Smart Learning

In this blog Tom Ingram (Owner of BIG TOM Driving School) expands on the subject raised in his new ebook about customer expectations.  This is an important aspect for any PDI to be aware of as it potentially impacts on customer satisfaction.

Anyone born around 1984 is termed as a "Millennial" and are significant for their approach to expectations.  However, concerns are being raised in the workplace about the unrealistic expectations of this current young adult generation regarding terms of employment and aspirations.  It is a difficult issue because as Simon Sinek raises in this informative video, the root cause for this situation is being laid at the door of the parents.

It is a contentious subject and seemingly fuelled by the apparent unwillingness by many to even contemplate the prospect of being blameworthy or criticised in any manner (google the term "Snowflake Generation" for more on that one).

Why am I mentioning this here in this blog?  Well, in my experience of dealing with young adults, I would have to agree that there certainly is often an unrealistic expectation regarding the earning of a full driving licence.  Young adults can often come in to learning to drive with an inability to either learn, or manage the obstacles of learning.  Why that is the case will undoubtedly be complex.  I rather suspect it will have much to do with home life and schooling.  What this means to us driving instructors is that often we will have a pupil sat next to us with an unhelpful combination of high expectations and low ability to learn.

I do emphasise (as I do in my ebook), the fault of this situation is not with the pupil, the fault most certainly is with the causes that create this attitude.  But it is real, it is out there, there is no benefit to any PDI in not mentioning this subject through fear of causing ill feeling to the reader.

I personally find that very clear, thorough communication of expectations of how the training is conducted is time well spent.  Unit 6.3.1 of our Driving Standard is very helpful in this regard.  Fail to deal with this issue and you potentially have a ticking time bomb due to unrealistic expectations and failure to take responsibility for personalised, effective learning.

Taking the amateurish option of simply telling a pupil how to drive so as to bypass this problem, and you further exacerbate this problem, not to mention work outside of the DVSA Driving Standard. 

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

Pile 'em up an' shoot 'em down

In this blog, Tom Ingram from BIG TOM Driving School discusses the issue of accountability in the driving training industry.

At some point, driving instructors do have to take some responsibility for outcomes.  Rhys who qualified a couple of days ago had the following choice for insuring his VW Polo 1.2L ‘07’ plate:  install the black box telematics and pay £1200 per year, or pay £4000 per year.  As professionals in the training of drivers we should collectively hold our heads in shame.  No matter what the root cause, seeing as he can only get his car insurance to £100/month by having his driving behaviour constantly monitored is a sad state of affairs.

When I pulled up to a different driving test centre the next day with a pupil taking their test, in front of us was a franchised driving school car with “10 lessons for £99” displayed all over it.  To be paid as professionals, we really do have to act like professionals.  When I pointed it out to my pupil he said “Well I guess it’s the only way they can get them in”; referring to the method the driving school was using to attract custom.  Pile ‘em up an’ shoot ‘em down.

To gain the respect of customers so that they are willing to pay a professional driving instructor a decent wage for a decent service will require a step change in behaviour from franchise owners.  But it has to be said that if franchise owners with these business models did not attract franchisees they would HAVE to change.

One of the big problems in the training of PDI’s is the lack of connection to the DVSA Standard.  Training of PDI’s all too often resorts to training to pass the Part 2 and Part 3 tests, and unfortunately, that has proven to be wholly inadequate for the newly qualified ADI.  The result?  All the emphasis is then on how to survive the DVSA Standards Check.  It becomes a continuous cycle of training for survival.  There is this notion that if an ADI spends £300 for a couple of days training in passing the Standards Check, bags the “A” grade, then that means they are top notch, all singing and dancing, the best of the best.  This deceit has been embroiled in the driving training industry for years and years.  It does not serve the ADI or their pupils.  Training providers for established ADI’s have a thankless task on their hands trying to teach old dogs new tricks, and this situation all stems from the limitations of the initial training of PDI’s because it is centred around dealing with negative outcomes of driving behaviour i.e. driving faults.

There is good reason to look to the future with optimism with the proposed changes in assessment of PDI’s.  But my over-riding message for anyone coming into this industry is aim high; get yourself well versed in the Driving Standard, you WILL pass the qualifying tests.   If you want to be treated like a professional once you qualify, immerse yourself in the circlesof people in the industry who act like professionals.  You really don’t need to be providing your service for £9, £12, £16 per hour.  It is demeaning to you and to your industry.

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

This is not a test, I repeat, not a test

Tom Ingram (Owner of BIG TOM Driving School) discusses how learning in order to pass tests restricts learning.

It sounds odd, but we are in a time where the motivation of improving test results is actually limiting the learning process.  We are in a culture which is test grade oriented from the very start.  When students in secondary schools are not engaged with the teacher, they are placed in detentions, dropped sets and placed in the ‘awkward’ category.  No-one is asking WHY is the student not engaged.  We have no time or desire to understand the reason why a student is engaged in certain subjects and not others.  Making education fun and compelling to all is not the goal. 

The obsession with tests goes beyond schools though.  We see it in our industry.  Recently when discussing the reasoning for a certain driving behaviour with a pupil of mine, it transpired that there was a lack of knowledge of the rules of the road, which in itself is not a crime of course.  When we then expanded on the effect of not having that knowledge it was instantly pointed out that the issue being discussed had not been in the recent theory test.  The implication being that if it’s not in the test, what relevance does it have on anything?

It is this attitude to tests that professional driving instructors are constantly having to deal with on a daily basis.  It’s a serious issue because it most certainly affects attitudes of learning to drive. 

But we really do have to be strong.  Rather than spoon feeding an ‘awkward’ pupil in a driving lesson, we would do better to spend time looking at their motivation to learn to drive.  Spend time considering their experience of an effective learning environment, guide them as to what that means, how it feels.  Do not talk about the driving test.  Driving instructors can be obsessed with talking about the driving test.  Instead, ask yourself the question, “Am I dominating the responsibility of the learning process taking place here?”.  If you simply resort to a glorified version of driving instruction as per “Mum & Dad Driving School” –  you are taking on the parental role on their behalf, stop what you are doing, because it will be ineffective. 

Concentrate on your pupil’s mind, not on how they are driving.  It is the mind that will affect the driving, no amount of verbal instruction directed at a pupil to drive how you want them to, will assist their cause.  Instead think about discovering what is frustrating learning, it very often has to do with beliefs held by the pupil that you simply can’t second guess.  If you can pay attention to the relationship you have with the pupil, they will be more inclined to open up channels of communication.  Previous in-car experiences, influence of family members, frustrations in learning, peer pressure – there can be many causes that affect attitudes to learning.

In summary.  Less 'directing' in the name of progress.  More relationship building to nurture understanding between you both.  You know the saying about “Whatever you do, don’t mention the war”?  Well, whatever YOU do, don’t mention the test!   Get smart in the "training" phase, and leave "assessment" until your pupil is ready. 

Tom Ingram offers PAYG PDI training 0775 607 1464

Do You Attract Inactive Learners?

In this blog Tom Ingram (Owner of BIG TOM Driving School) encourages PDI’s to have the willingness to reflect deeply on their working effectiveness.

When helping to develop safe drivers it is all too easy to consider the passing of driving tests as being the key measure of your success.  There will be driving schools up and down the UK, large and small who have a culture built on this approach.  It does a deep disservice to the industry and has a profound influence on the expectations of future pupils.

“Makes it very easy”

“He’ll get you through”

“Very reliable no nonsense”

“Guaranteed to pass”

“Doesn’t rip you off”

“All her customers get through first time”

These kind of remarks from previous pupils are a symptom of the problem.  It demeans the work that professional driving instructors do.  It limits learning and although I cannot substantiate this remark, I rather suspect that it contributes negatively to road safety statistics.

In order to facilitate safe and responsible driving, our guiding Driving Standard states:

“…. learners who are not engaged by the training, just receive information, are less well equipped to deal with the wide range of challenges they will meet, when they drive independently, than those who are supported to be active learners”.

It is the level of engagement of our pupils that ultimately dictates the effectiveness of the learning experience [teachers would at this point I’m sure take a deep sigh].  A pupil who is relying on your continued prompting to remember observations, or to drive within the law is simply not engaged.  They are choosing not to own the learning process.  An inactive learner has no intention of modifying their behaviour.  It matters not how many hours you spend with an inactive learner, they are not “learning”, there is no behavioural change due to a lack of desire to drive responsibly. 

It is imperative to spend time at the start putting a frame around the expectations of the learning environment.  Pupils need to sense boundaries, visualise targets and in the interest of an effective working relationship, there needs to be clarity and understanding between pupil and instructor. 

If a pupil has little understanding or experience with the concept of self-awareness for example, then you will be doing them a great service in developing it in a non-judgemental but structured manner.  A pupil who is ‘unconsciously incompetent’ and therefore has an attitude that is limiting their active learning is a challenge, there is no doubt about it.  I would not like to pretend to you that this is always going to be plain sailing; I can think of plenty of examples over the years where the attitude of a pupil has limited their ability to develop into safe, independent drivers.

But my fundamental message in this blog is to start with a bit of self-awareness of our own contribution in the process.  It is unrealistic to expect our pupils to reflect on their thoughts and feelings when driving if we are incapable of doing it when we are working.  Fail to have any regard to the effectiveness you are having on your pupils and you are failing them in your duty.  As a PDI with aspirations of becoming an ADI you are signing up to delivering a quality of training to your pupils that will be meaningful, long lasting and effective for them.  Are you capable of assessing whether you are achieving that before you start placing too high expectations on your pupils?  Pupils will naturally draw opinions of your authenticity based on your ability, experience and understanding of what you are relaying to them.

Active learners don’t magically turn up in the car because they have shown a willingness to pay for your time.  This relationship needs careful attention, it requires 2 way investment of honesty, understanding, respect and fortitude. 

Before you start your next session with a pupil, visualise the pupil and ask yourself “Am I working with an active learner here?”  If the honest answer to that question is in the negative, then DO SOMETHING ABOUT IT which goes beyond repeatedly telling the pupil how you want them to drive.   

Tom Ingram offers PDI training on a pay as you go basis 0775 607 1464

Trust me, I'm a Driving Instructor

Tom Ingram (Owner of BIG TOM Driving School) deals with the challenge of differing aspirations between a Driving Instructor and the pupil.

If you were to draw a poll of 1000 pupils who are learning to drive and ask the question “What is your goal for learning to drive?”, what percentage will answer “My goal is to pass the test”?  On the face of it, that is hard to argue with.  But in this blog I would like to offer a reason as to why that answer really must be challenged.

The driving test is rather limited in its ability to assess the competence of a pupil to drive to the expected levels as stated in our Driving Standard.  The degree to which driving test centres across the UK can test driving ability in a wide variety of class of road and conditions will vary.  Driving tests are not undertaken at night.  There is no parking in multi-storey car parks or pulling up to fast food drive thru outlets.  No friends in the car at the time of the test, no smart phones ready to hand.

So passing the driving test is really not the goal, it may be the goal of our pupil, but if you want to sleep soundly at night, how can it be the ultimate goal?  People can pass driving tests and still not be confident or competent for post-test driving.  People can be coached to pass driving tests.

We appear to have a conflict of interests.  In times like these it is always good to see what the DVSA have to say.  Thumb through to Role 6 of our Standard, Unit 3 “Enable safe and responsible driving” and you will come across this paragraph:

In the context of learning to drive, the instructor brings to the learning process their hard-earned knowledge, understanding and experience.  If they rely simply on telling the learner what they should do they will probably be able to teach them enough to pass their test.  However, all the evidence suggests that learners in this sort of relationship do not really change the way they think and quickly forget what they have been taught.  There is a better chance of a long-lasting change in understanding and behaviour if the instructor:

Presents their knowledge, understanding and experience clearly and effectively

Listens to the learner’s reactions to that input

Helps the learner to identify any obstacles to understanding and change

Supports the learner to identify strategies for overcoming those obstacles for themselves

In this context this is not about teaching learners to perform driving tasks in particular ways.  While it is reasonable to encourage learners to practise particular methods for performing a given task, because there are clearly explainable benefits to that method, the outcome of the learning process should be that the learner has developed a safe and responsible method which they can apply consistently and reliably; not that they have learnt any one specified method.

Spend time with your pupil to discuss this.  It is important.  The Standard states “… it is about creating a conversation between the learner and the instructor that is based on mutual respect.”

What percentage of instructor/pupil relationships will have that mutual respect is an interesting question, as is identifying the barriers to developing that mutual respect.

This is an incredibly interesting factor of the work of a Driving Instructor and is really assisted with the guidance provided by the DVSA through their Standard.

Tom Ingram offers PDI training on a pay as you go basis 0775 607 1464 

Driving Instructor Health

In this blog Tom Ingram (Owner of BIG TOM Driving School) looks at one aspect of the health of a Driving Instructor; dealing with negative stress.


Not all stress is bad for us.  Some people actually thrive on stress but the general problem with "Negative Stress" is that we are not in control of the outcomes.  Something is occurring which we can identify as being far from ideal, but regardless of the frequency or the severity of the consequence, we just cannot prevent it from affecting us.  I have recently been watching the series on hospitals and the effect of lack of hospital beds on the staff, now THAT is negative stress.... in its purest form. 

Don't underestimate how this can affect Driving Instructors either.  We have numerous sources of negative stress: cancellations from pupils, cancellations of driving tests due to weather, long waiting lists for driving test slots, non-payment for training, pupils battering our car wheels into kerbs.  But not all of those few examples I've given there are genuine sources of negative stress and the one I want to concentrate on in this blog is the last, our pupils behaviour and the impact it can have on us. 

Fundamentally, are we in control of how our pupils affect our car?  Yes we most certainly are.  If you thought the answer to that last question was "no" then what about this next question.  Are we in control of the safety of our pupils?  I mention this because there is a link is there not?  Why is it that since I established my driving school in 2009 I have not had a single accident in my driving school car, and yet I hear from peers that they are regularly having accidents? 

If you have not had a single accident in your driving school car let the whole world know the fact, because YOU are controlling safety.  What pupil (or their parent) would not be happy to hear about this point?

It goes a little bit deeper than that though.  A Driving Instructor could control safety by frequent use of the dual controls while their pupils are driving.  Do pupils like Driving Instructors grabbing hold of the steering wheel, or applying the clutch or brake?  No, they really do not.  They really, really do not.  It undermines them. 

Unit 6.3.1 of our Standard which is titled "Create a climate that promotes learning", has a little gem hidden in it which says:

"Explain how you expect to work with the learner and how you expect them to work with you".  Think on that for a second because that is a biggy.

Unit 6.3.3 says:

"Transfer the balance of responsibility for their learning process to the learner as soon as they are ready to take it".

As facetious as this might at first seem, consider this approach by a Driving Instructor who is talking to her pupil:

"Right then Joe.  You've told me that you haven't driven before but do not worry yourself because I am here, I can step in with these pedals or your steering at any given time, in fact, I quite like to, just to keep me doing things.  And of course, this is all for the benefit of you..... how good is that?  You see, your safety is my prime concern, so if I don't manage to tell you to do something in time, for whatever reason, then I will just step in and help you?  Is that good or what?"
"Oh right"
"Oh yes.  Occasionally Joe I've had the odd few bad drivers behind hit the back of this car, which to be honest, I can't do much about them because I don't have a gas pedal you see, but rest assured that I will do everything I can to ensure our safety".
"Oh really?" *gulp*
"So that's how we are going to do things round here Joe.  I am here to help you, I am your friend, look upon me as 'the cavalry' Joe.  How does that saying go?  No job too big, no job too small - I will happily step in at a moments notice.  So you go ahead and do what you want to do, because I'm "client-centred" so basically the way we will work it is that you crack on, and I will make sure that we don't die in the process.  How good is that?"
"Ermmmm....."

Tongue in cheek for sure, but the thrust of this is to question who is owning this "learning process"?  The Standard does give the condition of "....as soon as they are ready to take it....".  That varies considerably between pupils, but really my point in this blog, for your own health, is to encourage your pupil to start taking on responsibility for outcomes.  Discuss with them the options of how you both can work on a goal, allow them to imagine how that will feel for them.  Lets anticipate what could go wrong, lets consider how these consequences can be effectively managed. What will "success" look like with this goal?

It is a very important message to get across from the start with a pupil that there are choices to be made about how they learn to drive.  There are consequences to giving no thought as to how they learn, and the sooner the pupil can start understanding the consequences the better.  The following Q&A epitomises this point:

"So how do you think you will like to learn to drive then Joe?"
"Oh I just like to give things a go"

This is superficial and actually pretty meaningless.  "Give things a go"?  What are we in a fairground here?  Pupils will not necessarily be used to the idea of considering 'cause and effect', how outcomes can vary for differing strategies.  They might need assistance in formulating ideas about how to do things.  Considering how results can affect their confidence, our heart, the cars wheels, other drivers opinion of your driving school..... this is all important stuff. 

If you are getting stressed about the outcomes with a pupil or pupils, then it's time you started thinking about how you are doing with developing responsibility and self-awareness levels in your pupil(s).  It is the nurturing of the mind of your pupil that you should be thinking about, not the state of your wheels. 

Tom Ingram offers PDI Training on a 'pay as you go' basis. 0775 607 1464



 

Consequences of Poor Driving

It can be difficult to appreciate the consequences of poor driving when a Learner is learning to drive.  In this blog, owner of BIG TOM Driving School Tom Ingram explores this problem in more detail for PDI and ADI readers.

Quite understandably, all efforts initially are focussed on what is going on immediately around the pupil.  The levels of awareness of what is occurring while they drive tends to go in this sequence:

Hands & feet activity

Directly in front of car

Further ahead up the road

Behind the car

To the sides

This is all very natural and improves with effort.  Eyes will look at the gear lever for example when changing gear, and even the pedals before the foot presses a pedal down.  The brain is really heavily consumed in working out how much to steer the steering wheel, which foot should be doing what action, which way to press the lever for a right or left signal, when the gears should be changed, how hard to press on pedals etc.  It is incredibly involved, and to ease the burden on the pupil, it is wise to do this driving in wide open spaces where there is no other traffic to distract from this concentration.  At this stage it is highly debatable what “gain” is to be had even talking about mirrors, because as can be seen above, what is going on behind and to the side of the vehicle is justifiably really low down on the levels of awareness.  Talking through what that risk represents, and how it can be managed (by you doing the observations on their behalf) is an important first message of how identifying and managing risk will be done in future sessions and how the responsibility for safety is being controlled.  It is also key in that it encourages a pupil to raise their self-awareness of how weaknesses affect safety.

Equally important is to develop an awareness of the range of impact/consequences as a result of the driving.  So appreciating what is the consequence of experimenting with steering, gears, pedals, signals is time very well spent.  Appreciating what effect the driving behaviour has on the car is really the first consideration.  Logically it would be unwise to attempt anything else on public roads if the car is not being properly looked after – we would have no car!  But once there is a basic smooth operation of the vehicle that ensures control of position, smoothness of acceleration/deceleration and gear changing, and I really do mean basic here, then it is time to move on.

On roads, Learner drivers are normally pretty aware of the presence of pedestrians, other vehicles, and cyclists that are DIRECTLY in front of them.   So identification of a potential hazard right in front of the car is normally good and maintaining safety for those hazards comes at the expense of all other considerations.  It would not be uncommon for example for a pupil to veer dramatically in either direction mounting the kerb or crossing the middle white line.  Right there and then, the consequence is not the issue, all priority is being placed on the hazard that is right in front. 

With progress, comes an increased awareness of literally what is all around the car, and importantly how events COULD change.  But what I would like to emphasise is the connection between driving behaviour and the consequences to others because this is not necessarily apparent to all so it is good to raise the awareness.

Pupils experience with their own eyes the standard of driving that happens at times on the roads – whether it be when being driven by their friends and family or observing the traffic around them.  When you add the accounts and opinions given from work colleagues, on social media, friends, family members and the press, you start to realise why some Learners might have an unrealistic understanding of what is acceptable on the roads from qualified drivers.  Many a Learner of mine has looked in disbelief when I explain how some driving behaviour will result in a driving test fail.

In combination with this is the fact that the ability to be aware of how driving behaviour affects other road users is not going to be the same across all Learners.  This is where driving is fairly unique.  In most learning environments that one can think of, the effect of failure is pretty recognisable.  Even in the academic environment of schools and colleges, teachers will be pretty sharp at raising the awareness of a student about the prospect of dropping down sets, or exam grades.  But how a Learner affects other road users is not necessarily so straight forward for them to recognise.  Not to forget that the attitudes about ranges of tolerance for both failure and effecting others will vary considerably between pupils.   Put all this into the mixture and you begin to understand why attitudes about driving behaviour can seem a little out of context with the required standard.  Do not under-estimate how powerful an influence role models, peers and family can have on affecting the beliefs and attitudes of Learner drivers and the domino effect it has between drivers.

As such, appreciating what the attitudes and beliefs of our pupil about standards and consequences of poor driving is important because it may be something that needs developing.  Having the instructor to appreciate it is one thing, but encouraging a pupil to raise their awareness about how they literally feel about such things as these is arguably more important.  Making links at an early stage between the requirements set out in the Driving Standard and how the pupil intends to drive going forward is an important message as it is about the scope of their training and the opportunity for them to develop skills that can be applied long into their 'driving life'.

For example Role 1 talks about planning routes for journeys based on driving experience.  So this is encouraging a driver to reflect on what previous experience they have had, where their strengths and weaknesses are and selecting routes on that basis.  With regards to choosing modes of transport, it suggests the pupil develop the self-awareness of knowing how they physically and emotionally feel prior to making a journey.  In Role 5 it states the importance of the pupil developing the ability to learn from experience and continue to improve.  These conversations that are based around the pupil's feelings about their ability and confidence levels are vital for continued progress.  Not so much because then we as their instructor know how they feel, but the pupil starts to firm up and visualise in their mind how they feel.

And as I have reiterated on the BIG TOM PDI videos Role 6 of the Driving Standard could really not be any clearer on the subject of responsibility for maintaining safety and the effectiveness of the learning process.  Role 6 Units 3 & 4 are particularly pertinent to this blog. 

Happy reading.

Tom Ingram offers PDI training - Bookings 0775 607 1464

It is ok.... not to know

As a driving instructor it can be tempting to think that our role is to be the ‘fountain of all knowledge’, but this blog which has been created for driving instructors is going to raise the pitfalls of having that mindset.

In a one to one learning environment there is the potential for developing an effective working relationship, the likes of which could never be achieved in a classroom of 30 pupils.  In our past, most of us will have been conditioned (to a certain extent) by the learning experience that we received at school.   It still consists of the professional standing at the front, exchanging knowledge (in whichever format) in to the minds of the pupils.  Except this is a fallacy; who can honestly say how much “knowledge” is actually being transferred to the mind of the pupil?  There are numerous ways that a teacher can offer the opportunity for learning to take place, but honestly, how many of the 30 are actively engaged, and what is the depth of the learning?

Driving lessons as learning environments go, offer more potential for learning.  There is only the pupil and you in the car.  There is an opportunity to really focus on our pupil to a depth that I honestly believe teachers could only dream of.

You could take the stance that many driving instructors still do; transfer the skills of driving to the pupil in a compliance based relationship whereby the pupil is required just to obey, don’t think, just listen and obey.

It doesn’t have to be that way.

When a pupil has taken the time and trouble to sit in your car, for the most part, they WANT to learn.  They are not wanting to waste their time and money in your company.  They may not particularly like you, they tolerate you; be under no illusions, the carrot is the full driving licence – they just want to learn to drive. 

How you cultivate that desire is up to you.  You can harness the enthusiasm and help develop a safe, confident driver in a very natural way.  It basically involves disengaging the mouth, and engaging the ears.  If you were to record one of your driving sessions (get your pupils permission first), replay it, and note how much talking you are doing compared to how much talking your pupil is doing.  This will give you a ready reckoner guide as to the source of the perceived responsibility for learning.

Pupils want to learn, and they would prefer to learn in a manner that suits them.  You rabbiting on irritates them, it really is not welcome. 

Put in a simple form, if a pupil is not progressing to the degree that you are expecting, then stop “expecting”.  Getting frustrated with your pupils lack of progress, and the consequent increase in your verbal instruction is doing practically nothing for the well-being of your pupil. 

We could all take the easy option.  I can tell someone how to drive quite effectively and safely within about 4 hours.  That is the easy, lazy, brainless and extremely ineffective way of assisting a pupil.  They will think you are marvellous, they will think they are marvellous, there will be much praise to you, many smiles and everything seems rosy…… until the time comes when you stop telling them how to drive.

Equally robbing your pupils of effective learning is repeating your demands until eventually they actually start to predict what you are going to say!  You have drowned your pupil in your words to such an extent, that they will actually know what you would do in a given circumstance before you tell them (as you were about to, one more time….  in the name of thoroughness and professionalism).  In effect, they have become you.  How wonderful that most make you feel!  Another replica you driving around the streets.  Except they don't copy your behaviour post-test do they?  Equally as superficial, impersonal and ineffective.  Passes driving tests for sure, but it lacks depth, understanding and integrity.

What is the answer then?

You could make attempts to understand what actual needs your pupil has.  They can vary enormously.  Some will be grateful for some practical tips on technique.  Others will have mental blocks that need dealing with.  The attitude a pupil takes to learning in general, as well as learning how to drive, will be quite unique and personal.  There is a need for you to understand the pupil.  Unless you have some mind reading powers or some extraordinary ability to make your pupils open up and talk personally about what learning to drive means to them, there is going to be a need to accept what you don’t know, and start listening.

'Not knowing' is an opportunity not a weakness.  It requires courage, patience, understanding, self-belief and an unending respect for your pupil.  When you start to ask questions of your pupils that you could not possibly have imagined they were going to answer in the way they did, you are beginning to know them.  This thirst for getting to know them makes for an effective working relationship.

Don’t give up the other stuff, the stuff that is just useful to know.  All pupils will want to hear about that stuff at least once, but get the balance right. 

To summarise.  I am encouraging you to experiment with the notion that you are not the most important person in the car.  You will need to facilitate a safe environment.  It is handy to pull on experience of being in the right location at the right time to help your pupil achieve the given goal.  Progress does still need to be made.  But it is the manner in which progress is made that is the important bit.  School children can be present in a class room, they can attempt to answer a question directly asked by the teacher, they can behave but that does not mean that learning is taking place.  When you are stimulating your pupils to think about aspects of learning to drive that are deeply meaningful to them, learning is taking place.  Not only are you learning about them, but importantly, they are learning about them too.   

The author, Tom Ingram trains driving instructors.  Interested? 0775 607 1464