An analysis of teachers' verbal communication within the college classroom: Use of humor, self‐disclosure, and narratives

TLDR

The study aimed to provide normative data on college teachers’ use of humor, self‑disclosure, and narratives. Results indicated that these verbal behaviors were frequently used to relate to course content and clarify material, with award‑winning teachers employing similar patterns, and although average use differed between groups, t‑tests found no significant difference in the purpose of these behaviors.

Abstract

The purpose of these investigations was to provide normative data regarding the use of certain verbal behaviors manifested by college teachers. Results of Study One indicated that usage of humor, self‐disclosure, and narratives by fifty‐seven college teachers was frequently relevant to course content and utilized to clarify course material. Results of Study Two suggested that award winning teachers utilized these same verbal behaviors also in relation to course content and clarification of course material. Post‐hoc comparative analyses of the results for Study One and Study Two indicated that significant differences in the average use of humor, self‐disclosure, and narratives existed between the two groups. However, results of Aspin‐Welch t‐tests also indicated no significant differences between the two groups of teachers in relation to the purpose in the use of these verbal behaviors (e. g. relevant to course content; clarification of course material). Implications are also discussed.