Vayeilech- Communicating Clearly

"Take this book of the Torah and place it at the side of the Ark of the Covenant of Hashem, your G-d, and it shall be there for you as a witness." ~Devarim 31:26

Rashi on 31:26 
At the side of the Covenant of Hashem- The Sages of Israel argued about this in Tractate Bava Basra. There are those among them who say that there was a board protruding from the Ark on the outside and there [the Torah scroll] was placed. And there are those who say that it was placed beside the Tablets inside the Ark.

Discussion Point:
Clarity of descriptions and directions are a key aspect of communication. If I say something that I think is clear, it's only really as clear as the way the other person hears and understands it. Sometimes there are language or cultural barriers that create a need for extra-specific clarity or explanation, but, in general, even in an everyday setting with people who speak the same language and use the same cultural cues, it is still important to include details and descriptions that add to the clarity of the information that you are trying to communicate. In the statement above from this week's parsha, there is enough ambiguity that it's unclear exactly where the Torah should be stored in relation to the Tablets in the Ark. 

Consider the following- I could tell you to:

1. get the dish from the kitchen
2. get the dish from the cabinet in the kitchen
3. get the dish from the bottom left cabinet under the window in the kitchen

All three of those directions request the same item and sound fairly clear, but the third one will leave my messenger the most sure of their task and help them formulate their plan for following my directions.

Suggested Activity:
Students of any age who have reached a level of interactive play and communication with peers can practice formulating a direction and sharing it with the class or in partners. Partners should test their friend's direction to see how clear it really is when they try to follow through. How much do you need to amend your directions or help your friend in order for them to do what you asked? The fewer changes you need to make, and the less help you need to give, the clearer your original directions are. Younger students might want to do this with directions for a physical task- moving around the room to complete a task. Older students can give directions for a physical or written task- moving around the room, following a specific path through a section of the school, creating a drawing, a pattern, or a sequence.
Students can adapt this activity to whatever their developmental level. Moving from verbal directions to clear, specific written directions also increases the difficulty level for students.