It’ll grow back. That’s what I kept telling myself as I walked out of SuperCuts yesterday. Even though we have lived here almost a year and a half, I still haven’t found a place that I am satisfied with how they cut my hair. It’s not that difficult, or so you would think. Just a simple clipper cut on the back and sides, then blend the top to match with scissors. But so far, it has proven to be a challenge to find a place that can provide the right quality, price, and service.

From experience, I have learned there are different gauges for clipper guards. The clipper guard determines how close the clippers cut. Some sets are numbered 1-8, and some are numbered 1-4. The higher numbered guard is about the same length on both sets. Obviously, the set with 8 has more steps in between. The next to the longest guard cuts it to the length I prefer. With some sets that is 7, with the 1-4 set it is 3.

When the hair stylist asked how I prefer to have my hair cut, I asked whether her clipper guards are numbered 1-4 or 1-8. She acknowledged my understanding of the tools of her trade and replied that she has both. She chose the #3. What I didn’t understand at the time, (and I doubt that she still knows) was that her first sets of clipper guards were numbered 1-4 and the “other” set was 5-8.

After the first pass up the back of my head with the clippers, it became immediately obvious to Diane (who was standing behind me) that this was shorter than usual. But it’s too late now. Oh well. It’ll grow back.

In spite of my best effort, there was a failure to communicate. I understood what I was saying to her and she acknowledged that she understood what I was saying. But the results proved otherwise. Unfortunately, we find similar “failures to communicate” in our teaching.

Too often our students nod their heads and parrot our dogma, but have no comprehension of what we said. This is evident by the results. The causes are complex and there is no simple solution, but we must be diligent to communicate our faith to those in our charge.

To do this we need to know what our students are hearing. Sometimes the words we use are misunderstood or not comprehended. They may be able to pronounce the word and use it in a sentence, but have no idea what it means. We have to avoid the jargon and technical language of theology and Christianity. Use words and expressions that communicate the truth.

We need to demonstrate what we are saying. We have to become a living illustration of what we are teaching. Some lessons are caught better than taught. We need to show our students how to live out the faith. They need to see us respond to our fears and frustrations in a manner that is consistent with what we say we believe.

We need to understand what our students are saying. Sometimes the lesson they need at the time is not the one we have prepared. Listen to them. Find out what is happening. Hear what they are saying. We can gain insight to their needs. We may detect a misunderstanding or incorrect perspective.

We need to be real. There are plenty of examples of insincerity in the Christian world. A genuine follower of Christ, one who practices the teachings of Christ, will make a difference in the lives of those around him or her. One of the problems many people have with “Christianity” is that they have never actually seen the real thing.

We need to build relationships. It takes time, it takes commitment, it takes caring. We have to be involved in peoples’ lives to have an influence. That means stepping outside of our comfort zone and altering our schedule, so we can be where they are.

As frustrating as a bad haircut is, it is temporary. In a couple of weeks, my hair will be the length it normally is when I get it cut. Failing to communicate our faith and the truths of God’s Word will have life-long and, in some cases, eternal consequences.