Corny Jokes
Workday - 7:30am-5:30pm
Ok, let's try this topic again.
We have these math worksheets that come with little riddles on them. They're probably quite popular, and I'm betting most schools have the binder in their math departments somewhere. Each question usually corresponds with a letter and, after you solve all of them, you match things up to reveal a little joke. The jokes are almost always terribly corny, but at least it offers some motivation to complete the exercises. In fact, I think the students are even more motivated because they're always hoping that this will be the sheet with a joke that's funny!
I've also found that, because English isn't the first language for many of these kids, corny jokes are the ones they're most likely to understand. Good jokes are usually lost on them.
Yesterday, for example, I was explaining some problems involving calculating simple interest. Near the end, these two girls couldn't stop giggling. I had no idea what set them off, but the fits were becoming louder and more uncontrollable.
After I finished the lesson, I finally said "all right, what are you girls laughing about?"
Silence.
"Is there something funny about interest? I mean, I know it's interesting and all. Har. Har."
Ok. That was just terrible, I know (it actually came to me the very second I said it). Yet a few kids still chuckled at that. It got a better reaction than anything I've said that was actually clever.
Today, the students were working on some logic problems. These were problems where you use deductive reasoning to find out what goes with what. For example, the question we discussed in class was:
A cat, dog, monkey, and elephant are named Snow, Wags, Boots, and Trixie. Use the clues to name each animal:
- Trixie is a friend of the cat and the elephant
- The dog and Boots enjoy popcorn.
- Snow and Boots play golf with the monkey.
- The elephant does not play outdoor sports.
Feel free to work this problem out yourself to add a bit of excitement to your life!
Of course, I had to explain things to them right away such as not to assume things. I told them not to assume the dog would be "wags" because that's a good name for the dog. I also told them not to use the picture (that went with it in the textbook) as any sort of guide. One girl had said "look! The dog's arm is around the cat in the picture, so the dog must be Trixie!". They had to learn that the written clues were their only hints.
And so, I worked through the problem together with the class on the chalkboard.
At the end, as I always do, I asked "does anyone have any questions?"
Silence.
"No? No one even wants to know how a cat, dog, and monkey can play golf? I mean, I know that's what I'm wondering."
Ok, let's try this topic again.
We have these math worksheets that come with little riddles on them. They're probably quite popular, and I'm betting most schools have the binder in their math departments somewhere. Each question usually corresponds with a letter and, after you solve all of them, you match things up to reveal a little joke. The jokes are almost always terribly corny, but at least it offers some motivation to complete the exercises. In fact, I think the students are even more motivated because they're always hoping that this will be the sheet with a joke that's funny!
I've also found that, because English isn't the first language for many of these kids, corny jokes are the ones they're most likely to understand. Good jokes are usually lost on them.
Yesterday, for example, I was explaining some problems involving calculating simple interest. Near the end, these two girls couldn't stop giggling. I had no idea what set them off, but the fits were becoming louder and more uncontrollable.
After I finished the lesson, I finally said "all right, what are you girls laughing about?"
Silence.
"Is there something funny about interest? I mean, I know it's interesting and all. Har. Har."
Ok. That was just terrible, I know (it actually came to me the very second I said it). Yet a few kids still chuckled at that. It got a better reaction than anything I've said that was actually clever.
Today, the students were working on some logic problems. These were problems where you use deductive reasoning to find out what goes with what. For example, the question we discussed in class was:
A cat, dog, monkey, and elephant are named Snow, Wags, Boots, and Trixie. Use the clues to name each animal:
- Trixie is a friend of the cat and the elephant
- The dog and Boots enjoy popcorn.
- Snow and Boots play golf with the monkey.
- The elephant does not play outdoor sports.
Feel free to work this problem out yourself to add a bit of excitement to your life!
Of course, I had to explain things to them right away such as not to assume things. I told them not to assume the dog would be "wags" because that's a good name for the dog. I also told them not to use the picture (that went with it in the textbook) as any sort of guide. One girl had said "look! The dog's arm is around the cat in the picture, so the dog must be Trixie!". They had to learn that the written clues were their only hints.
And so, I worked through the problem together with the class on the chalkboard.
At the end, as I always do, I asked "does anyone have any questions?"
Silence.
"No? No one even wants to know how a cat, dog, and monkey can play golf? I mean, I know that's what I'm wondering."
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