This study examined the recent research dealing with humor, praise, and criticism in the classroom and evaluated the results with respect to the early adolescent. It is posited that the use of humor, praise, and criticism can both positively and negatively affect the academic achievement and social growth of students at the middle level of education. The study is organized in the form of an annotated bibliography. The four major sections are: humor, praise, criticism, and literature on early adolescence. The literature in each of the first three sections is arranged and annotated under the headings of positive effects and negative effects. The early adolescent literature is arranged and annotated under the headings of general characteristics, behavior, self-concept/self-esteem, and middle school programs. A summary of the research is provided and some considerations for the middle school teacher are presented in the conclusions. A bibliography of the research reviewed concludes the report. Appended are a chart on stages of development and types of humor, a list of learner traits, and a brief article on the developmental needs of young adolescents and how schools can respond. (JD)