(Omal stresses the importance of patience and good parenting skills. He explains how you learn through teaching by breaking an explanation down to to where it is easily understandable to someone else. In doing so, you learn more about the subject and it can be passed on by that person later.) 

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Omal: greetings and felicitations.

Russ: greetings and felicitations Omal.

Skip: greetings Omal, I appreciate it.

Omal: greetings Skip, greetings Russ. Okay it actually brings up a interesting possible discussion in explanation of any topic. The easiest way to understand and to improve your level and learn something new is to explain something to somebody that does not understand to the point where they do understand. By breaking it down and breaking it down and breaking it down so that it becomes easily understandable for them, you in turn are learning something and in learning something, you learn something not only about teaching or about the individual you are trying to teach but about yourself. You learn the necessary patient skills necessary to be able to advance to a higher level where it is necessary to be patient. As a teacher, it is very useful to be able to speak in a way that is easily understandable, not rapidly. How often do you see us up here with the exception of maybe our resident 8th/6th dimensional individual (Leonedies) that thinks on a totally different speed pattern and has not yet learned to slow down his thought processes to a level where it is acceptable to you but as a rule, none of us talk particularly fast.

Russ: uh-huh.

Skip: uh-huh.

Omal: that is because if we were to talk in our normal modes, it would be difficult to understand and the words that are of multiple meanings could be easily misconstrued in a different way. So is very important when explaining something, is to break it down into easy understandable terms. And as I stated, you learn and the person you are trying to teach learns. This is very useful for you Russ, not with your computer individuals but with your domestic situation.

Russ: uh-huh.

Omal: that being able to break down and break down is something that is very important to being able to teach and to learn. Whether an individual totally comprehends depends on how far you break it down and to break it down to the barest essence is something that is very useful. When you break it from a advanced step down to a very basic level of understanding, it gives you the opportunity to learn even more about the subject that you are discussing. One of the problems that I perceive in many of your teachers is that when they are explaining, they assume automatically that you understand what they are talking about.

Skip: uh-huh.

Omal: which is in actual fact itself a mistake because there are various different jargons used by various individuals in respectable fields that they assume automatically that you understand. Now for example, getting on to a little bit of a continuing running joke between Skip and Kiri, if Kiri was to explain in English how to construct the warp core, the jargon that she would be using would be totally incomprehensible to you and to anybody but a highly trained spatial engineer. So therefore she would have to break it down into its barest essence instead of using jargon words that is a concept and an explanation, she would have to break it down even further and then probably further again down to a level that would be understandable for not only Skip, but for those on the webpage and of course that is a no-no.

Skip: yeah, right.

Russ: it could never see the light of day.

Omal: that is correct however, my comments that I am making in explaining the warp core and the ongoing joke and the explanation are very acceptable for your web. So as a learning tool, it is necessary to be able to break down to a very easy level. Now Skip, you are also in the same situation but on a slightly different setup than Russ is in his domestic arrangements. You have a young man that is a very potentially bright individual that has difficulty when jargon is used but is very inquisitive and has the potential intelligence there to become very advanced and capable although his motivation from what I've witnessed is to use one of your terms, "needed a swift kick in the behind?"

Skip: no, not really. He's fine, he's fine, he's just a typical young man.

Omal: okay I misconstrued what you implied.

Skip: no that's quite all right, no, no, no. He's a typical teenage boy, he's in a very difficult situation in life right now which is whether do you play with the toys or you chase the girls.

Omal: that has been a long time for me.

Skip: (laughs) probably has been and it's been a long time ago for me but I still remember.

Omal: it has been.......nevermind.

(everyone laughs)

Omal: in the same situation that you have the potential to take this young man and even though he plays with the toys and chases the young ladies he still has the potential there to become very successful.

Skip: uh-huh, I'm trying to help him with that.

Omal: yes, very much so. I have watched when he has been present here on the way that he interacts and the way that you get him to do the thought processes. But in explaining, if you break it down to him as I suggested with Russ to the simplest forms until he can repeat it back to you and say "yes I understand, I grasp that."

Skip: uh-huh, uh-huh.

Omal: and if he says, "you're treating me like a child", explain to him saying, "I want you to totally understand it and I'm not going to assume because there is no crime in asking the question. If you ask the same question a hundred times, it means that you do not understand so it is necessary to explain it in more detail so you do understand. It is not meant as a insult but it is meant as a tool to help both you and myself."

Skip: uh-huh, uh-huh.

Omal: okay now having spoken my piece on education and the tools and needs to be able to explain to the most simplest form, let us open the floor.

Russ: okay. In working with Daniel, my Daniel and when he gets to be that point where he's asking questions and needing to get answers and I know that's going to happen, learning the patience to deal with that is important but at the same time, he is growing up so fast won't he want to learn as quick as he can?

Skip: can I intercede here?

Omal: yes certainly, I was about to say, I think you know the answer to that.

Skip: okay, I've raised quite a few children, not all my own okay? I found that when a little person and I don't care if they're this tall or this tall ask a question, give them a direct answer as simple as possible and don't go into any detail. And that seems to work better than anything else. If they want to know details, they'll come back and ask you.

Omal: exactly, exactly. I was going to say something a little bit more pompous and long-winded.

(everyone laughs)

Skip: sorry, I didn't mean to interrupt.

Omal: no, you've simplified what I was going to say tremendously.

Skip: okay but it seems to work better than anything I've run across. They ask you, "well how come I'm different than a girl?" "Well because your plumbing's built on the outside and her plumbing's built on the inside" and let it go.

Omal: you do not elaborate.

Skip: that's it, don't explain any further. When they want to know further they'll come ask you.

Russ: that's handy information, that's a good little tip.

Skip: that's it.

Omal: as I said, I would've put it much more long-winded and more pompous.

Skip: I'm sorry, I didn't mean to interrupt.

Omal: no, you've just given the ideal explanation to my comments on education, you simplified it.

Skip: right, simplify it as far as you can and don't elaborate, don't elaborate. Now when they get into their teens, they'll ask you a question, you give them an answer and they'll say, "well why is this?", then you start elaborating. But you're starting out with the simplest possible answer you can give them.

Russ: makes sense.

Skip: okay? And you still give them the simplest possible answer you can.

Russ: see I don't remember my growing up years and what I asked or how I got answered or anything.

Skip: oh I can.

Omal: now to add on to what Skip was saying is to simplify it and if they want to know more they will ask more and they will continue to ask and as they ask, you elaborate more but leave it always open for the question to follow. I remember, oh a long time ago when I was not much older than Skip, this is a very hazy memory and it's possibly a memory of a memory. I remember asking repeatedly why, why is that so? Why as an individual does that happen? Why is the difference between a group consciousness and an individual consciousness so radically different? Certainly the words and the questions were much longer but they were always prefaced admittedly in my own language, why, how, how is that so, why is that so? And in asking those questions, I learned. Also my teachers aided me in those learning, they always left the answers open for the following question, how, why and so on? So that it is always set up in a way. Now a teacher is different than an individual that is showing and explaining. A teacher is an individual that explains in detail but always leaves the question open of why, what comes next? What is the next step in this? Why is that so? How is that done? Why is that necessary? What if we do it this way? No it doesn't work that way because it is set up in a factor that is equal to the proportion that is necessary for the advancement. Well why is that so? So therefore the setup is always to answer the next question or to set up the next question. And a teacher will set up in such a way that they know the next question that is going to be asked and they know the answer that they will give and they set it up so that they leave it open for the following question. When you ask one question, for example, why does the fingers work in the way that they do? Well the explanation is that the muscles as you contract on one side tighten on the other side so the finger pulls. But why does that work that way? Well it works that way because the electrical impulses are generated from the mind to the nerves and the tissues and the tendons and so on.

Skip: now there's one thing you're going to find as your son grows and it's going to drive you crazy, think about it every time he says it. "Why does it do this, why does it do that?" Why, why, why, why? And it's a constant question.

Omal: Russ can you make me a promise?

Russ: uh-hmm.

Omal: never say the words when asked the question why, because.

Russ: just the word because?

Skip: yeah.

Omal: because.

Skip: because, that's not an answer.

Omal: that is not an answer.

Russ: I'd be happy to make that promise.

Omal: okay.

Skip: you will come up to that point sometimes because you're....okay, let me take it from my own experience.

Omal: please do so.

Skip: you get impatient because you're trying to accomplish something and the little person comes up and says, "why daddy?" "Why what?" "Why are you doing that?" And the first thing that comes to your mind, "because", back to your work. Remember that.

Russ: oh I will, I can promise.

Skip: yeah, yeah remember that because it happens, it's a normal human reaction. Now you don't want to be bothered and yet you don't want to put the child off.

Omal: okay now the punishment is my standard punishment.

(everyone laughs)

Omal: if Karra tells me that you have said those words....

Russ: and she will.

Omal: because, and she will, you will do 100.

Skip: ohhhh, ouch.

Russ: frick, well.......

Omal: if I hear it a second time.....

Russ: he's going to get the full explanation anyway, I just want to make sure he learns.

Skip: but you understand where I'm coming from?

Russ: yeah.

Skip: this happens because mentally you're involved in something and this little person comes up and says, "why does this work this way daddy?" Now it's completely irrelevant to what you're doing.

Russ: yeah I've said it before to the kids in the shop, I know.

Skip: yeah it is completely irrelevant to what you're......

Russ: because it does.

Omal: now it's not going to be double to 200, it's good be multiples of.....the first offense is 100. The second is 1,000.

Skip: ouch.

Omal: oh yes, but this is important because you are shaping an individual's mind.

Russ: oh yeah.

Omal: you are shaping not only your future but your species' future.

Russ: that's a rather large statement.

Omal: an individual is a part of the species.

Russ: right yeah......

Omal: to shape an individual, shapes the species even in a minute, imperceptible amount. It gets back to the analogy of the butterfly and the typhoon.

Skip: sometimes it's very, very difficult, very difficult to try to pull yourself away from what you're doing to answer questions the little people ask.

Omal: okay here is a comment. If everybody in the Chinese Republic was to stand on a chair and jump off at the exact same time, they would cause a tidal wave which would sink Hawaii.

Skip: uh-huh.

Russ: wow.

Omal: it is a humorous comment, it is also inaccurate.

Russ: oh.

Omal: it was meant to produce a laugh reaction.

Russ: oh, I thought it was a factual statement.

Omal: no.

Russ: I thought, they really did the research on that one, I'll tell you.

Skip: but China holds a quarter of the world population too, 25% of the world's population.

Omal: yes, it was a very poor attempt at your humor.

Skip: that's okay, we'll let it go.

Omal: maybe to some of our less experienced individuals I may do so. Okay, thank you very much.

Skip: thank you Omal.

Russ: thank you Omal.

Omal: I can still do it (holds up he Vulcan greeting), live long and prosper.

Skip: you have a good one.