Driving instructors are subject to a periodical “Standards
Check” from the DVSA where the examiner observes a driving lesson provided to a
pupil. Having analysed over 2000 results
since this check was introduced in 2014 they have published the Top 5 reasons
where ADI’s fail to demonstrate competence.
I offer it here for your perusal but do remember to come back to this
blog, because as a trainee driving instructor I believe there is a more
important message to give you.
Since I first trained to qualify as a driving instructor in
2008 the number 1 reason why candidates fail driving tests has always been “Observations
at junctions”. Driving instructors will
know this, and yet candidates continue to fail for this reason year in, year
out. So simply knowing these facts of
reasons why people fail is not in itself beneficial; it’s undoubtedly
interesting but it does not affect outcomes so therefore I believe we all
should be careful about what weight we put on the benefit of knowing such
information.
I would advise trainee driving instructors to consider what “value”
they are going to be providing their pupils.
Our chief goal should always be to facilitate long-term learning in a
safe and enjoyable environment. As
tempting as it naturally is to go “chasing” data as is provided in the DVSA
link above, it really should be avoided.
This effort of concentrating on assessment data that is focussed on fault finding is negative in nature and unhelpful to the 'learner'. It is the trap that our pupils regularly fall in to when they suffer a driving test fail. Rather than consider the root cause skill that needs developing, instead their entire focus is on attempting to ensure that particular driving fault (the symptom) is not committed again. It is a weakness of the assessment process but as professional trainers we do have the power to choose how we handle this data for the good of our pupils.
The question then becomes one that is centred around the
amount of long-term learning that professional driving instructors are
providing pupils. The absence of long-term learning occurs for
a variety of reasons, some of which really should be blindingly obvious to
identify; we are after all training in a
1:1 learning environment. The crux of
the matter comes in how we respond when it is identified. I am of the firm belief that too many
instructors will take the easy option of reverting to “instructor led” training
when they see that a pupil has an obstacle to learning. This basically revolves around a learning
environment whereby the instructor is no longer facilitating long-term
learning, choosing to coach a driving test pass instead.
It is key that a pupil recognises the responsibility they
have in ensuring they “understand” in order to learn. This is a practical skill with consequences
to safety that go beyond the objective of simply passing the driving test. We should remember that in a class of 30
students, it is possible to ‘hide’, but in 1:1 training we are duty bound to
flag up when learning is simply not taking place and rightly “expect” our
pupils to meaningfully engage. Each one
of us should bear in mind that when a pupil chooses to take the path of “Go
direct to test” and we condone it, we are in effect contributing to the poor road safety
statistics that exist for 17 to early 20 year olds. Parents wont thank you when your ex-pupil is
added to the collision data for newly qualified drivers; and of course, parents
have their part to play in this situation too.
A subject is introduced to a pupil eg reverse parallel
parking. We explain the reason why it is
done, we demonstrate how it is done in a variety of ways. We offer the pupil to step outside and
observe the vehicle while we demonstrate it.
We provide them with videos to reinforce learning at home. We check understanding with open questions. We invite them to reflect on the subject;
create a mind-map, draw a diagram. We offer them an environment in which to
practise which is stress-free and safe.
We do all this and more, because we are attempting to facilitate
learning BUT AT SOME POINT we must be critically assessing if learning is
taking place. If a pupil is repeatedly
making either ad-hoc mistakes or the same mistake then they are not making
progress and you are NOT transferring long-term learning. It is essential at this point to not revert
to “spoon feeding”. Pupils do need to
meaningfully engage in learning which goes beyond a mechanised, inflexible ‘technique’
to perform a reverse parallel park that will suffice to pass a driving test. The technical competence required for this
manoeuvre on a driving test, bears little resemblance to that needed in
real life parking situations. If you
coach your pupil in this manner, they will not be equipped for independent
driving post-test.
Learning to drive is not an activity that demands intelligence;
competence is not dependent on IQ. But a
pupil must ensure that they actually “get it”.
And more to the point, as professionals in a training industry we
absolutely must be checking that our pupils “get it”. Ignoring or diverting around an obstacle to
learning is unprofessional. I
quite accept that the working relationship that a pupil has with their driving
instructor may not be able to withstand the open, professional, high quality
feedback which I am referring to here; but the point is, at least YOU can sleep
soundly at night knowing you are positively contributing to road safety in the
UK.
Tom Ingram provides payg driving training for trainee driving instructors 0775 607 1464 http://drivinginstructortraining.bigtom.org.uk/
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