Freedom to practice

If you were to say to a pupil: "If you were practising now on your own, what would you do?", I wonder what kind of response that might evoke?

From you (the reader of this blog), and your pupil?

It's a good question.  Any question where you have no idea how someone might respond is, generally speaking, a good question.  Because, (never forget the because's), that would naturally mean what is about to happen is more aligned to how your pupil feels, rather than how you think.  It sounds simple, it might even sound condescending to some, but it is sound.

Let's take another one. Your pupil is progressing along, you take them someplace particular, they mess up, you take them there again, and then you wonder 10 mins, 1 hour, one day, one week or 2 weeks later, what would be the benefit of going back there again.

How is it best to practice?

Let's take the first example.

It helps them think.  It gives the opportunity to think about how they would like to practice.... which is no mean thing.   By all means, tell them about useful techniques, but once you have taken the time and trouble to explain a method, let them go.  Think of fishing reels when the fish bites and moves off.   Let them go.

Many instructors, at the time of the initial bite, over-react, in their quest to help.  It is not helpful; it is not. You might not believe me, but it is not.  Your disbelief is because you do not trust me as a driving instructor trainer.  In much the same way as a pupil will not believe you as a driving instructor.  Get used to that feeling; it is coming your way if you are a PDI.

I have videos that I show my customers that prove this point.

Forcing a pupil to practice in a particular manner, is not professional advice.  Why?  Because what suits you, does not necessarily suit another.  If you have not embraced that concept yet, do, it will serve you and your business very well.

The second example.

Many driving instructors fall into the trap of thinking that when a pupil fails a particular goal, they go straight back, revisit it, and then when the pupil achieves the goal, our job is done.  Not so.

Take care, my readers.  Honestly, take care.  There are a finite number of "traps" to fall into within the area of any given driving test centre.  It is so easy to become 'test-centric' in our thinking; teach pupils how to overcome particular challenges on driving test routes.

I've said it many times before on this blog, and the fact remains true.  Driving skills is what assists pupils, not learning driving test routes.  When the skills are sufficiently good, it matters not where your pupil goes to test.  If you have any doubts about this assertion, take a look at my driving school blog, and the truth will be more than apparent.

We are on facebook you know?

Just to let you know.  There is a BIG TOM driving instructor training facebook page - go take a look, loads of interesting stuff, videos, theory and much more.

Do you care if your pupil is enjoying your training?

How do you feel about learning to drive?

Out of 100, what figure would you put on your mood before doing driving training?  Let's say that 0 was "oh no, I hate these driving lessons, do I have to keep doing them" and 100% was "brilliant, I love driving, I cannot get enough of these driving lessons, they always make me feel so good"?

The insouciance of driving instructors about such things is common and regrettable.

It is a fact that some pupils will cavil at the prospect of taking driving lessons, and a seemingly trivial remark or body gesture may mask a deeply held anxiety or pressure.  If a driving instructor ignores such signs and continues to provide training unctuously, the superficial, false environment will soon be punctured.

  

One of my sons told us at a recent teatime that he spent the first lesson of the school day, rolling around in mud playing rugby.  It was a thoroughly enjoyable time.  Given the fact that it had been raining almost continuously for about three days, I asked him about the shower facilities.  It turned out the school had removed them all about five years previously.  Such decisions can easily dissuade students from enjoying subjects I thought.  

My other son has just finished five years at a school that has a swimming pool within the same four walls and yet had no opportunity to spend 1 minute in the pool.  

Bear these two points in mind when you next hear of the obesity levels of our youth.

I recently read that proportionately less young adults are learning to drive these days.  If you tap this into google, you will notice that this kind of headline has been around for many years.  If there is any truth in it, then it would be interesting to know what is going on.

High-sided vehicles and windy conditions

A very nice graphic is provided in Ch 12 of Roadcraft which shows the forces acting on a vehicle before, as, and after an overtake of a high-sided vehicle in strong winds.  I would recommend it to show to your pupils.
  
This kind of issue is not easy for us to implement in driving training as it requires the strong wind, the presence of the high-sided vehicle and a length of road that keeps the training safe.  When you get strong winds, do actively think how you can use the opportunity to assist your pupils on that day.  A risk assessment should identify if that particular exercise is not appropriate for any given pupil.

One of the reasons that it is such a powerful learning point is because it demonstrates quite clearly how there can at times be forces and substances placed on vehicles which potentially affect stability and/or traction. 
I think this kind of edification signposts increased driving instructor ability.  To identify the possibility of a rather rare learning opportunity, risk assess and when appropriate deliver the training in order to deepen the capabilities of pupils.  High quality driving instructors are not fettered by inclement weather, instead, they see it as an opportunity.

Why are novice drivers reluctant to use side mirrors?

One of the limitations of recording driving faults in the way the DVSA do is that it could give the impression that all the faults listed have the same degree of severity - in terms of consequences.

Driving instructors will know that driving faults differ quite considerably in terms of the risk they pose to road safety.  There is one driving fault that in my opinion would fall into the top slots; observations made around you prior to moving the vehicle left or right.

Research has shown * that there is a marked difference in the use of side mirrors by experienced drivers compared to novice drivers.  

There would appear to be an over-reliance on the use of the central, internal mirror, rather than the external side mirrors. 

 

For any PDI's reading, the subject of the different design of the mirrors and subsequent use is a subject that is introduced to pupils very early on in the learning pathway.  Instructors' various examples over time accrete into a deep understanding of the effective use of sideways observations.  Discard the 'bumper cars' methodology to driving whereby the learner driver becomes to rely on the crunching of wheels against kerb or beep from other drivers.  There is a need to instil in the mindset the importance of checking for safety before using the steering wheel to change position.

It does beg the question why does this have to be the case?  The authors of the above research do give some hints in their 'Discussion' which is worth a read.  I find that there is a general reluctance in novice drivers to turn the head away from the direction of forwards, even for a short while.  I am hinting that it is not so much of a conscious decision to ignore sideways observations but more of a reduction in confidence to not look where they are going, ALL the time.  I don't restrict this reluctance to only when the car is moving.  When stationary, but intending to move the vehicle sideways, there is too much emphasis on what is directly in front, and behind the vehicle at the detriment of all round observations.

Grab a highlighter, and flick through Roles 1-5 of the National Standard for driving cars and light vans.  Highlight wherever you see the words, "all-round visual checks', 'effective observations', 'systematic routine', 'blind spots'.
Wanting to remain in an emollient position, the DVSA I am pretty sure would like there to be a theme in expectations between our instruction, the pupils driving behaviours when training and on the driving test, and subsequently post-test.  In the interests of thoroughness, I would personally also include the Standards Check to that process.

* Geoffrey Underwood, David Crundall and Peter Chapman "Selective searching while driving: the role of experience in hazard detection and general surveillance" (2002)

When hesitation becomes stagnation

Most people recognise when it is time for a bit of change in their life.  A dear friend might give you a gentle nudge to push you along, and there is nothing unusual or wrong in that, sometimes it is only a close friend who has the permission.

Did you know you can go to Harrods to buy yourself a loaf - it will set you back a fiver?  Did you also know (for a few more pennies) you can order the dough to have your initials engraved in it?  Does that not make you wonder how some people live their lives?  I mention it because there is a whole world of opportunity out there for all of us. Apparently, for some, it is vital for them to see their initials in their baked loaf, but what is important to you?

What is important about how you live your life?

My wife and I were wanting to get our priorities right about a decade or so ago.  We had become used to a joint revenue of 90k +, but we had two little ones who were in need of care, comfort and parental attention.  The changes we made in my career enabled us to make sure Dad attended sports day, Christmas plays, parents evening, school assembly.  My career change enabled me to be more 'present' at home.

Becoming a driving instructor opened more doors to our family life and was a great example of recognising and being brave enough to act on change.

Stop what you are doing

I think that when kind folk talk to me about the need to have patience as a driving instructor and how they could never do my job, they are missing the point.  I have a somewhat ambivalent attitude about these apparent compliments.  Either they have a skewed understanding of what the job entails, or it is entirely possible that I am the one in error.  But I offer my reader the following with Role 6 of the DVSA National standard for driver and rider training very much in mind.

Trainers and coaches get very used to common themes regarding applied techniques to assist progress in any given physical activity.  I won't list them but if you just think of methods relating to swimming, laying bricks, carving wood, playing chess, displaying flowers, public speaking, riding a horse, they all will have tried and tested words of guidance that stand the test of time and are indisputably sensible words of advice to give a pupil.  So yes, I guess in that regard, being a driving instructor is no different.  Take the technique needed for early beginners when "moving off" for example.

If you flick through to pg 89 of Driving the Essential Skills, it gives an itemised list of the actions required.  Remember that pupils need to know 'why' as well as 'how'; it would be wise to back up those actions with the reasoning so that the pupil understands.  You could demonstrate how to make the moves. Your pupil might even want to video the technique on their mobile for later reference.  Your pupil may want to write it down, take a screenshot of pg 89, draw the key elements, record the steps on the dictaphone on their mobile.  And then it is time for them to practice.  All sounds pretty reasonable, logical, sensible.  There is of course more to this when you consider precisely the differing situations in which we move off on public roads.  There are variants relating to the volume of traffic, the width of the carriageway, pedestrians near the vehicle, gradients on the surface, the speed of traffic, daylight and darkness, weather, type and weight of the vehicle.

Despite going through the actions above with your pupil, there are a variety of reasons why a pupil might not do the very first task, i.e. "with your right foot, press the accelerator slightly and hold it steady".  Regular readers of this blog will know that behaviours of pupils are a fascinating subject in itself.  But let's stick with the fact that it will not necessarily be evident to you as a driving instructor why a pupil would not 'set gas' even having gone through the actions listed above.

Now, this might be the reason why friends say to us how they could not do our job? Perhaps?

So I guess the question is, what should one do if the situation above presents itself?  And this is where the title of this blog comes in.

You could repeat all of the actions listed above concerning EDP (explain, demonstrate, practice), you really could.  How engaged your pupil will remain should you attempt it would be interesting to observe.  Perhaps you could tactfully test for signs of memory recall with questions rather than explanations.  I know I have covered this elsewhere on this blog but in summary, if the essential elements of the technique do not absorb into the long term memory, then this will affect the drill which will affect practical outcomes, e.g. in our example of 'setting gas', stalling the car.

Learning is always about the pupil though.  Our feelings about the situation are nothing more than a distraction.  Thoughts relating to impatience that our pupil does not 'get it' or questioning their intelligence/attitude, are very negative and unhelpful.

In moments like this, I thoroughly recommend taking a time-out.  Our pupils work hard, it is mentally tiring, and if they sense a whiff of 'failing' they can be mighty self-critical.  A moment of reflection to clear the head for some rational thinking works wonders.  I'm not attempting to trivialise effective learning; sometimes there are barriers which are fundamentally very restrictive.  But there is very little to be gained by forcing the issue.  For sure, attempt to understand, after all, as driving instructors we are observing hundreds if not thousands of pupils over the years, so we begin to understand what is 'normal'.  We are working in a 1:1 environment, so you quite quickly begin to see themes of how pupils behave when learning.  But my point is that all of us can only work with the information that we have in front of us.

Continuing with the example of moving off, and the issue of not setting gas with the right foot. The consequence will inevitably be stalling the car which has a profound effect on confidence.  So this seemingly minor detail of the action with the right foot can easily be perceived as an enormous problem that is dramatically affecting outcomes and making a pupil feel demoralised, frustrated, and even defeated.  They can lose faith in their ability, and in you as an instructor.  They might want to stop learning to drive, or perhaps change instructor.  It might foster deep feelings of self-doubt for years to come; I'm thinking particularly here of manoeuvres - the amount of qualified drivers who have long-term loathing of a particular manoeuvre is quite incredible.

So you know, as a driving instructor, that it really would be beneficial to your pupil if they would set gas when moving off.  You know what the consequences can be if they don't.  Stalls do not make for confident drivers - of that do not be in any doubt.

You and your pupil are in somewhat of an impasse.

In what seems to be the best of intentions for all, you decide to ignore the issue.  I cannot emphasise to you how wrong that decision is.  It never goes away; it will ebb away at your pupil's confidence tirelessly.  What's more, the more it goes on, the more it becomes the norm, the more your pupil thinks that it is natural, and expected.  You find yourselves edging back into a corner in slow motion where there is no way out; while looking at each other with bewilderment as you envisage the words SET GAS imprinted in large letters across the forehead of your pupil that only you can see.

No, let's agree to bin that idea.  

Instead, let's consider communication.  It is not in itself unusual for there to be obstacles to learning, and when pupil, instructor or both identify these, then at least we have the 'enemy' in sight so to speak.  How to deal with this enemy is a different matter, but at least we have it in our sights.

There will be a rare occasion when the pupil and instructor cannot identify the 'enemy', in other words, we just do not know what we are dealing with and as sad as it is, that is life, and for whatever reason, at that moment in time, this is an obstacle that really is affecting learning.  I guess there is an argument in these situations to persevere and show some grit.  Not wishing to make a nefarious statement but this is not always the answer.  I do hate to shatter dreams and aspirations, and it may line your pocket with more revenue but I for one like to sleep at night with a clear conscience.

Harnessing organisation to create success

Well, that was some weekend for compelling viewing of sport.

It is interesting to see how the wicket plays such an important part in proceedings for the England v W Indies cricket test.  The commentators cannot be accused of hyperbole when it is plain to see how a delivery is affected by minute differences in where the ball contacts the ground.

It bears some resemblance to the life of a driving instructor where there is a constant possibility for randomness that could affect safety; by the pupil's behaviour or the surroundings.

I did wonder though when I witnessed how Wales turned around the result against France in the 6 nations if there could be a clearer demonstration of how outcomes can be managed.  At half time, Wales were losing 16-0.  The teams return, on the same pitch, in the same conditions, and yet it was as if they were two different sets of players.  As an independent observer of the dramatically different outcome, I can only wonder what part the coaching staff played in that half time talk.  It was a curious event to ponder.  I liken it to what I regularly see with my learner pupils and trainee driving instructors.  One should never doubt the power of human endeavour, but when you also add some smart organisation, stand by for the results.

I had lengthy conversations last week with two chaps who are considering registering up as an ADI (Approved Driving Instructor).  One was at a test centre which he just visited to sound out any helpful advice.  The other was on the phone to a chap who let his green badge lapse some ten years previous (the green badge is what must be displayed in the windscreen by a DVSA registered driving instructor).  The fear of change was palpable in the voices of both, as they wondered whether their dream was little more than a chimera.  I've come to realise over the years that it does not help to inculcate the positive benefits of being a driving instructor; the grit required to pass all three tests is far more relevant.  The benefits of the successful conclusion are rarely in doubt by PDI's (trainee driving instructors), where most need assistance is in how to achieve success. 

The same is true for learner drivers and the complicated path some will take when learning to drive.  A driving instructor can guide and propose routes to navigate, but it is the pupil who treads the track; I'm sanguine about that distinction.  Imagine for one moment the environment surrounding those Welsh rugby players at half time.  Some guiding light was undoubtedly cast upon them by the coaching staff, but my word, each one of them came out deeply believing in the objective ahead and their ability to achieve it.

The weekend sport was a splendid example of the need for reliable, respectful, trusting relationships.  Players must deal with momentary individual blunders where the consequence can be catastrophic.  There is adversity around every corner in sporting life, as there is when learning to drive or training to be a driving instructor; it is the bonding relationships that prevent individuals from feeling isolated that makes for successful outcomes.