To Know the Truth and To Make Him Known

Creating a definition for communication is described by a textbook as “impossible” and not “very fruitful” (Littlejohn & Foss, 2011, p. 4). However, personalizing communication within the context of my life experiences provides fertile ground to bring essential concepts to life. My professional life has focused on Christian secondary and elementary education. My desire is to echo the words recorded in III John 4, “I have no greater joy than to hear that my children walk in Truth.” The foundation of Christian education is evident in two cross-curricular disciplines, Bible and Language Arts. I have adopted the theme: To know the Truth and make Him known.

To Know the Truth

God has revealed Himself in the Word of God coaxing us to seek Truth through the Author of Truth. As an educator, my first priority is my relationship with this Author. “His divine power has granted to us all things that pertain to life and godliness, through the knowledge of him who called us to his own glory and excellence, by which he has granted to us his precious and very great promises” (II Peter 1:3,4).

To Make Him Know

No matter what discipline I am communicating to my students, I desire to inspire them to know that the Author of Truth is revealed through His Word and His creation. Integrity is essential in this communication to my students as the messenger and the message must match. “Show yourself in all respects to be a model of good works, and in your teaching show integrity, dignity, and sound speech that cannot be condemned” (Titus 2:7-8).

My stated purpose in communication is consistent with Frank Dance’s (Littlejohn & Foss, 2011) three dimensions of communication. The first dimension is a level of observation that is broad and comprehensive. My students have the opportunity to observe my knowledge of the information, my ability to communicate that information, and my character and integrity as the conveyor of the information. The second dimension is my intention that student change behavior or attitude based on the content of the information communicated.

As an educator, the third dimension of a normative judgment is a key aspect of the communication process.  Educators cannot be satisfied with an intention for students to connect with the information. I must consistently assess my students to determine whether the transmission of information is successful. Assessment of student learning (Caffrey, 2009) comes in the form of formative and summative assessments. Formative assessments are relationship-based assessments that occur as the information is being communicated. Questions and observations provide the basis for gathering data to determine if the information is being learned. Summative assessments tend to be more formal collection of data to determine learning from a chapter test and to the high-stakes testing used to assess a school’s Annual Yearly Progress.

I believe that principles of communication inherent in my professional definition of communication are also essential to my personal communication. My desire to live a consistent life based on the revealed Word of God that clearly proclaims Truth in both speech and deed. I pray for the sensitivity to understand those to whom I speak so that I can present the Truth in a compelling manner whether they are in an academic setting or across the street.

Caffrey, E. D. (2009, April 9). Assessment in elementary and secondary education: a primer. Retrieved March 24, 2013, from Federation of American Scientists: http://www.fas.org/sgp/crs/misc/R40514.pdf

Good News Publishers. (2001). In The Holy Bible, English Standard Version. Wheaton: Crossway.

Littlejohn, S. W., & Foss, K. A. (2011). Theories of Human Communication (Tenth ed.). Long Grove, IL: Waveland Press.