of the hundreds of SCM strategies support this definition as well as answer the question of how to achieve it.
One such strategy is humor.
Your willingness to bring humor into your classroom can make a big difference in your ability to manage it. For me personally, it’s one of the strategies I rely on the most.
Here’s why:
It’s leverage-building.
Humor draws students onto the bandwagon of wanting to please you so strongly that it makes the consequences of your classroom management plan really matter to them.
It’s universal.
Every student appreciates a good laugh. True, some take more time than others to warm up, but eventually it works its magic on even the most challenging and indifferent children.
It’s fast.
When you tell a joke or recount a funny story, powerful, behavior-influencing rapport begins to grow immediately. Because sharing a laugh together connects human hearts like little else.
It’s soothing.
Today’s students are anxious. Smart phones, social media use, various traumas and familial pressures. Humor attacks stress at its root, melting it away from the inside.
It’s reassuring.
Amid so much political and cultural divisiveness, adults are uptight and pass their worries onto children. Humor is the antidote. It says, “You’re okay and it’s going to be alright.”
It’s fun.
I began using humor when I became a teacher simply because it was fun. It wasn’t until I observed my overly serious colleagues—and their bored and ill behaved students—that I realized its power.
It’s easy.
You only need a spirit of humor. You don’t have to plan for it. A classroom is overflowing with possibilities if only you’re receptive. Observe, be open, and the comedy muse will show up.
It’s forgiving.
Students are primed to laugh and will appreciate every effort. So dance like it’s the 90s. Act out scenes from your favorite movies. Sing an aria. It’s okay. You don’t have to be an improv pro.
But What If I Lose Control?
It’s the most common question whenever I mention humor. The answer is that in the absence of accountability—and how to effectively implement it—you’ve already lost control.
So, in this case, you’re right.
It doesn’t make sense to add fuel to the fire with jokes and funny stories until and unless you apply the only classroom management approach that works wherever and whoever you teach.
If you’re an adherent to SCM, you’re free to laugh with and enjoy your students without concern.
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I appreciate and I agree with it.
Insightful!
I, naturally, use humor. It is who I am and I believe that I have to be myself in all aspects of my life. Most (former) students recall my personality and sense of humor after they are alumni. I teach middle school in a religious private school, and it helps my management style. I even use 1, 2, 3, 4, 5…6-7 as an attention to getting the class back on track. It works!!
When people ask me what it’s like to teach middle school, I tell them it’s like doing stand-up comedy where you also have to keep your audience from hurting each other! Sean, I love your idea of a count up to “6-7” to redirect their attention.
Humor is the only way I can get through my last math block of the day. It’s the best behavior management that I can think of to get everyone to buy in.
That’s why every year I repeat the lame jokes–2nd graders get them and laugh. Example: What is the best time to go to the dentist? “Tooth hurty” That’s for when we teach telling time! And, of course: Why did the worker at the M&M factory get fired? Because she threw away all the Ws!
This is an insightful reflection on the role of humor in classroom management. I completely agree that humor can transform the classroom environment, making it more welcoming, engaging, and emotionally safe for students. When used thoughtfully, humor builds strong connections between teachers and learners, encouraging mutual respect and motivation.
I also appreciate how you balance the idea of humor with the essential principle of accountability. It reminds us that humor should not replace structure but rather complement it, helping teachers maintain both authority and approachability. The discussion of how humor soothes anxiety and bridges emotional gaps is particularly relevant in today’s educational climate, where students often face significant social and emotional challenges.
Overall, the topic reinforces a powerful message: effective classroom management is not just about rules and consequences, but about creating joyful, human-centered spaces where students feel valued. Humor, when aligned with clear expectations, becomes a bridge to better behavior, stronger relationships, and deeper learning.