Humor is the type of expression and writing representing the humorous aspect of life by adorning with jokes and wit. The main objective of humor is to criticize, ironize, and correct the flaws and hideousness in life. Humor develops the sensitivity, the empathizing ability and social facts' multidimensional perception of individuals. Humor enlivens life, entertains people, positively contributes to social relationships, and improves the imagination of individuals. This research has been conducted in order to determine the usage level of humor by secondary school Turkish teachers, and their attitudes and opinions regarding humor. The attitude scale prepared for the research was given to 128 Turkish teachers in total. The data obtained from the results of the research was interpreted by calculating its percentages, frequencies, arithmetical means and standard deviations. In order to determine the differences in the sample group's responses -for the attitude scale-as per their genders, the "independent sample t test" was applied and interpreted. And in order to determine the differences of the subject's responses -for the articles of survey-as per their seniority in their profession, the "one way ANOVA" test was applied and interpreted. According to the results of this research, humor may be used as an effective form of communication and socialization tool. Through humor, the learning environment may be made more attractive, and the linguistic skills and vocabulary of the students may be enriched. It is possible to use humor in order to motivate the students for the course, to make the course more interesting, to increase the academic success of the students, and to improve the solution generation skills of the students. As per the results of the research, it was determined that there was no significant difference among the opinions of teachers -regarding the use of humor in secondary school Turkish courses-in respect of their seniority in the profession. In the same manner, it was determined that there was no significant difference among the opinions of the teachers -regarding the use of humor in secondary school Turkish courses-in respect of gender variables, and that the humorous items used in the Turkish textbooks are wholly insufficient.

Fairy tale is one of the most important genres in literature which reflects childish sensitivity, feeds child's soul, enriches his/her imagination and prepares him/her for the future. Emerging as product of oral literature, fairy tales were used as an instrument of training in the past and they still have the same function today. Educators think that fairy tale is important for contribution to children's linguistic skills, mental and spiritual development. It enriches the imaginative world of the child, feeds spirit of the children and prepares them for the future. Fairy tales are also important in that they indicate the strength of language and contribute to development of artistic language development of the child. This study was conducted during 2013-2014 academic year in order to find out the attitudes of secondary school students towards fairy tales. The survey questions and attitude scale prepared by the author were administered to 387 students in four secondary schools predetermined in Kars and Ağrı provinces. The students studying at Grades 5, 7 and 8 in secondary school are sampling groups of the study. With this study, the students' attitude for the effect of fairy tales on linguistic skills, vocabulary, Turkish course and human behaviors was discovered. In addition, it was also studied whether or not gender and classroom factors are important in respect to students' attitude towards fairy tales. The data of the study were analyzed by use of SPSS statistic program. The study has indicated that fairy tales create an affirmative effect on students.