Professor’s Book Explores ‘Teaching Class Clowns’ – and Learning from Them

Does that irksome jokester at the back of your classroom really have anything to offer? A new book by a UNCG professor says yes.

William Purkey, professor emeritus of counselor education and a self-described class clown, argues that clowns – frequently written off as nuisances – can bring a special “zest for life” to an otherwise joyless academic environment. His latest book, “Teaching Class Clowns (And What They Can Teach Us),” dispels some of the misconceptions and offers solutions to help clowns survive in schools.

“I’ve always had a tender spot for these kids,” Purkey said. “They’re not so much misdiagnosed as they are underutilized.”

Many clowns drop or flunk out of school, Purkey said, offering examples of well-known professional comedians Chris Rock, George Carlin and Woody Allen. These are only a few of many class clowns who left school early.

Purkey characterizes class clowns as primarily male, dividing them into two groups – friendly and hostile. Ellen DeGeneres and Bill Cosby are prime examples of friendly clowns, he said, while John Belushi and Andrew Dice Clay represent the hostile clown.

Purkey believes early role models determine whether a class clown will be friendly or hostile and that an astute teacher can turn a hostile clown into a friendly clown. He also identifies four key tendencies of class clowns – investing, relating, asserting and coping.

Class clowns are usually willing to invest time and energy, Purkey said, often volunteering. Teachers should concentrate on channeling that “zest” in productive ways. For example, when one clown complained about the care of a fern, his teacher anointed him Royal Protector of Classroom Plants.

Clowns usually relate well to others but have few close friends, Purkey said, describing them as “cheerful but not necessarily happy.” Because they are unpredictable, they aren’t generally the most popular kids at school, he said. Teachers can build relationships in the classroom by using the “universal language” of music and by using inclusive pronouns such as “we” and “our.”

Clowns have no problem asserting themselves and generally have little fear of authority, which can lead to problems between teacher and student, Purkey said. Using positive directives – “Please do” instead of “Don’t” – and including students in classroom decisions helps clowns learn to assert themselves positively and politely.

Lastly, clowns tend to meet the world on their own terms and are often able “to cope with the world but not with the world’s expectations,” Purkey said. Teachers can help clowns cope by diffusing problem behavior before it erupts and by communicating concern before becoming confrontational.

Purkey came to UNCG from the University of Florida in 1976 and retired in 2003. He pioneered the invitational teaching model, which centers on breeding optimism, confidence and respect in the classroom. He also co-founded the International Alliance for Invitational Education, a non-profit group that works to create and maintain a welcoming school environment.

Purkey was the 1997 UNCG recipient of the Board of Governors’ Award for Excellence in Teaching. He also received the Royal Conservatory of Music’s 2005 Excellence in Education Award for his work in encouraging learning through the arts.

“Teaching Class Clowns (And What They Can Teach Us),” 144 pages, was published by Corwin Press, a California-based PreK-12 educational publisher.