Picture an image in your mind of you and your pupil in your driving school car. Think for a second what you would add to that image if you were to graphically demonstrate how learning occurs in your driving school car.
How does that look?
How many people given that task would place an arrow going from the instructor to the pupil - in between the heads perhaps?
Learning to drive occurs in a variety of ways, using many techniques. It has very little to do with academic intelligence.
Be careful how you perceive your pupils' potential for learning as it may restrict their progress.
Tapping into the power of the growth mindset brings tremendous gains, but that is dependent on the instructor having the skills to create that learning environment.
I take my boys to see Peterborough United Football Club as and when we can. The Chairman of the club has recently been sharing his assessment of the performance this season which included comments relating to the lack of "heart" of the players; I'm guessing he means passion. At the start of the season, he had set out his expectations of goals to be scored, league position, even crowd attendances. What has happened has been somewhat different; new co-owners, new manager and inconsistent performances on the pitch. I think this kind of "hype" really does little to help the cause. Have goals for sure, "lead" by all means, show direction but there has to be a sense of realism.
It is the same with your driving school business. Have goals by all means but keep it real with the expectations. Reducing lesson cancellations, increasing test passes, recruiting instructors, increasing revenue; whatever the intent, there has to be something of substance behind the objective.
When an individual, organisation or football team can see that there is clarity of thinking, sound practices, and integrity behind the expectations, remarkable results occur. Growth occurs when surrounding conditions allow, encourage, assist it. Attempting to force particular outcomes without those necessary surrounding conditions is entirely amateur like in appearance and is very unhealthy.
People do not react kindly to the exerted pressure of unrealistic expectations. It makes them ill. It creates disharmony. It is very destabilising, mentally and physically.
Spare a thought on this subject when you next consider either your own goals for your driving school business or those of your pupil(s).
The progress that is being made by one of my pupils this week is nothing short of incredible. He is a young chap (19) with no previous driving experience at all. He has no experience of any related activity that has similarities to driving or practical techniques and yet yesterday; he drove from a busy industrial estate in Peterborough to the train station through the City Centre. One cannot but wonder how on earth this can happen.
This chap thinks deeply when in the car with me. He engaged with me often online when provided with his pre-course resources. He is a quietly spoken soul, but don't misinterpret the quietness; he is working very hard, answers questions honestly, personally, with much consideration. He makes no rash decisions regarding options of what to do next or where to go. He has an eye for detail. When given feedback he can listen accurately, and he very clearly demonstrates an ability to change his thought processes (and therefore affect behaviours) having received that feedback. He doesn't ask many questions but what he does ask me has often not been asked before in my experience; they are distinct in their rarity. When he has a timeout, he really has a timeout; he gets out the car, stretches his legs and has a smoke.
There is much debate about the state of our educational system in the UK. Teachers are working harder than ever, but I do wonder if the same can be said for the students. A retired Head Teacher recently published a letter* with his opinion that if we want to know why London schools are outperforming other schools we need look no further than the lesser quantity of "white British pupils" in London schools compared to non-London. To quote him "Or, to put it more bluntly, London schools have on average almost two-and-a-half times fewer of the lowest-performing pupils as schools in the rest of England". If you speak to any Teachers who are in schools with non-UK students, ask them about their work ethic (and the attitude of the parents too).
It's interesting because what this young, white, British pupil has demonstrated in just two days this week with me is that it is entirely possible to make significant gains when learning to drive. But you do need some key ingredients: an honest and trusting relationship with the driving instructor, quality learning techniques and resources, a willingness to personalise the learning and grit.
*Source: "Letters" The Week (7/4/2018) Chris Dunne - retired head teacher
It is an essential skill for a driving instructor to be able to identify how much a pupil is learning. There are your "silent workers" for sure; the pupils who make very little engagement with you outwardly, but inside they are working away. As long as technical improvement is made by the "silent workers" they are heading towards their goal; happy days.
How about the pupils who do not engage with the driving instructor and improvement is not being made? How do we assist those?
One of the advantages of continually providing high quality immediate in-car formative assessment is that it will become very obvious to both parties when technical improvement is not being made. Imagine for a moment the advantage we have over teachers who might have 30+ students in a class. Consider how difficult it must be for a teacher to judge how much each student is engaged and understanding the content. So we are at a distinct advantage in being in a 1:1 learning environment with our pupil.
I will expand on just one example termed as 'elaboration'. When a pupil considers new learning, regarding how it relates to what they have previously done and expresses it in a way that means something to them, it increases the opportunity for remembering it permanently. It is a mark of our professionalism to encourage a pupil in this vital technique of elaboration.
Ultimately, this is what we do. We offer learning techniques to our pupils so that competence and confidence can be developed. But how much they engage in them is a matter for them, and we should not be shy about making that point clear.
As I walked with the dog yesterday morning, a hundred or so little birds were telling me that spring is coming. It very much struck me as I was in this state of heightened pleasure walking in the sun, who has the right to dictate to a pupil how well they learn? We offer them our expertise, our experience, and we give them options. It is the pupil who influences how well learning takes place.
Do you feel that you could benefit your pupils by raising your awareness of other learning techniques? Get in touch.
I found myself earwigging the other day in my local cafe while enjoying a cooked breakfast; an annoying habit I can thank my Mum for who is a master at it. She can seemingly listen to me talking while actively hearing an accompanying conversation nearby; at the same time!
A couple of a similar age to me were at the next table in a great debate about how the depth of their daughter's learning in a vital subject (history I believe from memory) was showing as lacking now she had started doing mock tests. "But the problem she has is that she can only answer questions that they have previously covered in practise questions. She doesn't have the depth of knowledge to be able to answer ANY other question that may be asked". I could feel the pain, I really could. If this poor mother could, she would take the exam for her daughter.
Just a few days ago I was browsing my twitter feed and stumbled across a disgruntled history teacher who was expressing his considered fixes regarding students who are unable to read or write to a sufficient ability for practical use at university.
The reason for me raising this is because this is all extremely relevant to the challenges that driving instructors face on a daily basis. The judgement of one's ability (at anything) is a skill. Being able to think, for oneself, to accurately evaluate performance is clever (not necessarily 'intellectually clever', but smart). Many obstacles can prevent this not least the fact that when we are not particularly good at something, we tend to think we are abler than is the case. I say "the fact" because it is just that.
How any person perceives the experiences they have in life and personally "makes sense" of what occurs inside them and around them is intensely unique.
How a pupil considers his/her thinking is termed as "metacognition" and as driving instructors, we would do well to pay attention to this subject. Our guidance in this skill is essential in maintaining realistic expectations. It is one thing to get this wrong and suffer a lesser exam grade, but very 'real' should it affect road safety. When you independently assess pupils competence in driving, you are helping them to calibrate their ability to understand what they know and not know. I'm not naive in realising that some pupils (and even parents) will not appreciate that service you are providing, but it is a very worthwhile activity within a learning environment that any skilled trainer is adept at performing with confidence.
In summary, this blog is attempting to raise your awareness of how pupils perceive ability and the importance we play as trainers in developing their skill of metacognition. If you feel that you could benefit from learning more about this subject, do get in touch (0800 689 4174)
