Howard Hendricks: The Law of Communication

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  • What does he mean?
  • Get the students to explain this diagram

    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 of experience

    The message must occur where the 2 fields of experience overlap. Why?

    Communication is not just verbalisation, it’s an occurrence.

    A connection has to be made between the source and receiver
  • Ability – If we use words, concepts or expressions that are beyond the hearers current knowledge they will not understand.

    Need – It is the responsibility of the communicator to create desire in the receiver

    Desire – A whole number of different factors can, and do, affect other people’s desire to hear what we are saying---their emotional equilibrium, their prejudice grid, their preconceived ideas, the circumstances of their life. Eg commentators, people holding a view you’re opposed to. Show NIKE advert and ask them what it is advertising.

    Conditions – concentration happens better under certain conditions. Is the room too warm or too cold. Have you spoken past their ability to concentrate ie longer than 20 minutes? What distractions are there? Is the venue the right one for your subject or purpose of communicating. Eg don’t tell someone their firnds had a bad accident in the middle of a cricket match, take them to somewhere quiet.
  • Meaning – Clarity is of essence

    Relevance – communicate in the area of relevance or possible in the zone of tolerance

    Presentation – it not just your voice that communicates, but your whole person. Make sure the communication is unified and memorable.




















































































  • Howard Hendricks: The Law of Communication

    1. 1. Law 4 The Law of Communication
    2. 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
    3. 3. Communication is not easy!
    4. 4. Communication is not easy! We are in the business of communication.
    5. 5. Communication is not easy! We are in the business of communication. Communication is the reason for our existence as teachers.
    6. 6. 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!
    7. 7. 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...
    8. 8. The Law of Communication: To truly impart information requires the building of bridges
    9. 9. John 4
    10. 10. John 4 Jesus and the Samaritan woman.
    11. 11. John 4 Jesus and the Samaritan woman. Commonality: both are thirsty.
    12. 12. 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.
    13. 13. Jesus takes the initiative - and assumes nothing.
    14. 14. 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
    15. 15. 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
    16. 16. 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?
    17. 17. Thought - Feeling - Action Communication is a complicated process: Consider the following addenda...
    18. 18. 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
    19. 19. A Model of Communication Fields of Experience E D MESSAGE Source Receiver Feedback
    20. 20. Receiver • Ability to understand • Need to understand • Desire to understand
    21. 21. Source • Meaning • Relevance • Presentation
    22. 22. Sender lines of communication Receiver
    23. 23. 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
    24. 24. Gender Differences
    25. 25. Men What do you do when you face a problem?
    26. 26. Men What do you do when you face a problem? • Go Quiet • Think much • Communicate little
    27. 27. Women What do you do when you face a problem?
    28. 28. Women What do you do when you face a problem? • Talk • Think out loud • Communicate lots
    29. 29. Expressing feelings versus expressing
    30. 30. 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.
    31. 31. • 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.
    32. 32. 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.
    33. 33. • 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.
    34. 34. 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
    35. 35. Language
    36. 36. 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
    37. 37. 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
    38. 38. 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.
    39. 39. 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
    40. 40. Listening
    41. 41. Listening
    42. 42. 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
    43. 43. Listening: Learned first, Used most (45%), Taught least. Speaking: Learned second, Used next most (30%), Taught next least.
    44. 44. Reading: Learned third, Used next least (16%), Taught next most Writing: Learned fourth, Used Least (9%), Taught most.
    45. 45. 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.
    46. 46. Interpreting:  The process of decoding the symbols or behavior attended to. Evaluating: The process of deciding the value of the information to the receiver.
    47. 47. 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.
    48. 48. The Law of Communication: To truly impart information requires the building of bridges
    49. 49. Thought - Feeling - Action ...back to Howard Hendricks; All communication has three essential components: Intellect - thought Emotion - feeling Volition - action
    50. 50. 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.
    51. 51. 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?
    52. 52. 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.
    53. 53. 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.
    54. 54. 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”
    55. 55. 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.
    56. 56. 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.
    57. 57. 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?
    58. 58. 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?
    59. 59. •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?
    60. 60. The Law of Communication: To truly impart information requires the building of bridges
    61. 61. 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
    62. 62. 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
    63. 63. 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
    64. 64. 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
    65. 65. 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
    66. 66. 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.
    67. 67. 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
    68. 68. 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
    69. 69. 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].
    70. 70. Then you need a conclusion Usually it is the least prepared part of a message.
    71. 71. 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]
    72. 72. 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 –
    73. 73. 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.
    74. 74. 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:
    75. 75. Use an argument. Use a warning. Use compassion. Use vision. Use encouragement. Use indirect conviction.
    76. 76. Make it personal. Restate your major points forcefully. Use a compelling illustration. Use a piercing question. Use surprise.
    77. 77. 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.
    78. 78. •Don’t just summarize your message. Conclusions are more than summaries. It’s where you challenge your church to apply the message.
    79. 79. •Don’t blame the clock when it’s time to wrap things up. •Don’t say “now in conclusion” unless you mean it.
    80. 80. Think through your closing prayer. A closing prayer of commitment always applies the points of the message. Remember to say this closing prayer slowly.
    81. 81. “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)
    82. 82. 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
    83. 83. The Law of Communication: To truly impart information requires the building of bridges
    84. 84. Presenting…
    85. 85. Presenting… Helpful Hints for Delivering Successful Presentations etc.
    86. 86. 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
    87. 87. 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
    88. 88. 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
    89. 89. 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
    90. 90. Ask, “when I finish what do I want people to remember?” During the presentation I want to appear _____________________ _____________________
    91. 91. 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
    92. 92. 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
    93. 93. Rehearse Language Use appropriate words Technical language and/or jargon
    94. 94. Stories, anecdotes, objects Good visual aids Make sure they are clear and high quality WAM them What About Me – identify with the group
    95. 95. Length of presentation Must know Should know Could know Good notes Read-Speak? Read at 100 wpm, speak at 500
    96. 96. Find out what works for you!
    97. 97. 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
    98. 98. Check the logistics (room etc.) Do you know where to go? Is it tidy? Is the equipment ready
    99. 99. Distractions General - Someone walks by, a noise, an insect, a late arrival... Personal - lack of sleep, illness, worries, financial problems, having had an argument...
    100. 100. You can’t do anything about most distractions, apart form understanding that they will be there
    101. 101. • Room temperature • Room setup • Think things through before the presentation - and then eliminate as many possible distractions as possible
    102. 102. 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...?”
    103. 103. • 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
    104. 104. The Law of Communication: To truly impart information requires the building of bridges

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