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
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