Communication -4

Communication -4

Achieving Clarity---4

e] Updating:

One of the key elements for staying atop in any avocation is system-   -atic updating.It is erroneous to believe that with vocabularyand gra-     mmmar in our possession, we need little to bother about communica-  

tion. Such a tendency helps stagnation and does not amplify our efforts 

tto stay relevant all the time. The term ‘updating’ has several attributes. 

These include domains of language, observing and absorbing ideas 

from cultures of confluence, contemporary phraseology,improved    

styles of expressing and drawing from domains of knowledge that  are 

not ours by training. The suggestion is to be alert and open   to 

receive anything new. 

Progress is a process of ceaseless effort and expansion, devoid of 

stagnation. Stagnation is an unhealthy situation that breeds contempt 

for efforts of striving.    After all,  updating one’s skill 

of communication does not involve   high cost or time since the 

process is continual, on-going and it helpss to gather things as 

they ‘come’. Moreover, there is a delight   of advancement’ that

can never be achieved or surpassedy    by   inferior attainments. 

People who fail to recognize the power      of  communication [as 

many of them lack the skill] suffer silent  ignominy of person-

al realization of incompetence. 

The glory  of  humanity lies in its effort to progress. Let us be human in by approach.

f ] Confusion Vs Clarity

Confusion and its antagonist –clarity, are descendants of teaching-learning efforts. In as much as being products of teaching-learning, the immediate factor is the ‘teacher’. Substantial contribution to human life comes from teachers in making the child receptive or defective. While, it is uncharitable to blame the teacher alone for the child’s inadequacy, it is also true that some teachers ‘blunt’ the natural skills of children by their lackadaisical approach to work. Teaching is a profession where ‘functional ethics’ silently dominate the child’s attitude to learning.  In order that the teacher makes self,   perfect, ethical parameters are considered. In plain terms, teaching is a mind game and the teacher must  mind the game. If not, it all sinks to abyss blissfully, damaging the attitude to listening and thereby ‘learning’.  Learning rests on grasping, invariably through the process of auditory reception of ideas; the efficacy of grasp is fortified by effective communication. Effective communication is a delight as it triggers further effort to learn and strengthens the learner’s desire to muster the right skills of communication. Thus, a legacy sets in as ‘Guru-Sishya parampara’    -a state of venerated ‘Teacher –Taught’ association or ensemble. Undoubtedly bonds of affection blossom between good communicators and their disciples or recipients –the learners.  

CONCLUDED