1. Law 4
The Law of Communication

2. It is the teachers mission...by sympathy,
by example, and by every means of
influence - by objects for the senses, by
facts for the intelligence - to excite the
mind of the pupils, to stimulate their
thoughts...The greatest of teachers said:
“The seed is the word.” The true teacher
stirs the ground and sows the seed.
John Milton Gregory

4. Communication is not easy!

5. Communication is not easy!
We are in the business of
communication.

6. Communication is not easy!
We are in the business of
communication.
Communication is the reason for our
existence as teachers.

7. Communication is not easy!
We are in the business of
communication.
Communication is the reason for our
existence as teachers.
It is also our number one teaching
problem!

13. Building Bridges
Communication - from the Latin word, communis,
meaning “common” [to impart, to participate, to
share].
Before we communicate we must establish
commonness, commonality - the greater this is,
the greater the potential for communication.
What techniques would you use to develop
commonality with someone - e.g. a fellow
student, a teacher, a church member...

14. The Law of Communication:
To truly impart information
requires the building of
bridges

16. John 4

17. John 4
Jesus and the
Samaritan woman.

18. John 4
Jesus and the
Samaritan woman.
Commonality: both
are thirsty.

19. John 4
Jesus and the
Samaritan woman.
Commonality: both
are thirsty.
Jesus asks for a drink -
she is amazed that a
Jewish man should
ask her for a drink.

21. Jesus takes the initiative - and assumes nothing.

22. Jesus takes the initiative - and assumes nothing.
He then breaks down lots of barriers - racial,
religious, sexual, social and moral - and establishes
a base for communication

23. Jesus takes the initiative - and assumes nothing.
He then breaks down lots of barriers - racial,
religious, sexual, social and moral - and establishes
a base for communication
Jesus builds a bridge between the two of them

24. To truly impart communication requires the
building of bridges
Hendricks tells the story of taking an aunt to an
evangelistic meeting - at the end the evangelist
asked everyone to stand, then told the Christians
to sit down - his aunt stood, her eyes turned to
steel, her jaw stiffened in anger and
embarrassment.
We have to do our homework on how people feel
How do you apply this to students who are
reluctant to speak?

25. Thought - Feeling - Action
Communication is a complicated process:
Consider the following addenda...

26. When any one of us
tries to communicate,
we don’t just do it in
terms of words or ideas,
we speak out of a field
of experience and we
speak into another field

27. A Model of Communication
Fields of Experience
E D
MESSAGE
Source Receiver
Feedback

28. Receiver
• Ability to understand
• Need to understand
• Desire to understand

29. Source
• Meaning
• Relevance
• Presentation

30. Sender
lines of
communication
Receiver

31. Sender
willingness
location
time
motivating cost
factors consequences
sensitivity
interest
timing
appropriateness cost
consequences competition
behaviour role
consistency expectations
belief
systems
www.itstime.com/Communication/improving%20verbal%20skills.htm
Receiver

32. Gender Differences

33. Men
What do you do when you
face a problem?

34. Men
What do you do when you
face a problem?
• Go Quiet
• Think much
• Communicate little

35. Women
What do you do when you
face a problem?

36. Women
What do you do when you
face a problem?
• Talk
• Think out loud
• Communicate lots

37. Expressing feelings
versus
expressing

38. Men
• Men talk silently to themselves partly
because they don’t have the verbal
capacity of a woman.
• Men communicating with men are
happy with fewer words and longer
silences.

39. • However, women will think you are
distant, sulky or uninterested.
• If you want to get on better with women
you need to talk more and use more
expression.

40. Women
• Women think aloud and perceive
it as being friendly and sharing.
• Women use around 20,000
‘words’ (words, sounds and
gestures) every day. Men use
8,000.

41. • To get men to listen with respect,
focus on the outcomes. Don’t
think out loud.
• For added affect, deepen your
voice and limit your expressions.

42. The Differences
MEN WOMEN
• Literal • Emotional
• Direct • Indirect
• Wait for a space • Reward with words
• Listen like statues • Respond as they listen
• Single track • Multi track
• Are happy with • Think silence is rejection
silences • Uses sounds to embellish
• Use a grunt to show words
they are listening

43. Language

44. The importance of
Dear John:
I want a man who knows what love is all about.
You are generous, kind, thoughtful. People
who are not like you admit to being useless
and inferior. You have ruined me for other
men. I yearn for you. I have no feelings
whatsoever when we're apart. I can be
forever happy - will you let me be yours?
Gloria
http://www.ojohaven.com/fun/correct.punctuation.html

45. Dear John:
I want a man who knows what love is. All about
you are generous, kind, thoughtful people, who
are not like you. Admit to being useless and
inferior. You have ruined me. For other men, I
yearn. For you, I have no feelings whatsoever.
When we're apart, I can be forever happy. Will
you let me be?
Yours,
Gloria
http://www.ojohaven.com/fun/correct.punctuation.html, 04/03/06

46. English is a crazy language.
There is no egg in eggplant or ham in
hamburger, neither apple nor pine in pineapple.
If teachers taught, why didn’t preachers
praught? If a vegetarian eats vegetables, what
does a humanitarian eat?
Boxing rings are square.

47. Ship by truck and send cargo by ship?
Have noses that run and feet that smell?
How can a slim chance and a fat chance be
the same, while a wise man and a wise guy are
opposites?
http://www.ojohaven.com/fun/crazy.html, 04/03/06

48. Listening

49. Listening

50. Facts about Listening
Listening is our primary communication
activity.
Our listening habits are not the result of
training but rater the result of the lack of it.
Most individuals are inefficient listeners
Good listening can be taught/learned

51. Listening: Learned first, Used most
(45%), Taught least.
Speaking: Learned second, Used next
most (30%), Taught next least.

52. Reading: Learned third, Used next
least (16%), Taught next most
Writing: Learned fourth, Used Least
(9%), Taught most.

53. Listening is composed of six distinct
components
Hearing: The physiological process of
receiving sound and/or other stimuli.
Attending: The conscious and
unconscious process of focusing attention
on external stimuli.

54. Interpreting: The process of
decoding the symbols or behavior
attended to.
Evaluating: The process of deciding
the value of the information to the
receiver.

55. Remembering: The process of
placing the appropriate information
into
short-term or long-term storage.
Responding: The process of giving
feedback to the source and/or other
receivers.

56. The Law of Communication:
To truly impart information
requires the building of
bridges

57. Thought - Feeling - Action
...back to Howard Hendricks;
All communication has three essential
components:
Intellect - thought
Emotion - feeling
Volition - action

58. If I know something thoroughly, feel it deeply, am
doing it consistently, I have great potential for
being an excellent communicator.
In fact the more thoroughly I know the
concept...the more deeply I feel it...the more
consistently I practice it...the greater my potential
as a communicator.
But all 3 components have to be there.

59. Christians believe in the
authority and inspiration
of the Scripture - a body
of truth given by
revelation that has to be
communicated with the
world. We don’t make the
message - we declare it.
This is a blessing and a
problem for evangelicals
- why?

60. Because most
evangelicals rely solely
on the intellectual
component to
communicate it.
We assume that if we tell
people the right thing
their problems will
automatically be solved.

61. Emotionalism is
emotions out of control.
Emotions under control
is what we aim for - in
fact the most effective
communication always
includes an emotional
part - a feeling or
excitement factor.

62. Ask yourself what you
get excited about?
Is this reflected in your
teaching?
“We’re teaching the most
exciting truth in all the
world - eternal truth -
and doing it as if it were
cold mashed potatoes”

63. Many Christians
communicate as if they
are bored by the subject
they are speaking about.
“You think, If this is
exciting him, I’d hate to see
him when he is bored.”
Hendricks suggests:
Use good gestures.
Smile occasionally.

64. Hendricks (p. 74)
A man tells me he is a Christian businessman, and
he cheats. I ask him how he accounts for that in
terms of Christian principles.
He says, we are in Rome, when in Rome do what
the Romans do.
Hendricks says how about, when in Rome as a
Christian don’t do as the Romans do.
What you are is far more important than what
you say or do.

65. God works incarnationally - in Jesus - and now in
you and me.
Do people leave your teaching thirsty for more
of God, wanting to study for themselves?
Every time you teach ask:
What do I know - and what do I want these
students to know?
What do I feel and what do I want them to feel?
What do I do - and what do I want them to do?

66. The Golden Rule
Do you think - I tell it to my students - now they
know it they will automatically live it.
“Do to others what you would have them do to you”
•What does it look like in our age group, culture,
experience?
•How do we feel about it - comfortable, radical?

67. •How do we react in a situation which requires
the Golden Rule to be lived out? What’s the usual
response, why, are there alternatives?
•Let’s find specific ways we can apply this. Set a
goal for putting them into practice - what
succeeded, what failed?

68. The Law of Communication:
To truly impart information
requires the building of
bridges

69. The Way with Words
When you have something in your mind
(thought), and you feel it deeply, then you have to
communicate (action) it.
So we translate it into words
Remember it is not the words we are trying to get
across - but the life changing message.
Don’t get too caught up in the words - remember
to try to change the students life

70. That said words are important
We remember the things Jesus said and did -
words and deeds, and these always
complimented one another, they were in harmony
If a teacher says I am committed to you,but is never
available for you do you believe them?
As a teacher you need to be able to use words well

71. Perfecting your communication
The process: taking concepts, feelings and actions,
translating them into words and communicating
them through speech.
This requires 2 things:
1. Preparation
2. Presentation

72. 1. Preparation
Preparation gives form to your message - it
shapes it.
If you can shape or package your message well
then people will respond.
Hendricks suggests you should start with an
introduction - and this should be a bang - capture
peoples attention

73. 1. Preparation
Preparation gives form to your message - it
shapes it.
If you can shape or package your message well
then people will respond.
Hendricks suggests you should start with an
introduction - and this should be a bang - capture
peoples attention

74. Getting the introduction right;
Hendricks suggests you have to grab people with
your introduction.
“Elisha was residing in Dothan. He awakened early
one morning, went out to pick up the Dothan Daily
and saw what to him was a horrible sight”
He says you have driven to the heart of the story
and the class is right with you.

75. Think of a good introduction for;
The parable of the Good Samaritan
Jesus heals the woman with the flow of blood
Paul’s conversion on the road to Damascus

76. Of course all this assumes you still have
something worthwhile to say afterwards and you
know how to say it - content.
Hendricks suggests almost all messages he has
heard could be reduced by 25% - if the speaker
knew how to say what they wanted to say

77. Hendricks suggests you need illustrations, visual
aids, things that are personal to you are best and
things that are relevant to the lives of the people
around you
[Hence our assignment of rewriting a parable].

82. Then you need a conclusion
Usually it is the least prepared part of a message.

83. Making sermon
conclusions more effective
[Taken from Rick Warrens newsletter; http://www.pastors.com/blogs/
ministrytoolbox/archive/2010/08/30/make-your-sermon-conclusions-more-effective.aspx]

84. Many preachers simply trail off at the end
of a message. We never press the
congregation for a decision. A sermon
without a conclusion is a message
without a purpose.
Here are a few ways to make your sermon
conclusions more effective –

85. Always point back to Christ. E.g. Offer
an opportunity to receive Christ.
End with emotional intensity. Preach:
head - heart - emotions and challenge
their wills. Your conclusion should be the
emotional high point of the sermon.

86. Ask for a specific response. Nothing
becomes dynamic until it becomes
specific. The goal of the sermon should be
to storm the tower of the will and capture
it for Jesus Christ.
Here are some ways to do that:

87. Use an argument.
Use a warning.
Use compassion.
Use vision.
Use encouragement.
Use indirect conviction.

88. Make it personal.
Restate your major
points forcefully.
Use a compelling
illustration.
Use a piercing
question.
Use surprise.

89. Avoid common mistakes:
•Don’t introduce anything new in your
conclusion. Don’t add a point that you
forgot in the sermon. You’ll just confuse
people.

90. •Don’t just
summarize your
message.
Conclusions are more
than summaries. It’s
where you challenge
your church to apply
the message.

91. •Don’t blame the
clock when it’s time
to wrap things up.
•Don’t say “now in
conclusion” unless
you mean it.

92. Think through your
closing prayer. A
closing prayer of
commitment always
applies the points of
the message.
Remember to say
this closing prayer
slowly.

93. “So the test of communication is not what
you as the teacher say, but what your
students say; not what you think, but what
your students think; not what you feel, but
what they feel; not what you’re doing, but
what they’re doing”
Hendricks (p. 79)

94. 2. Presentation
Involves many things;
Enunciation - speaking clearly, using your lips,
teeth and tongue.
Volume - make sure people can hear
Pitch - use more than one note - up and down
Speed - vary it to make things at least seem
interesting - fast, normal, slow

95. The Law of Communication:
To truly impart information
requires the building of
bridges

97. Presenting…

98. Presenting…
Helpful Hints for Delivering
Successful Presentations etc.

99. Worth Knowing
Most (all?) are nervous
at giving a presentation
For many it is
considered their number
one dread / fear in the
whole of life

100. Winston Churchill
claimed to prepare
one hour for every
minute he spoke in
public
Most people leave
preparation to the
last minute - then
rush around
gathering all the
info. they can

101. What can go wrong in a
presentation?
Audio-visuals (too much External factors (e.g.
info.) power supply)
Inappropriate Poor planning
environment Unclear message
Poor body language Too much information
Nervousness (habits) Poor organisation
Verbosity Use of jargon
Inappropriate Lack of objectives (clear
appearance goals)
Lifeless delivery

102. A Model of Preparation
What is the bottom line?
Why are you making the presentation?
Conceive the conclusion
E.g. successful barristers often write their
final argument first and work towards it

103. Ask, “when I finish what
do I want people to
remember?”
During the presentation I
want to appear
_____________________
_____________________

104. Use 5-10% of the time to conclude
Invent an introduction and title
Title; brief and arousing interest
Opening sentence to grab peoples
attention – the first 2-4 minutes are
crucial
KISS it - Keep It Short and Simple

105. Use 5-10% of the time to conclude
Invent an introduction and title
Title; brief and arousing interest
Opening sentence to grab peoples
attention – the first 2-4 minutes are
crucial
KISS it - Keep It Short and Simple

106. Rehearse
Language
Use appropriate words
Technical language and/or jargon

107. Stories, anecdotes, objects
Good visual aids
Make sure they are clear and high quality
WAM them
What About Me – identify with the group

111. Length of presentation
Must know
Should know
Could know
Good notes
Read-Speak? Read at
100 wpm, speak at 500

113. Find out what works for you!

114. Find out what works for you!
Develop the right frame of mind prior to
the speech, e.g.
Positive thoughts
Sports psychologists encourage
visualising the session / game going well
A quiet walk

116. Check the logistics (room etc.)
Do you know where to go?
Is it tidy?
Is the equipment ready

117. Distractions
General - Someone walks
by, a noise, an insect, a
late arrival...
Personal - lack of sleep,
illness, worries, financial
problems, having had an
argument...

118. You can’t do anything
about most distractions,
apart form understanding
that they will be there

119. • Room temperature
• Room setup
• Think things through before the
presentation - and then eliminate as many
possible distractions as possible

120. Feedback
• You need as a teacher to know what your
students know, learned, felt etc.
• “Do you understand?”
• “Do you have any questions?”
• “How might you use this in your life?”
• “What needs to be changed, what did you
like/dislike...?”

121. • Don’t allow the students to tell you what
you want to hear - you need to hear what
you don’t want to
• Feedback brings the teaching process right
back into the words of your students

122. The Law of Communication:
To truly impart information
requires the building of
bridges