Teachers, who are advocates of the use of humor in training, notes that such aggressive forms of humor as sarcasm, ridicule and offensive humor, has no place in the classroom.

However, many teachers use hostile forms of humor when dealing with their students, such as ridicule, sarcasm, and teasing. These types of humor are viewed by some teachers as an effective method of correcting undesirable behavior from students, such as delay, inattention, inability to complete assignments, disruptive behavior, etc. Teasing or making fun of the student, these teachers believe that they can adjust individual students and also to teach a lesson to the rest of the class. Indeed, research data indicate that these methods can be very effective as a behavioral deterrent, because when a child sees how fun of another person, it has a powerful overwhelming influence on children's behavior by the time the child reaches the age of 6 years.

However, there is also much evidence that ridicule and other forms of aggressive humor can have a detrimental impact on the overall emotional climate in the classroom. Obviously, the use of humor to ridicule students for their incompetence, behind in school, lack of or inappropriate behavior is harmful, creating an atmosphere of tension and anxiety and inhibiting creativity.

Another potential risk of the use of humor in education, especially with younger children, is that it can be misinterpreted and cause confusion for students. Humor often involves exaggeration, understatement, distortion, and even contradiction (for example, the irony). These types of humor could unintentionally lead to the fact that students are unable to understand implied meaning will get inaccurate information. Because of the novelty of the images, which distort reports of such humor, such inaccuracies may also particularly easy to remember and hard to displace from memory.

the Potential risks of using humor with students of the primary schools supported by the results of two studies: educational television programs containing humorous exaggeration or irony, remember the children of the distortion. It is the distortive effect of humor on learning were found in children ranging from preschool age to fourth grade. Interestingly, even when the researchers added the claims that were identified and corrected a humorous distortion, it does not overcome the distorting effects of humor on learning material for children. The authors of this study concluded that children remembered the brightness of comic images rather than verbal correction. Thus, teachers of young children who use humor must be careful humorous remarks were not misinterpreted.