Stillness

One of the challenges that face people who are learning to drive is the awareness they have of their beliefs, attitudes, strengths and limitations.  As a BIG TOM driving instructor, this realisation forms an important part of our day to day work.

The following is a very short excerpt of a conversation I had this week with a 23-year-old university degree holder:

"So the very best of luck to you then with your theory test later."
"Thank you."
"What do you think are your chances of passing?"
"Oh 50:50, of course."
"Why's that?"
"Well, because there are only two possibilities; either I pass, or I fail."

The next day, we went on to explore this attitude in conversation.
 
Assisting our pupils in raising awareness of how they perceive things like the probability of passing theory or practical driving tests is essential.  Why we come to the conclusions we do is important to recognise.  In a learning environment, it matters, especially if a pupil is placing a great deal of expectation on successful outcomes.

When you start to get to know yourself, you begin to recognise patterns of behaviours and see links between experiences, thoughts and resulting outcomes.  At BIG TOM, we know that the time invested in these inner searchings is valuable.  We offer guidance in appreciating why and how to reflect.  For some people, it is unnatural to de-clutter the mind, and deeply focus the attention on oneself.  There are many distractions in day to day living, and stillness is not natural to all.

Let's say I said to you as a PDI, that qualifying as a driving instructor will be an effortful process.  As a standalone statement, the value of the message can easily become meaningless.  What any one person visualises by the word "effortful" can be very personal.  How does anyone gauge how much effort they are giving to a task?  How is effort measured or compared?  

Let's attempt to create a "bucket" in our mind, in which we can throw in our effort.  What is the range of activity that each of us perceives to go in the bucket?  How big is the bucket, and what is the strength of each drop of effort going in the bucket?  How regularly are the drops of effort being poured into the bucket?  Are there any holes in the bucket where effort is escaping?  With the passing of time is the effort evaporating?  What are the practical consequences if one PDI has a large bucketful of effort overflowing compared to another PDI with a bucket a 1/8th the size which is just half full?

When you have conversations with pupils, some will need help in gaining some clarity in their thought processes.  What may appear to be obvious to you (with the benefit of x number of years of life experience) is not necessarily so to your pupils.  A BIG TOM driving instructor assumes nothing when it comes to why pupils do what they do, say what they say and think what they think.

Be quick with the cashback!

Just a reminder to all interested folks that the £1000 cashback loyalty reward for newcomers to the BIG TOM Driving School Franchise ends in 9 days.

Franchise agreements completed (signed) after 31/8/19 do not have cashback in the terms.

BIG TOM wishes to thank all who have expressed an interest in joining our franchise.

BIG TOM Franchise - Professionalism

Driving instructors sometimes get frustrated with pupils because they are projecting their expectations in an unrealistic setting.  Pupils are often working very hard within their minds, concentrating on their driving practice.  Perhaps some instructors fail to realise just how hard a pupil is working.  If a pupil is loaded up with driving actions (instructor expectations) too soon or intensely then inevitably, something has to give.  The pupil momentarily drops the ball; either a driving action is forgotten or perhaps not completed effectively.  Mistakes happen for a variety of reasons and customers are not paying BIG TOM driving instructors to design in failure to the learning programme.

There is a big difference between creating a stimulating, challenging practice versus setting your pupil up to fail.  It's not big, and it's not clever.
  

Pupils rarely deliberately make mistakes.

It is natural (to be expected) to observe mistakes with the introduction of a new driving action.   It is overbearing conduct to express impatience towards a pupil due to a driving error.

Consider who is to blame should an accident occur on a driving lesson.  Is it reasonable to point a finger of blame upon a pupil who is learning to drive?  Of course not.  Accidents occur when driving instructors are not properly managing safety.  I would be unhappy if one of my sons returned from a driving lesson, informing me of an accident on a driving lesson with a DVSA registered driving instructor.

Should a pupil repeatedly, habitually drive over the maximum speed limit, a calm, balanced analytical conversation is warranted.  It may stem from external pressures not obvious to you, but the behaviour may be related to beliefs and attitudes.  Applying brakes with a raised voice of "slow down" will prove futile.  Who is the professional in this relationship?  Is your role one of hammering a round peg into a square hole, or facilitating effective learning?

People in positions of authority who abuse their powers with overbearing behaviour create long-term mental trauma in their victims.  > Take a look at the BIG TOM Customer Charter < : we treat our paying customers with respect and dignity.
 

BIG TOM Franchise Journal

The BIG TOM Franchise Journal offers franchisees the opportunity to stay connected, focussed and feel supported within their working day.  It gives vital information on the latest changes in the driving instructor industry, guidance on legal updates and helpful tips to make life..... just that bit easier.

There are recommendations given for courses, training aids, resources and car accessories.  Included in each publication is guidance from owner Tom Ingram on a range of subjects to maximise the BIG TOM customer experience.

Here is a snippet of a previous editorial...

...and involving our pupils in these superficial, short-term learning tactics is not the BIG TOM way.  To provide clarity to a learning point with our pupils, we sometimes mention personal examples of our driving experiences.   In the same way, I offer the following comparison to help you appreciate my point discussed earlier.
Many schools are preparing their students for the final exams sooner and sooner.  I mean, 'training' them for the taking of exams.  Taking endless mock tests of previous exams is one technique used at secondary schools. I wonder how many past exam papers some students in the UK are being subjected?  Another well-used method is to insist that students identify and include key 'trigger' words in their answers.   These are key 'score marking' words detected by examiners; even if the student does not fully appreciate the context of the trigger words.  Many students find that often the content they are supposedly revising is the first time they see it!  Primary schools are not blameless either.  One of my sons was told to revisit an answered question within the exam time, while at primary school doing the SAT's test at the end of Year 6.  The teacher is walking around very quietly suggesting the students revisit answered questions that are known to be incorrect.
What does this kind of education produce?  It produces 'conditioned' students practised in identifying quick gain substitutions for meaningful learning.  What does meaningful learning look like?
The extent of learning varies in breadth and depth.  When a student starts to appreciate and connect with the subject, they are more inclined to develop an interest and passion for discovering more.  The saying of having a mind 'like a sponge' relates to this desire to experience more.  They absorb the subject matter and find themselves thinking about it, talking about it, daydreaming about it.  As their knowledge and skill levels in the subject increase, so do their feelings of self-worth; confidence and flair are natural by-products.
So to bring it back to our BIG TOM pupils we should consider how we as driving instructors are encouraging our pupils to learn to drive.  I have mentioned above about some of the 'lazy' techniques that are used by lower quality driving instructors.  I prefer my BIG TOM franchisees to aim high rather than aim above the lower standards used by some low-quality practitioners. 
The resources that we provide our customers are of a high quality that assists them in learning to drive in a meaningful way.  Not all pupils are going to embrace this methodology, and frankly, we should not be too critical of them.  It may appear that some are seeking a superficial, low skill level method of learning to drive. This objective of shallow learning as utilised in our school system for the past 20-30 years.  It really should not be surprising that some want to continue being "coached" or "spoonfed" how to pass a driving test.
Have the confidence to know that what you are attempting to develop is a confident, competent driver.  One who is capable of driving independently anywhere; not only on driving test routes.

   

BIG TOM Franchise Support

An understandable fear that people have when considering to become a driving instructor is that they don't want to feel stranded and working in isolation.  A benefit of joining the BIG TOM franchise is that you will gain first-class guidance in all manner of subject areas.  

Take this example here which demonstrates the clarity and authority in which BIG TOM can assist their franchisee driving instructors.  The owner, Tom Ingram is in this video and can be seen to give practical guidance on the subject of when to take a pupil to test.  This is a subject that even well established driving instructors can get wrong.  

It can sometimes feel like you are being pressured by many angles;  the DVSA policy can be in stark contrast to how our customers think about learning to drive.  Driving instructor associations appear to be forever casting doubt on the professionalism of driving instructors.  This video sheds some light on the subject and provides reassurance as to how driving instructors should be managing the demands of all these parties.  This is just one example of how Tom Ingram shares his knowledge, experience and authority on the subject in order to assist BIG TOM driving instructor franchisees.

You could be part of the team and enjoy the support that this franchise offers. BIG TOM is a very successful driving school, established in 2009 and is expanding.  It needs driving instructors like you to continue providing the premium driving training in more areas.

Take a look at the video and email your interest to recruit@BIGTOM.org.uk


Happy viewing!