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.