What value are you adding in your driving lessons?

The use of questions in a learning environment is beneficial for the trainer AND the trainee.  Trainers can test for understanding, and trainees can get clarification.  Either way, the person asking the question is making attempts to aid learning.

There can hardly be a more significant 'crime' than ignoring if learning is occurring.  A driving instructor will lose custom, and very possibly their business.  A pupil will waste time and money. 

Arguably a pupil would be better served by having NO instruction at all and be given the freedom to self-teach.  If they have no motivation to learn, they will not learn.  If they are motivated but lacking in the skills of knowing how to learn, they will get there; it will just take a while. 

So my advice is to take care here.  In certain circumstances, it could be argued very convincingly that a driving instructor is not adding ANY value to a learning environment.  Questioning is critical.

I attended some classroom CPD a while ago where a peer raised a very pertinent question which had practical significance.  Her issue was brushed aside in the blink of an eye.  I then added to her question, probing yet further for understanding and likewise a declaration was made of "keep it in the classroom....keep it in the classroom".  This phrase was utilised as a coping mechanism by the trainers when the practical aspect of their teaching was losing some ground.  The result?  Loss of credibility, loss of learning, demotivated pupils, nothing definite.

Driving is a practical activity.  If the "learning" occurring in a training session does not assist in practical terms, you, me, WE are not providing any value in that learning environment.  In the BIG TOM Foundation block training of "Customer Feedback," this point is emphasised.  As a business owner (even if you are trading alone), it is essential you make every effort to discover from your customers the effectiveness of your training that you provide. 

Ignore this point at your peril.  Staff within an organisation (ESPECIALLY WITHIN THE SERVICE INDUSTRY) who become 'used' to brushing aside questions from customers are walking along a very thin tightrope.

You can make one significant positive step right now in your business; commit to never, ever, brushing aside a pupil's question. That question, no matter what your perception of it is, means the world to that pupil.  Treat it with care and attention.  Remove your mindset from how you interpret it and make every attempt to understand the thinking behind the question.

This approach is a critical difference between the quality of driving instructors.  The lazy way of teaching is to ignore questions from the pupil, don't test for any learning, and insist a pupil does what they are told to do.  You end up with a pupil who is modelling your expected driving behaviours that they have NO intention of continuing in the long term but dangerously, this approach WILL pass driving tests.  This is one of the limitations of an assessment that does not probe for learning via verbal questions.  Pupils get conditioned to do specific mirror checks, blindspot checks, observations at junctions, maintain separation gaps purely because they know that is what their instructor is expecting.  They know not why they do it, or how the driving action alters in differing contexts, it is merely a function that 'ticks a box'.

If you cannot relay to a pupil what practical benefit a driving action has to the extent that upon further testing they can provide a verbal explanation that meaningfully describes that benefit, then they will not be doing that driving action for long.  As a driving instructor, you do need to understand this point.  It is not sufficient that you know you have covered your explanations repeatedly; that matters not.  Don't get fooled by this trap of minimal self-evaluation in your teaching ability.  Just because you have explained something many times does not in itself mean that your pupil understands.  Test for understanding some time later, and if learning has not taken place, then it is essential to adapt your explanations until the pupil has absorbed the vital idea.  Once a connection is made, very often, that will suffice and you will not need to return to it again.  But if there is a disconnect in learning, the issue will not go away.

The value that you are adding to this process is by ensuring that long-term learning is taking place.  It is in the insistence of practical education that makes you a professional, creates a good reputation, and conforms to the DVSA Driving Standard. 

Reducing accident rates on driving lessons

How does having an accident (collision) on a driving lesson compare with other "incidents" in other workplaces?
Would you agree that it demonstrates a catastrophic failure of your workplace?
It is YOUR workplace; you are in direct control of the outcomes in YOUR workplace.
Compare that outcome with the level of language fluency a student attains after their school life or reading ability.  It puts things in perspective would you agree?
There are some things as a professional driving instructor that are an "expected given".  Any member of the public could reasonably expect a particular outcome when they pay for the services of a driving instructor.  Here are a few for you to consider:

1.  No accidents.
2.  Upholding pupil safety and dignity.
3.  Maximise learning opportunity.
4.  A pleasant working environment.

There are many reasons why accidents happen on driving lessons, and I wouldn't want to make sweeping generalisations.  One tip I would offer you though if you are struggling with this problem is to give some thought to the durability of your pupil's learning.  With effort comes durable learning.  Think of examples in your own life where this fact has demonstrably proven to be true.

If your pupil(s) are lacking in the effort, then the learning that is created is wafer thin and short term.  Consequently, this raises the potential for increased risk due to an instructor ASSUMING a certain level of driving ability attainment that just is not permanently there - this can result in accidents.

You cannot "force" learning to occur folks.  It just does not happen.  For learning to be durable, there is a required effort, and the sooner you make that clear to your pupils the more potential of sharing the responsibility for maintaining safety.  You will be utterly amazed at how this simple point will unleash an incredible potential for learning within your pupils - the outcomes are remarkable.

How does having an accident (collision) on a driving lesson compare with other "incidents" in other workplaces? Would you agree that it demonstrates a catastrophic failure of your workplace? It is YOUR workplace; you are in direct control of the outcomes in YOUR workplace. Compare that outcome with the level of language fluency a student attains after their school life or reading ability. It puts things in perspective would you agree? There are some things as a professional driving instructor that are an "expected given". Any member of the public could reasonably expect a particular outcome when they pay for the services of a driving instructor. Here are a few for you to consider: 1. No accidents. 2. Upholding pupil safety and dignity. 3. Maximise learning opportunity. 4. A pleasant working environment. There are many reasons why accidents happen on driving lessons, and I wouldn't want to make sweeping generalisations. One tip I would offer you though if you are struggling with this problem is to give some thought to the durability of your pupil's learning. With effort comes durable learning. Think of examples in your own life where this fact has demonstrably proven to be true. If your pupil(s) are lacking in the effort, then the learning that is created is wafer thin and short term. Consequently, this raises the potential for increased risk due to an instructor ASSUMING a certain level of driving ability attainment that just is not permanently there - this can result in accidents. You cannot "force" learning to occur folks. It just does not happen. For learning to be durable, there is a required effort, and the sooner you make that clear to your pupils the more potential of sharing the responsibility for maintaining safety. You will be utterly amazed at how this simple point will unleash an incredible potential for learning within your pupils - the outcomes are remarkable. [New text format for my blog - any thoughts?]

The most asked question by a driving instructor

One of the most common questions I get asked by driving instructors who are undertaking driving instructor training is:
“How should I start my driving lessons?”

The reason why this is such a central thought in the mind of the instructor is that it paves the way for the rest of the session.  I can gather a great deal of information about an instructors' needs just by observing how they start a training session.

Instructors quite understandably want to start off correctly, and they are acutely aware that how one begins a training session can affect its overall effectiveness.

In the mind of the instructor is this tension where they want to take control and dictate to the pupil what is about to happen.  But they know, they just do, that is not professional training.  And therein lies the rub.  Do you go with your gut instinct and do what very likely happened to you when you took driving lessons years ago, or do you invest time and effort in doing your job efficiently?  Now that's a hard choice for your average driving instructor.  The good news, however, is that because you are taking the time and trouble to read this blog, you, are not "your average driving instructor".  If you had no desire to adapt and improve, you would not have made it this far through this article.  Happy days, keep going.

A "starter for 10" tip that I offer my instructors in the BIG TOM Foundation Block > driving instructor training  < is to consider for a moment what your pupil will be thinking about when they initially sit in your driver's seat.  Without thought, your pupil is not learning, so it stands to reason to gravitate the start of your sessions around the feelings of your pupil.  They might have got into your car with expectations, questions, concerns, trepidation.  My point is, you will not know unless you start asking them questions based on their thoughts.

Try not to consume your thoughts with mind-boggling questions that inevitably tie you and your pupil up in knots, instead write the word "THOUGHTS" on your clipboard and have a 5-minute discussion around the thoughts of your pupil.  THAT should set the path of the session.

I encourage you to give it a go.  

To conclude.  How are you maximising the quality of your training sessions?  It is a SKILL to ask meaningful questions based on your pupil.  It is a TECHNIQUE to transfer the responsibility for learning outcomes to your pupil.  It is a SKILL to listen intently to your pupil as people think by talking and your active listening will contribute to the learning.

Develop your 'learning' skills and techniques, call 0800 689 4174