Background

From the very beginnings of Waldorf education, the element of humour has been viewed as playing an important role in both teaching and learning. Rudolf Steiner suggested that at some point in practically every lesson humour has its place, not necessarily in the sense of having prepared it, but often in the context of the spontaneous interactions that occur in the classroom.

In the context of foreign language teaching, he emphasised how helpful it can be in learning grammar. As Waldorf teachers, we can confirm how enlivening it can be for grammar lessons when through a task, often in the context of a creative writing assignment which might invite humorous/absurd examples, the pupils are given the opportunity to laugh while devising their own sentences and listening to those of others.

It has also been our experience that this element can play a crucial role in helping the pupils learn the specific phenomena that is taught. Here is an example taken from such a task while working   on conditional sentences:

Justifying odd actions

• Why would you in the middle of your sports lessons with Mr. B. suddenly begin to bark like a dog?
• What would you do if a complete stranger came up to you on the street and kissed you? 
• Why would you in the middle of your chemistry lesson with Mr. G. stand up and begin to loudly sing your favourite song and not stop until it was over?
• Why would you write a letter addressed to all the teachers in your school asking them to please reinstate school on Saturdays?
• Why would you ask your English teacher Mr. L to give even more homework than he normally does?

Favourite cartoon

And here is one of our favourite Waldorf school cartoons.