What is the point?

Tom Ingram from BIG TOM Driving School discusses how teachers leaving the teaching profession can indirectly help PDI's to stay on course

An excerpt from one isolated article that is describing the teacher retention and recruitment crisis:

As one former teacher, Zoe Brown, who quit last year, told The Independent: “In some ways I don’t feel like a teacher at all anymore. I prepare children for tests and, if I’m honest, I do it quite well. It’s not something I’m particularly proud of, as it’s not as if I have provided my class with any transferable, real-life skills during the process. They’ve not enjoyed it, I’ve not enjoyed it, but we’ve done it: one thing my children know how to do is answer test questions.”

I attended one of my son’s parents evening last night where it was said more than once by teachers, “So George, what you need to do is just get better at taking these tests.  I can help you to revise, there are strategies for taking the tests to ensure you are reading the question properly.  You see, if you can do this George, I can see no reason why you shouldn’t come away with a “x” grade.  But you do need to really focus on these tests George.  Will you do that?”

I’m looking at George, a face of despondency.  I turn round and look at this slow moving chain of parents all being served with similar sounding advice.  Due to the storm last night, and having no power in our streets, we get back from the school with fish and chips. We discuss over the meal about why the target grades are lower than his achieved grades in 2 subjects; it turns out to be some technicality of the true meaning of “target grade”.  George is subjected to yet more stern words of advice from my wife and I about application, focus, perseverance, aspiration blah blah blah.  “Oh boy, what a thoroughly miserable existence” I think to myself as I look at my poor son.  Every day in my office I see his face in the photo above.  How utterly sad.

As Zoe says above, the pupils are not enjoying it (I see enough of them in my driving school car that backs that fact up), the teachers are not enjoying it, employers are stating that school leavers are falling short – it is nothing short of a complete disaster, and without wanting to appear overly dramatic, is not far from wilful neglect of our young talent. 

When the dust had settled last night I went on my facebook and put “There goes another Parents evening…. I don’t know how teachers do their job…. I really don’t    #respect”

It would appear teachers are increasingly choosing NOT to do their job – and frankly, who can blame them?

The fundamental reason why I believe any trainee driving instructors need to take heed here is because this situation, the obsession with tests, is just demeaning to all.  The definition of “demean”: 1. Cause a loss of dignity or respect for  2. (demean oneself): do something that is beneath one’s dignity.

I taught a 60+ year old retired English teacher how to drive a few years ago.  Occasionally, these people come into our lives, enrich us, and then leave.  It’s most annoying… the “leave” bit.  He echoed all of the above; he retired early.  I can’t say with certainty whether he used the word “demeaning” to me, but that was the thrust of his grievance.  A teacher all his life, on top of his game, about as much of an expert in his field as you are going to find, and he can stand it no longer and retires.  Shame on the politicians – they have much to answer for.

So my advice in summary is if you do choose to come into the industry of driving training, don’t lose sight of the fact that we are working with creatures of soul, dignity and complexity.  Don’t let the subject of “tests” get in the way of a wonderful learning experience.

Tom Ingram provides PAYG driving training for trainee driving instructors 0775 607 1464

Clarifying learning outcomes

In this blog from Tom Ingram (Owner of BIG TOM Driving School) PDI’s are invited to consider the manner in which learning outcomes are realised.

It is a great shame if a driving instructor is unwilling to check what learning outcomes are being achieved when we work within a 1:1 learning environment.  The reason why this is so important is because it is a measure of how effective the learning is for any given pupil.  If a pupil is able to explain to us how a particular key learning point is meaningful to them, this is really powerful, because it is demonstrating to us that there is specific, deep thought being applied to the learning process.  It is the pupil’s learning experience that will determine the learning; no amount of a driving instructor repeating the letters “M S P S L” to a pupil who is not engaged is ever going to affect learning outcomes.

The balancing act for an effective driving instructor to consider is where the pupil is at any given moment of time.  Early days of learning to drive can take a great deal of cognitive effort, and they are working hard. As the competence increases space is created in the brain for the pupil to be invited to consider connecting themes such as the relationship between speed and gears.  Increase that competency yet further and a pupil can be invited to consider what they can now do to improve further rather than settle for what they can now achieve.

Assisting our pupils to recognise where they currently are in the learning process is deeply beneficial to them as it helps to provide some perspective.  A pupil is not necessarily going to know “how to learn”, they may not naturally be able to perceive the importance for them to actually relate to learning.

I will provide below a few examples of how we can clarify the effectiveness of learning outcomes, all are real, one of which was mentioned in this blog a long time ago, but if I group them together I think it will assist for the purpose of this blog.

When introducing to a pupil the key “ingredients” of an effective reversing manoeuvre (it matters not which one we are talking about, this applies to them all), I was emphasising the necessity of 1.  Control of the pace of the car so as to provide some “order” to proceedings    2.  Accuracy of the position of the car in the road so as not to unduly affect others whilst also maintaining safe gaps   3.  Making effective observations all round to keep things safe at all times.  I invited my pupil to think on that concept for a moment and asked if there was an example he could think of from his own experiences to date that chimes with that structure.  He used to play football to a high standard and was able to explain to me the importance of a disciplined and well executed start play from the keeper in order to then perform a particular set move further up the pitch.  Fail to pay attention to the detail from the keeper and it has consequences for the ultimate objective later on.

Whilst introducing the different purpose of the central mirror vs the side mirrors to a pupil, I naturally then went on to explain how this inevitably results in mirror check observations being performed in pairs.  My pupil who was well versed in metacognitive techniques thought about this for a while and then said to me “So it is a bit like ‘BBC’ then.  ‘Blink, blink, click' – yes I will remember that".  Referring to the eyes looking initially at the central mirror, then the corresponding side mirror followed by the signal.

Whilst discussing the importance of controlling the speed when practising approaching roundabouts so as to enable the eyes to make the necessary essential observations my pupil thought about this and then with some degree of effort explained how he was visualising that concept.  If he was attempting to scroll through to a particular bit of a film that he had watched up to, the chances of him being able to pinpoint the exact place he was trying to identify would be greatly improved if he scrolled through at x2 rather than x30.

The examples here whilst being factual are really not important, what is important is that when a pupil engages with me in this manner, I can tell that the learning outcome has some meaning to them.  The chances of my pupil continuing to remember key safety concepts and techniques are greatly improved if they can relate to it in some way.  Sometimes though, we do need to help them on their way with this kind of personalised learning.  For starters, we need to provide them with the opportunity to deeply think, it is the act of deeply thinking that drip feeds the long term memory.

To summarise.  Clarifying learning outcomes is essential.  One consistent theme that I have witnessed over time is how effective it is to the learning process when the pupil is willing and able to consider the way in which they like to learn.  If they can determine how things happen in the car, and in doing so, that facilitates them to actually think about what is going on….. this is powerful stuff.

Tom Ingram provides PAYG driving training for trainee driving instructors 0775 607 1464

Misconceptions

This blog from Tom Ingram (Owner of BIG TOM Driving School) identifies one of the major obstacles to an effective learning experience that can affect some learner drivers, miconceptions.

The attitudes and beliefs of our learner pupils are the lifeblood of potential misconceptions; it is unwise to make generalisations about all pupils as their thoughts and feelings are pretty unique to them.  However, there are a couple of particular misconceptions that I have repeatedly seen over the years and it can really affect the motivation of pupils.

The first misconception can be created by ignoring the fact that previous experience can have a significant effect on how long it will take a pupil to learn to drive. “Experience” in this context is wide and varied.  The most obvious examples include how much experience a pupil has of operating any movable object: petrol kart, scooter, car, van, tractor, cycle, motorbike etc.  This experience will have introduced the pupil to the concepts of multi-tasking with hands/feet/eyes but also may have provided them with some form of “road sense”: spatial awareness when passing parked vehicles, understanding when they have to give way to others, developing a sense of perceived danger, assessing how events are likely to occur in traffic situations.  However, “experience” can also include how much the pupil is practised in effective learning.  A pupil who has not experienced a meaningful learning environment that literally assists him/her in learning, can be troublesome.  It may not be obvious to all pupils the difference in outcomes of failing to effectively learn for an English essay, as opposed to safe driving on public roads. 

The other misconception that has repeatedly cropped up in the past is related to the pupil’s perception of the end goal.  This one is equally as tricky to deal with because as with the previous, it is linked to attitudes and beliefs and sometimes we simply do not know what we do not know.  Pupils can be ‘driving test’ oriented in their goal setting, and in such a strong manner, it actually obstructs their ability to learn how to drive.  They speak to friends and family and are bombarded with a range of opinion which can be entirely misleading and potentially very confusing.  One classic example of this is where the parents of a pupil are saying to their son/daughter how they should not be concerned about failing the driving test “It is not the end of the world”.  This advice might on the face of it seem sound, reasonable and balanced.  But for the ears of a particular kind of pupil, these words are deadly.  For a nervous, anxious and unconfident pupil to keep hearing these words of advice from parents will have profound effects on outcomes.  Firstly, the message can be construed as preparing the pupil for failure, “Don’t worry, we can sense you are not confident, and we want you to know that we also are expecting you to fail…. and that is fine with us.  You fail, it is absolutely fine”.  Secondly it is depriving the pupil of the right to own their learning experience.  The message sets the parameters of the learning (the driving test), and it is excusing the pupil of not ensuring they are properly ready to take the driving test when they feel they are ready.  Rather than the pupil attempting to consider if they feel that they are safe and confident to drive on any roads, in any weather, in the dark or in the daytime, instead the parent(s) has focussed the mind of the pupil on the driving test only, with an indirect message of “Come on, crack on, get yourself to test, don’t worry yourself if you fail”.

The first one is tricky because driving instructors when presented with this kind of pupil need to raise the awareness of the pupil of the task in hand.  The DVSA Driving Standard is very good on this theme.  It is all about attempting to explain to a person all the different aspects that learning to drive involves, in order for them to see the size of the mountain they have in front of them.  Some pupils enter into the experience thinking they are going for a 15 minute stroll up a hill, with no concept of the personal attributes required in the journey ahead…. planning, perseverance, co-ordination, goal setting, self-awareness, responsibility.

The second one is tricky for a driving instructor, because these beliefs will be deeply felt and will be all the more “concreted” in to the heart with the constant reinforcement of friends and family.  What should be added is that the people who make these kinds of remarks do not do so with any malice or ill-feeling; these kinds of opinions roll off the tongue with sometimes very little conscious thought for how they may be perceived.  Even when parents and grand-parents do give thought to what they are saying, they are not necessarily aware of the consequences of how these opinions are being interpreted.  What might seem blindingly good advice to one person, does NOT in itself mean it will assist the next person….. not by a long way.

To summarise.  As a PDI, you are about to enter an industry where the time you spend with your pupils needs to be “positive time”.  Dealing with misconceptions IS “positive time”.  At my driving school, we work tirelessly withour customers at the front end of our training, before a single penny has been exchanged, attempting to deal with ANY potential obstructions to learning, and these 2 misconceptions are right up there.  By the way, if you ignore these beliefs held by some pupils, you really are not much more than a parent/grandparent/friend giving the pupil some mediocre driving lessons about the robotic driving actions involved in learning to drive.  It is not smart, it is directly against the guidelines set out in the DVSA Driving Standard, and it is unprofessional.  

Do not allow yourself to fall in to the “compliance” driving instruction mode, whereby you recognise that your pupil is struggling to progress, so therefore you just tell them what to do.  They will do it for a while, but as this lass demonstrates quite effectively, 8 months after passing the test and she is switching lanes in dual-carraigeways with no observations before steering.

Tom Ingram provides PAYG driving training for trainee driving instructors 0775 607 1464

Consequences of cutting corners

Tom Ingram from BIG TOM Driving School expands on the need for driving instructors to take some responsibility for consequences

My family were having a pleasant enough day; a swim at the gym followed by a lunch out.  As my wife is driving in the outer lane of a dual-carriageway a young lass to our left decides to swap lanes with no observations. I do literally mean no observations.  I was sat in the rear of our car, on the nearside and had a perfect view of the drivers' head and eyes, and there was not even a right mirror check, let alone a 'chin to shoulder' to the right. The result is extensive damage  (£6000+) to the entire nearside of our car.  It could have been so much worse for all.

The first thing she says?  "I'm really sorry about that, but I've only just passed my driving test".  Quickly followed by "Is it alright if I phone my Mum?"

At some point, driving instructors have to start taking some responsibility for outcomes.  As mentioned recently in this blog, the fact that newly qualified drivers represent such a risk to others after passing their driving test, that they are now being required to pay £4000 just to drive without the black box telematics is a sad sign of how things are in the driving training world. 

The reasons are many and varied, I'm not pretending this is easy but at some point, driving instructors do need to start instructing to the DVSA driving standard.  

How different today could have been.  Thankfully we were in our Audi Q7, but in a smaller vehicle, such was the severe steer with which the young lass came out in to the other lane, the outcomes could have been much worse.

She adds to the statistic that 1 in 5 newly qualified drivers have an accident within a few hundred miles of taking their driving test.  I can't tell you how hard it was for me not to ask who her driving instructor had been.



Tom Ingram provides payg driving training to trainee driving instructors 0775 607 1464 

Don't give me that glazed eyes look

In this blog Tom Ingram from BIG TOM Driving School explores the pitfalls in not engaging with our pupils.

A learner could have a misconception about what is involved in learning to drive, or what “good driving” looks like, and having been developed over many years it is well entrenched in their belief system.  A learner may fall into the common trap of under-estimating how long it will take to learn to drive and this affects their motivation to actually learn.  But what about the learner who quite simply is not engaging with you? 

One of the reasons why it is good practice to have a re-cap of the key learning points from the previous driving session is because it enables you to identify if your pupil IS actually learning.  I’ve had pupils looking at me with that glazed eyes look, yawning, illogically nodding or crossing their head, startled when they realise they have been asked a question that requires the formulation of a string of words that are actually meaningfully related to it.

My point here though, it is not their “fault”.  It undeniably needs to be dealt with, without a shadow of doubt, but a pupil should not be in some manner, penalised for not engaging with you.  Lack of engagement inevitably results in lack of learning and progress.  If pupils don’t make progress, they often go elsewhere to a driving instructor who will make progress.  It really, really is that simple.  The teacher in the clip above will be salaried staff, he is getting paid regardless of his “output”, you as a driving instructor on the other hand….. are not!

Tom Ingram provides PAYG driving training for driving instructors  0775 607 1464

I don't know what I don't know

In this blog from Tom Ingram (Owner of BIG TOM Driving School) encourages PDI’s to pay attention to how their learner driver learns.

On a cold, wet evening I find myself scrolling through the latest comments on my driving video channel.  This is how the most recent currently look:

You, sir, are a philosopher :-)

And [sic] important point that isn't made often enough. Thank you!

really great info tom thanks

Great video! Really helpful. ThanksTom ! More Peterborough videos please. !

I really wish you were my instructor Tom. Speaking so much sense. Thanks for the great tips.

As flattering as this kind of feedback is (and by the way, not one of these comments is being made by a BIG TOM customer), it pays to think for a minute or two about what is happening.

“Learning” needs to be meaningful to the learner.  Clearly, the content on the videos relating to the comments above is meaningful enough to their authors that it stirred them to take the trouble to post their gratitude.  I can recall numerous occasions where I have digested some form of educational content online and been so appreciative to the provider for giving me that “lightbulb” moment, that I too, took a couple of minutes out to thank them.  Providing unconditional valued content is a trait of true humankind friendship offered in the hope of being able to assist. 

But it is delivered with no idea of how appropriate it will be for the particular receiver who is digesting it.  When I post up a driving video I don’t know beforehand who will be watching it, I have no prior connection to the viewer.  It pleases me that my content is being appreciated by some, but don’t be fooled, there will be many who struggle to find a connection with it.  This is a point that really does need to be remembered when we are providing 1:1 driving training to our pupils.  Just because something makes clear, logical, practical, moral sense to you, does not in itself mean that your pupil feels the same way..... not at all.  If you are talking “at” your pupil, expressing your views upon them and they are not reciprocating and engaging with you, it is because they are not connecting with what you are saying.  No amount of repeating, expanding and “making clearer” your point(s) is going to change that fact, your pupil is not in harmony with what you are saying.  It is your responsibility to change, not your pupils.

One way that I deal with this issue, is to share the responsibility of the learning process with my pupil.  When I talk with my pupil, I let them tell me what is on their mind for the session they are about to do.  They may be tired, they may actually be exhausted, perhaps they are on edge about something in their life, they may be feeling particularly isolated, vulnerable, confused.

Set a goal that is realistic, appropriate (think risk), able to be measured and INTERESTING.  Ask your pupil what are the different ways that this goal can be achieved, they may need a nudge to think of you as a resource, as well as how they can literally perform the task.  Give them the freedom to consider their strengths and weaknesses when choosing the option.  Invite them to visualise how they are going to achieve this goal.  At some point, mention about managing risk…. it is important that they understand the importance and responsibility of ensuring safety is maintained.  Let them experiment.  No criticism, no judgement, no telling off.  Be prepared to assist, maintaining safety is paramount.  Other failings are good, they will help learning, but safety really does not have to be compromised to aid learning.  Ask them to consider the consequences of their previous decision making *this is a vital step*. Invite them to assess how well they have performed the goal.  Have mistakes been made, why, and what caused them?  Making mistakes is not a problem, but not learning from them IS a problem.  Lastly, and it doesn’t necessarily need to be immediately, encourage them to reflect on the experience.

As logical as the above might appear, humans don’t operate on logic, they operate on emotion. 

Not all learner drivers know how to learn and not all will like the above or share your passion for a structured approach to assisting them to learn.   A teacher who is very proficient in academic learning as demonstrated by the degree qualification they have attained, is not necessarily proficient in progressing learning in an individual that does not share their learning style preference.  Driving instructors have a much shorter timescale to engage with their pupils, and this undoubtedly presents obstacles for establishing effective relationships built on respect with some pupils.

I mention in my ebook about the concept of “unconditional positive regard” for a pupil.  Driving instructors will have a variety of barriers to developing effective working relationships with pupils, but if there is one thing that a PDI could remember as you enter the profession it is to not allow your pre-conceived expectations to affect how you interact with your pupils.  We sometimes need to dig really deep to help our pupils who do not know what they do not know….. but it is a fabulous opportunity for us to learn about “learning”. 

Tom Ingram provides PDI training on a PAYG basis   0775 607 1464 

Time for a little perspective

In this blog Tom Ingram (Owner of BIG TOM Driving School) assists PDI’s in putting the job of driving training into perspective.

I have two sons and they attend different secondary schools in my home town.  Both schools are in the business of developing the mind, body and soul of our youngsters, igniting passions and nurturing their wellbeing.  The approach each takes to sickness of pupils could not be more contrasting.  It does beg the question why that would be the case?  Recently I have received communication from each school where one is advising parents to keep ill children at home and the other is encouraging ill children to go to school.  How can there be such a contrast in the running of two schools who both have the same goals?

The reason why I raise this issue is due to the parallels that occur in the driving training industry.  Parents could quite justifiably look at the way driving schools are conducting their day to day business, see contrasting “messages” and wonder why there is such a difference. 

One possible reason that I would like to propose is related to the culture of the organisation.  As a PDI, depending on your background, the exposure you have had to considering the culture of organisations may vary quite considerably.  Without wanting to trivialise (because wise people write books on this subject), ultimately the culture within an organisation affects how it ‘breathes’, it affects every single cog of the machinery, no matter the size of the cog, and it affects outcomes.  Whatever the “end product” of the organisation is….. the culture of the organisation will affect it.  The culture will affect the psyche of the individuals within it – if an individual finds themselves at odds with the culture, they inevitably leave for one reason or another, because they are unwilling to behave in the manner in which the culture encourages.

Due to the fact that I am referring to decision making, it stands to reason that I am suggesting it touches the working life of every single person in the organisation.  Culture has no regard for payscales and responsibilities.  Once you qualify as an ADI, depending on the path you take, there is every possibility that the very subject I am raising here will be truly on your shoulders.  Businesses live and die due to their culture.  Customers make purchasing decisions based on the culture of an organisation (whether that is conscious or not).

There are obstacles that crop up that create tension for the culture of an organisation.  The source of these conflicts can be internally or externally generated.  (Without wanting to demean the effort of hard working professionals I rather suspect that in one of my sons schools, the issue regarding sickness of pupils is internally generated).  But the message I want to raise in this blog is that it is vitally important to recognise the perspective in which we as professional driving trainers are working within.  Our “end product” is not edible or pleasing to the eye or a certificate with a grade on it, our “end product” has a strong desire to drive on public roads with all the potential dangers that presents.

That is a responsibility that you need to come to terms with if you want to sleep well at night.

If you are still reading this blog, then I take my hat off to you, as it is hardly an attractive subject for an aspiring PDI.  And my last piece of advice for you for staying the course is to offer you some light.  Whilst that is a responsibility, you need to be assured that you are not alone.  The reason why my blogs for PDI’s often refer to the DVSA Driving Standard is because that organisation is the “compass” that keeps us all on track. 

Tom Ingram provides training for PDI’s on a PAYG basis  0775 607 1464

Different types of learners

In this blog Tom Ingram (from BIG TOM Driving School) talks about the need to identify what type of learner you are dealing with, and why that is important.

Some learner drivers will get key concepts of road safety the first time you introduce them; they will be able to transfer those concepts into different scenarios, at different locations, and they have an ability to consider the situations from differing perspectives, appreciating how consequences affect others differently.  The amount of natural ability differs between learners, as does their willingness to take ownership for the learning process.  I have discovered over the years, the most challenging of pupils are those who have lesser natural ability, less appreciation of the need to take responsibility for the learning process, and have highly inflated expectations of what they can achieve.  Take care not to mis-interpret my message there though.  As I say in my ebook, I have found the most rewarding of experiences is with the more challenging pupils.  But this issue relating to lack of self-awareness of ability is potentially a killer.

The trap that all PDI’s should be aware of is mis-reading the understanding of a pupil based on their behaviour that gives an impression of competence and ability but actually is brought about by familiarity only. 

For example, let’s look at a tricky right emerge from a minor road onto a dual carraigeway (like the one in the image above).

Whilst that junction layout may not be particularly common in any given training area, undoubtedly they exist; I have examples of this scenario in a few of the areas that my driving school operates in.  But they are not in abundance and seldom crop up in driving tests.  As such, it highlights the necessity to train for everyday driving as opposed to passing driving tests. 

A pupil has to identify what they are dealing with, the options to deal with it, the risks associated with it and then the actual doing.   But ultimately, we want our pupils to be able to do all the above actions independently.  So the challenge for us as instructors is to be able to see that the pupil is able to apply this skillset in any location, crucially NOT just where they have repeatedly practised it.  If you just go back to the same location, the pupil learns through repetition only… they are not learning the key skills of identification or options and risks associated.  The risk that poses from a learning process point of view is that a pupil would not be able to perceive this kind of junction elsewhere in the UK.  They may not appreciate what they need to do because they didn’t spot vital clues on the approach. 

Look what DES (Driving the Essential Skills) tells us that has to be done on these junctions when turning right:

You need to cross the first carriageway before you can join the carriageway you want.

·        Assess whether the central reservation is deep enough to protect the full length of the vehicle

·        If the central reservation is deep, cross the first carriageway when it’s safe and then wait for a gap in the traffic on the second carriageway

·        If the central reservation can’t contain the length of your vehicle, you mustn’t begin to cross until the dual carriageway is clear in both directions.

·        Don’t emerge unless you’re sure you won’t cause traffic on the major road to alter speed or course.  This is particularly important if you’re driving a longer vehicle, or towing a caravan or trailer.

Consider for a moment how this could go in driving sessions with a pupil.  The pupil has been introduced to one of these junctions.  It was agreed that full talk through would be given so that the pupil can be made aware of the necessary considerations of how to negotiate the hazard safely.  It goes well.  A review suggests that the pupil was comfortable with the experience.  It is agreed to try the same junction again (the next nearest junction like this is over an hour drive away).  The pupil attempts it again, this time with some prompts from you.  A review again shows that the pupil is happy.  The pupils record is updated accordingly.   On another day/time, whilst in the vicinity of the junction, you hold a de-brief with the pupil about the previous experience of it.  The pupil is happy to set the goal of driving across the junction independently and in order to ensure safety is not compromised, it is decided that the pupil is going to talk through their considerations and plan of action PRIOR to actually doing it.  In the review afterwards, the pupil is happy with the outcome.  The pupils record is updated to show that it has been achieved independently.

Many driving hours later, while on a pre-planned route which includes this junction, the pupil then negotiates this junction again, turning right, and does it efficiently, safely with no undue effects on other road users.  The pupil record is updated.

Is this pupil able to negotiate this junction independently because they are applying all the required skills of identification, risk assessment, options, driving actions and judgement for the subject of turning right on to dual carraigeways or is it because they are repeating what they have previously done and merely dealing with the “familiar”?  The reason why this is a significant question bears a few points:

·        The pupil may or may not get this junction on their test, as such, the training (above) is the only training that the pupil receives on how to turn right on dual carriageways before getting their full driving licence

·        The ability of any given pupil to transfer the skillset for dealing with this scenario anywhere else will differ between pupils

·        Repeating driving actions on familiar road junctions does not in itself mean that the pupil will be capable of performing the required actions on similar unfamiliar road junctions.

How many times does a driving action need to be performed on the same location before it becomes “familiar”?  Some pupils will be able to identify junctions they have done previously, others not so well.  What length of time needs to elapse before the ‘learning’ gained at a particular familiar junction begins to fade?  In effect what I am asking is “How well has our pupil learnt the key skillset to deal with this kind of junction in familiar and unfamiliar locations?”  You wont know the answer to that question until you plan in driving those junctions into the learning programme.  This is fundamentally why it is so incredibly dangerous to only coach pupils to pass driving tests by repeatedly driving on test routes.  It is also why Unit 6.3.3 is essential to us as professionals.  “Transfer the balance of responsibility for their learning process to the learner as soon as they are ready to take it”.  If a learner cares not how well they learn turning right on to a dual carriageway, they don’t have the desire, time, patience, money or even see the need to practise it on familiar and unfamiliar junctions then there is a problem with who is owning responsibility for the learning process.  If pupils are not paying attention to the frequency, duration or effectiveness of driving training sessions and that affects their ability to develop skillsets to handle situations like the one described in this blog, then ultimately the buck stops with us.  Someone at some point has to be responsible for outcomes, and if that means there is a need for some pretty plain speaking, then speak on….. because fail to address this issue and you are doing no more than feeding the liability that newly qualified drivers present post-test.  Not only is the safety of driving examiners, the pupil and anyone who happens to be nearby put at risk on a driving test, but post-test it may even include the nearest and dearest of the pupil who are passengers at the time.

Tom Ingram provides PAYG training for PDI’s – 0775 607 1464