Communication-Skills Tutorial for Vets




We are always manifesting our intentions; most of the time we are not aware of our intentions and so we're surprised when we see what our leadership-communication skills have produced.


The way to discover what you have been intending is to look at the results you've been producing for yourself and those around you.


Just because you don't know how you manifested a result doesn't mean you didn't produce it. The trick is to discover just what the genius in you has been up to that you would, say (albeit unconsciously), mostly non-verbally, manipulate your spouse into cheating on you; for certain, part of what such a result is about is for you to discover that what you think communication is ain't it. Communication mastery is not taught in schools.


One of the prerequisites for communication mastery, to consistently manifesting your stated intentions, is to put-in/restore and maintain your integrity.


The following is excerpted from the Communication-Skills Tutorial for Teachers.


Whether or not a student does his/her homework (turned in on time, done completely, with neat penmanship) is a function of a teacher's leadership-communication skills, specifically his/her intentions.


Communication at the level of skill is not taught to university education majors, in part because any communication mastery curriculum addresses the correlation between personal integrity and outcomes. Mastery requires that one be willing to communicate through to mutual satisfaction, to tell the truth under all circumstance, to give up gossiping and blaming, to master the ability to create agreements that work, and, to clean up (acknowledge) life's perpetrations—one gives up the option of saying—"I don't want to talk about it." During such an intense curriculum everyone confronts quitting, especially when they get angry. Quitting/shutting down is a control and take-away communication. Universities cannot afford to loose an angry student's tuition.


Teachers who intend for homework to be turned in on time and neatly, produce that result. Communication is a function of intention. To master communication one must be willing to study the subject of intention. Intention as a communication variable is not taught in university speech/communication courses, ironically it is included in advanced leadership/sales training curriculums.

To be clear about intention one must be willing to look at and study the premise that results equals intention. This is a very challenging place to operate from.

For instance:

I said I wanted a certain new client. I did all the right things, yet the client declined. Why would I go through the motions, truly believing that I intended to get the new client, all that work, if my unconscious intention was to fail? For me it was to discover that I wanted to be right, that they wouldn't recognize "intelligence" if it bit them. H'm, I'd rather be right than succeed? 


Back to homework: Many teachers lie when they pass out homework and some students know it. What many teachers communicate non-verbally is:

For those who want to do the homework here it is, however, if you don't want to do it I most likely won't make you do it. And, you know from experience that even if you do turn it in I'll allow poor penmanship.

As you know you can sometimes count on me to forget to collect it. Also, as you've noticed, there really isn't any immediate consequence for not turning in homework; you know that I do not call your parents and tell them that both you and they have broken our Student-Teacher-Parent Homework Agreement.

For everyone's homework to be done consistently, to an agreed upon standard, one starts with intention. That is to say, a teacher can honestly believe they are intending for everyone to do the homework, yet find out later that that's not what they were up to (read The Homework Story).

Results other than envisioned always reveal that one has another agenda, something that needs to be addressed (handled-completed) en route to consistently manifesting one's stated intentions.

If you have a student who is failing a good place to start from is to ask yourself what you want to be right about rather than have the student succeed? Complete this sentence, "I want to be right, that . . ."


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