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