Are you checking for key signs?

One of the most common questions I get asked from people who are considering a career change to join the BIG TOM driving school franchise is: "What's it like being a driving instructor?"

It is a good question because there is no stock answer to give to that.  I like working with people rather than machines.  The reason why that appeals to me mainly is that it is unwise to make assumptions about pupils.

When working with a pupil, you have no idea initially how things are going to go.  Many variables potentially affect how our pupil will get on.

It is a learning environment, and while mistakes can and will happen, sometimes pupils put a great deal of pressure on their shoulders by having unrealistic expectations of their ability to improve.  They could be receiving some undesirable pressures from parents or friends to pass their driving test as soon as possible.  

I have noticed the shifting of ground regarding mental health over the last few years when it comes to particularly younger pupils.   Pupils can present themselves with deep-seated confidence issues.  Some struggle with focus and attention to detail and recalling information.  Also on the increase is communication barriers where pupils struggle to either articulate their thoughts or lack the practice of formulating ideas based around inner beliefs.

Recently I was asked: "How do I know if an oncoming vehicle that is turning right, will actually wait for me to pass?"

It might seem on the face of it a pretty natural, ordinary, perhaps even standard type of question.  But in my experience, this kind of engagement is rare and like gold dust.  Why do I say that?

The pupil concerned is personalising the experience of driving.  It demonstrates an understanding that road safety is not only their responsibility but also involves all other road users abiding by the 'rules of the road'.

The nature of the question is searching for clues, checking for understanding, enquiring about attitudes.  Unfortunately, far too often, pupils are seemingly struggling to answer any questions that delve into these subjects; let alone ask them.

Clues that all is not well include:

Lack of eye contact
De-personalising of thoughts and attitudes
Quiet or mumbling verbal responses
An unwillingness to speak about any subjects at all
Tiredness
Apathy to engagement in discussions
Apparent detachment to the responsibility for outcomes in the training session
Nervousness or agitation
Frequent deep sighs
Long stares or numbed emotions

Ultimately our pupils are our customers, and ideally, we want our pupils to enjoy their experiences when training, but it is worth looking out for signs that all is not well.  

Can your pupil imagine them one day passing their driving test?  How do they physically and emotionally feel while driving around with you?  Can they verbally describe a sequence of driving actions needed for a specific driving goal such as turning right from major to minor road or a manoeuvre?  Do they demonstrate an ability to recall information?  Are they willing to attempt to describe why they drove in a particular manner?