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.
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