EFFECTIVE
COMMUNICATION
Some
people have tremendous knowledge and abilities in certain areas, yet cannot
teach what they know to others. Some think they are effective communicators, but
the results prove them to be wrong. If a high school algebra teacher gave a test
and all the students failed, the teacher would know that the methods used to
impart that lesson had failed. A new approach would be needed and the subject
should be taught again. If that same class consistently failed test after test,
the conclusion must be drawn that either the students were not ready to take the
course or the teacher is a bad teacher. Somewhere there has been a lack of
effective communication, resulting in a breakdown of the teaching/learning
process.
Communication
is accomplished with words (spoken or written), with body language (movements,
gestures or eye contact), and with action (showing the student how to do
something). The way that we communicate often determines how effective the
teaching process will be. Preparedness is essential. We have to fully know our
material in order to properly teach it. Furthermore, we need an organized plan
of how the topic will be presented. Attitude is equally important. If we are
enthusiastic about the subject at hand, the person(s) we're talking to will
quickly see that we truly believe in what we're teaching. The presentation
itself must be geared towards the audience. An effective teacher has to be able
to relate to their students. The use of stories, examples or scenarios that tie
in to the life experiences of those being taught will peak interest and show
that the teacher cares about and understands the needs of the students. Finally,
effective communication requires demonstrative proof that what you are teaching
really works. Chemistry formulas from a book or chalkboard take on a whole new
meaning when tested in the lab. Base stealing techniques explained on the
practice field are reinforced when they work in a game. Once the students see
living proof that ideas and philosophies are practical and real, the credibility
of the teacher rises and the door is opened for more in-depth instruction.
The
negative side of this, also, applies. If a teacher has limited knowledge, is
unprepared, has a poor mental approach, can't relate to their audience and
doesn't get practical results, their credibility is lost and the doors of
communication will close. Weaknesses in any of these areas can severely hinder
the teaching process. There may be talking, but no hearing; there is perceived
teaching, but no real learning.
I Timothy 4:4-16 is God's instruction on how we are to be effective
teachers of His Word and these passages reinforce everything mentioned
previously. As Christians, we are not only required to grow in grace and
knowledge (II Peter 3:18), we are mandated to teach others (Matt. 28:19-20). The
key is learning to be effective communicators so that our teaching will be
productive. I imagine all of us could improve our abilities in this area and
should strive to learn to be more effective teachers.
Richard Bartholomew