In the world of economics, there is a term used: "marginal utility" which has a description of:
the benefit gained from consuming one additional unit of a product or service -
"the law of marginal utility states that the first x is worth more than the second x (be it dollars, hours of free time, video games, pieces of food, etc.)"
I find myself wondering how this may relate to behaviours by pupils and driving instructors. I have witnessed for years a perceived dip in performance midway through a BIG TOM intensive driving course. My pupils often think it is terminal, a definite end to their ambitions of gaining their driving licence. "Sit tight," I reassure them, "all is not what it might at first appear". Generally speaking, they make great initial gains, they are flying in progress. Does a bit of complacency creep in? Does the cause of the above "discretionary effort" creep into their mind? "Wow, if I'm making this amount of progress over just 2 days, then I can relax a little, this is a done deal". They recognise that they are now driving around without killing anyone, wow, they really are driving. The driving instructor makes all efforts to put these early gains into context, but is the value of each passing hour decreasing in the eyes of the pupil? Do the initial hours where pupils are fumbling around in their thoughts of helplessness and confusion hold more value in their mind because they have less ability?
It could be explained as the perceived value of each hour of driving training, dwindling in value with the passing of time and increased ability. One of the challenges for driving instructors is describing the path a pupil will take when learning to drive. Attempting to describe the importance of invisible cognitive driving skills rather than motor skills needed to operate the car. One tip I can offer BIG TOM driving instructors is to explain to pupils that a car is merely a machine - the operator of it is responsible for it's safe and effective operation. If the machine is stopping suddenly, making strange noises, vibrating oddly, then they need to adapt how they are operating it. However, by far the bigger challenge is to develop the necessary skills to then safely operate that machine in a wide variety of different driving conditions. Pupils don't as a rule, consider operating the car in the dark, fog, country roads etc. It is not necessarily obvious that a different environment creates challenges with regards to the ability to operate the car. Consequently, at precisely the time when a pupil needs to stay focused, keep effort levels high, continue the rate of learning, in fact, their levels start to lessen.
As it happens, in my experience of our intensive courses, this perceived "doom and gloom" is very short-lived. It simply acts as a reminder to the pupil that they are in "consciously incompetent" mode - keep going.
But I also think there is something to be said of this "marginal utility" effect for driving instructors. Complacency in the training environment is very unhelpful. Individual pupils who present themselves to our service, deserve consistently high levels of performance by their BIG TOM driving instructor. Remember, a unit of value is worth more to people who have less. The pupil who sits beside you at the start of the flagship BIG TOM two week intensive driving course is owed as much first-class tutoring in that first hour as the last hour. A busy BIG TOM driving instructor is running 2 or 3 intensive courses per week; pupils are coming fast. It is incredibly important to not allow the safety and reliability of the BIG TOM brand to excuse lower standards of service. Customers are forfeiting time and finance to attend a training course and they absolutely deserve the utmost standards of professional service for every single hour of that programme.
We should take care of and pay attention to all types of pupil learning to drive. Their attitude to learning can affect outcomes, and driving instructors at BIG TOM recognise the importance of knowing our customers.
Take the high achieving "academic" learner driver, for example. In this blog, I am referring to students of the more traditional academic subjects, excluding subjects such as art, PE etc.
This pupil knows what effort is; they are used to successful outcomes in the educational arena. Depending on the age of the pupil, this could be an attribute and a warning sign. The pupil may have little experience in managing difficulties in the learning process. Why would they? They are used to success.
The activity of learning to drive is not the sterile environment of academia. Other road users may not comply with the highway code necessarily. The urgency of such situations that arise does vary, as is the risk it brings. It can be a challenge for the academic learner driver as they are used to managing pre-defined workloads and methodically working through them. Surprises in the study period will be new and different. "If I am being told to do "x" in a given driving scenario, why is not everyone doing the same?". This can lead to frustration, annoyance and a sense of bewilderment because it defies logic, and 'just doesn't make sense'. Highly focussed academic learners monitor their effort levels and behaviours; they are not so used to needing to pay attention to others.
Unresolved difficulties can be a source of frustration. Driving is utilising skills hitherto unused. Metacognition in the driving training environment is unchartered territory; requiring a rethink. Academic learners are used to a strategy of long periods of study, cramming, high-intensity concentration in a controlled environment.
Senses are stimulated with driving. The touch needed for clutch control, smell when the clutch plate is burning. How the sound of the engine changes in different situations. Recognition that the body is tired and needs oxygen, or that limbs need stretching to optimise performance. The eyes are very used to being perfectly still, at a set focal point to a book or screen. Now the eyes are needing to work hard when driving, and the head needs to turn, peripheral vision utilised. The rate at which the vehicle moves has a direct impact on the time the pupil has to identify hazards, assess, make decisions, review. An enthusiastic academic learner, used to quick gains and accelerated progress can adversely affect outcomes by not giving them enough time. They naturally want to keep up with other road users, maybe even outdrive them, they are not used to the idea of taking time to develop skills. They can have many years of experience of out-performing other learners in the academic sphere; the concept of self-regulating the pace of the vehicle to accommodate learning is pretty alien.
A high achieving academic learner is used to the idea of 'feeling the pain'. They relate hours sat studying to outstanding results. Why should driving be any different? The perception is one of condensing time spent behind the wheel into the required number of hours and hey presto. Revision, homework, cramming all follow that strategy. Therefore, if they drive for "x" number of hours, then they perceive that the resulting output (driving ability), must also be a given. If they are used to last-minute, highly intense study periods going through to 4 am, then that pain is just a necessary evil. They will want to adopt the same strategy to their driving training programme.
Academic students submit assignments to deadlines; they receive feedback and re-do. Initial applications do not need to be perfect, and there is scope for rehashing submissions. The practicalities of driving do not permit this liberal approach to "trial and error". The instantaneous feedback of performance (in real-time) may not be welcome because the academic learner likes total control of what gets submitted before being open to feedback.
An academic learner may recognise the non-academic aspect of driving. This point may be either misleading or threatening. Anyone can drive or pass driving tests - there is nothing 'elite' about this objective.
"How difficult can it be - everyone drives?"
At BIG TOM, you are encouraged to discover how your pupil feels about this subject. Time invested in exploring feelings about the process adopted to learn how to drive can pay dividends further down the line. There should never be any sense of judgement or criticism, but guiding our pupils to help them to maximise the effectiveness of their time with us.
In an effort to help keep you informed, here is a list (with handy links) of all the recent DVSA publications that I've been thumbing through in the last 12 months. In no particular order:
When you want something so bad that it starts to affect your logical thinking, then someone needs to step in and put you straight. True? It's great our pupils are shooting for the stars, good luck to them; but we should help them to keep it real. A Joe Rogan interview with a very successful musical artist and movie producer Rob Zombie is well worth listening to if you have the time. That is one 'grounded' person. Zombie is pulling on his experiences of life; pupils learning to drive may be pretty short on that at 17 or 18 years of age. They may struggle to appreciate the process or journey that they will go through. It won't help them if they are either still in academic education or fresh out of it. The sixth form at schools and universities are in a bind whereby they are competing for student applications, and there is increasing evidence that it is impacting the quality of education they provide. The challenge that creates for driving instructors is that some pupils will enter the process of learning to drive, with a distorted understanding of what it means to learn a practical skill. These pupils are very used to an institution which is geared entirely on exam grades (by whatever means), instead of a meaningful education. I find myself having conversations with pupils about the process of learning to drive where it becomes clear, very quickly, that my pupil does not have the faintest idea of what it means to learn by tapping into the long-term memory. Many are not used to that concept. An analogy I would suggest is that academic institutions are conditioning them to eat out at fast-food restaurants for instant gratification. The details of fine dining, savouring good food, social etiquette at the table, are not being developed. They are too busy looking at phones while scoffing junk food rather than benefitting from the social skills of good company with friends. Why does this matter to us as driving instructors? It flies in the face of the DVSA objectives of 'safe driving for life'. It ignores the importance of developed habitual driving skills by repeated and sustained practice. It also turns its back on the notion of continued learning post-test. So we have our governing body who have objectives entirely at odds with those of our customers. That is why this matters. You would be able to spot the fast-food eater who dines for a 4-course meal if you paid attention to the level of interaction with other diners, the quality of conversation, where the mobile phone is located, how quickly each course is consumed etc. But this blog is not about how the DVSA choose to assess learner drivers. I have walked through the process of learning to drive with some pupils, basing my narrative on DVSA researched statistics, only to discover that what I am saying is either not believed, or just not understood. I've used graphs, practical analogies, comparisons to academic learning but so strong are the forces within, that the message simply does not get through. These forces can come from the accounts given to pupils by parents and peers. We should never under-estimate the power of these influences. Clearly, what doesn't help is when unscrupulous instructors 'coach' pupils to display certain behaviours on test, knowing full well that the pupil does not possess habitual skills and techniques for safe driving.
Here is a little teaser for you. The next 5 pupils you see for driving training who are taking English Literature at school, ask them to tell you HONESTLY how many books they have read from cover to cover. See what they say. Be ready for an honest: "none". When you talk to your pupils about their attitudes to road safety, the conversation is not 'results' based because your role is not one of judgement. Pupils will disclose thoughts on the law, learning to drive, and driving behaviours that you could never predict. 'Non scholae sed vitae (discimus)' - We do not learn for school but for life. It may be a 2000-year-old quotation (from Seneca the Younger), but it holds to this day. We can choose to educate our pupils beyond the scope of passing the driving test. Not all conversations have to align with a measurable outcome. If you want your pupils to think about driving behaviours, you will need talks that give them the freedom to express their inner thoughts.
Section 2.36 of The Road Safety Statement 2019 (DfT) states that 17-24 year-old men are the highest risk group according to road casualty statistics. I have both seen for myself and heard of some shocking accounts to back up this finding. I have mentioned before on this blog the dangerous combination that I'm afraid I see with increased frequency from learner drivers matching this profile: lack of communication skills to express their thoughts/feelings/beliefs and attitude to road safety coupled with behaviours that are the height of irresponsibility. An 18-year old female pupil recently recounted to me an incident that occurred about a year ago. She got in a car (rear nearside) with two other known male friends of equal age. The driver was unknown to her but known to her friends. One of her male friends said to the driver: "Scare her". The driver proceeded to drive at a speed that he could not control the car, which ended up flipping upside down in a ditch (see image). Miraculously, all four occupants survived with minimal injuries which is nothing short of a miracle in itself. Many thoughts are in my mind, which leaves me quite cold regarding what is behind the instruction "Scare her". I don't have any daughters myself, but this is the stuff that would make fathers lose sleep, I imagine. A different pupil relayed to me only a month or so ago another horrifying event. She also found herself in a car (sat in the same position), with two female friends but a male driver. The driver was only known to her friend, who was sat in the front passenger seat. The driver, unprovoked, starts 'showboating' by driving at speed with left and right swerves on a single carriageway road. He loses control of the car with a lorry oncoming, swerves abruptly to miss the lorry and similarly, overturns the car. Not so lucky on this occasion regarding consequences. Out of all the occupants in the car, my pupil was the only one wearing a seat belt. She regained consciousness outside the overturned car (her exit remains a mystery to her to this day). The friend in the back next to her died. The driver was seen by witnesses emptying vodka out of a bottle. The similarities between the two events are striking.
In our line of work as driving instructors, it is so important to cultivate the relationship with our pupil to develop an effective working relationship. It is so easy to be distracted by a pupil who is obsessed with the driving test. Thomas Merton is quoted as saying:
"Do not depend on the hope of results. You may have to face the fact that your work will be apparently worthless and even achieve no result at all, if not perhaps results opposite to what you expect. As you get used to this idea, you start more and more to concentrate not on the results, but on the value, the rightness, the truth of the work itself. You gradually struggle less and less for an idea and more and more for specific people. In the end, it is the reality of personal relationship that saves everything."
Pep Guardiola on Teaching: "Decision making is key. Players have to experience the ideas in training before they can fully grasp what they're doing & it's not enough just to tell them. Players have to first simulate the tactics in training to then execute the ideas in matches"
Pupils need to know the reasons why they practice what they practice. As Pep says above, it's not going to be good enough just telling pupils what they need to do. They need to see it being done well, understand how it is achieved, and recognise the reason why it is important. Driving techniques have to be put into context for it to be meaningful.
Understanding is key.
Do your pupils know how to apply the stopping distance knowledge to real-life situations?
Do they know why the reverse parallel park is done the way it is on the driving test?
Can your pupils make decisions about which manoeuvre to do based on assessing risk?
"Hold on a minute will you, just quiet for a second; I need to think." You know that feeling? Clarity of mind often comes in moments of quietness. Here at BIG TOM, much emphasis is given to still, calmness in a learning environment. Think beyond the need to have a break from distractions; as beneficial as that undoubtedly is. Instead, think more about inner calm, rather than controlling external 'noise'. There is a great deal of inner turmoil in the mind of our pupils as they attempt to navigate through the learning programme. Learning by reading in silence is one thing, but driving around with a range of external influencers while attempting to think about driving actions is something entirely different. The mind of our pupils is chaotic at times. There is a mixture of emotions flying around. Learning to drive can be perceived as incredibly exciting, annoying, satisfying, tedious, challenging, demanding, uncontrollable, traumatic, rewarding. Pupils emotional state will flow between feelings of pride, disappointment, anger, resentment, conflict. Much of this will be experienced in silence; oblivious to the driving instructor who does not enquire or have any skill in reading non-verbal body language. Pupils need to recognise how they feel while driving, will affect performance. Some of this inner turmoil will be consciously acknowledged but others not. Frequently an instructor will enquire with their pupil about a passage of driving in terms of perceived safety, control or ability, and the answer will defy what the instructor has just observed. Pupils need assistance in recognising their emotional state. PDI's, ADI's (and dare I say driving examiners) would benefit from appreciating how their inner turmoil affects their professional capability.
At BIG TOM we employ techniques that encourage quietness, still, calm, peace. Rarely do people achieve optimal cognitive working while being in a state of chaos in their mind.
BIG TOM is recruiting for driving instructors - do you want to know what they are looking for?
Weird as it may seem, it's not great drivers, it's not experts in the field of automobiles. We want driving instructors who can help people in a meaningful way.
Can you recall from your school days a particular teacher who was supremely confident on the subject matter but did not have the first idea how to assist students in learning?
Knowledge of cars, clutches, gears, handling, engines is kind of good, kind of. Knowledge of learning techniques and people skills is an enormous advantage.
BIG TOM is successful not because we can get pupils to move a car without killing anyone. BIG TOM is successful because we can help people to learn skills, develop their driving experience in a safe, enjoyable learning environment.
Please get in touch with us on 0800 689 4174 if you are interested in joining us.
Please don't do it just because you "like driving" or have driven lorries, or been a traffic cop.
We are looking for people who can demonstrate experience in actually developing others.
Are you finding your current lifestyle is not providing you with feelings of pleasure and satisfaction? Do you feel like you are simply "going through the motions" or a prisoner in your own home? Not so much enjoying your conscious hours, as plodding through them; not long to go and then you can get into that bed again. Feelings of tiredness, achy muscles, too long spent looking at the phone or television. Monotony and lack of challenge lead to flatlining days of existence. You get to Christmas, again, still wondering why nothing seems to be changing. It can be very upsetting to realise that you are not getting as much out of life as you feel that you deserve.
But if there is one positive to get out of this sorry state of affairs that we call "Brexit" it is the wonderful opportunity and step change in mindset to review how things have happened in the past. The rulebook is being cast aside folks; this is precisely the time to stand up straight, be counted and make a change for the better. Chinese General Sun Tzu is quoted: "In the midst of chaos, there is also opportunity."
The BIG TOM driving school franchise offers my readers a fabulous opportunity to join something new, exciting and revolutionary. The beauty is that the driving school is established, renowned, and prime for expansion with people just like you.
Take a minute or two to scrutinise the following few customer reviews that I've just captured from the website
"Just would like to say thanks once again for helping me pass my driving test. I will certainly recommend you to others. The two weeks of lessons I did with you were structured perfectly and managed to get me ready for testing within two weeks. Also the videos that you provide are extremely helpful. I didn't think I would be able to learn to drive so quick but you proved me wrong." Ben Parker from Bourne
"I did the BIG TOM 2 week intensive course as I was due to start a new job which required a driving licence. I cannot recommend Tom highly enough, he has a wonderful ability to put you at ease and he really let me take control of my own learning.
He focussed on making sure I was a confident, competent driver and not just focusing on scraping a pass.
The 2nd week was all about confidence and refinement of my skills & his honesty really helped in making sure I was more than prepared for test day.
Fantastic course, top guy, couldn't recommend any higher.
David" David de Benedictus from Sleaford
"I have enjoyed my intensive driving course, got to cover all aspects of driving within the week. I found that by doing an intensive driving course I was able to retain what I had learned easier than if I had done say a 2 hour driving lesson. I would recommend an intensive course to anybody. Same amount of hours over a shorter space of time which in my opinion is better than spread out over what can sometimes end up as months!! BIG TOM driving course has shown me that you can do it in a week if you want, it's great, as is Tom's attitude to his learners. I felt very comfortable throughout. Tom is nice and patient. I would recommend him to anyone. Thanks Tom!" Sarah Shepherd from Pointon
"After an enjoyable and positive driving experience this week, I am happy to recommend Big Tom Driving School to anyone looking to have lessons. Tom has a natural ability to offer multiple strategies for learning to drive whilst also encouraging students to maintain autonomy over their learning. His calm and friendly personality also put me at ease immediately; leaving me free to learn the skills required. I never felt pressured or silly following mistakes I made, which was a refreshing change to instructors that I have worked with previously. Thank you so much Tom" Ria Steventon from Peterborough
"Before starting my 5 day intensive driving course with BIG TOM, I'd previously already had MANY hours of driving experience under my belt and had already gone and failed 6 TESTS. I would say that my confidence in myself and ability to actually drive was shot. I was really nervous about the whole thing, from meeting Tom and actually getting back on the road, as I'd not driven for around 8 months after failing the 6th test.
Within half an hour of meeting BIG TOM, I felt really at ease and comfortable with him. Midway through the week, I was still having doubts after doing a mock test with Tom, which was truly awful. BIG TOM didn't let me give up on myself and we had many pep talks which then gave me the confidence to keep going. By the end of the 5 day course, I'd finally PASSED MY TEST! Honestly, without BIG TOM's supportive and open teaching style I don't think I would ever have passed my test. Even when you make mistakes, BIG TOM remains very calm, cool and collected, which made the experience very comfortable for me as a pupil.
I can't thank BIG TOM enough and for someone like me, who has unpleasant experiences with driving/Instructors over the years, I couldn't recommend BIG TOM enough!!" Abbie Scott-Brown from Ruskington
Customers do not make these kinds of remarks by chance. No-one is holding a gun to their head and saying "write something nice". The reviews are voluntary and freely given by satisfied customers. They could be talking about you! How would that make you feel? You are not just providing life-changing skills to people, but you are doing it in a manner in which good folk appreciate.
Let me leave you with one last remark made by a British General: Douglas Haig in an order to the British Army on 12/04/1918, it goes as follows:
"Every position must be held to the last man:
there must be no retirement. With our backs to the wall,
and believing in the justice of our cause,
each one of us must fight on to the end."
Dramatic stuff! Inspiring, motivational; triggering senses of patriotism, courage, moral fibre, just cause, suffering, commitment, duty and most importantly..... action!
There are times, even when not in war, when we need to stop procrastinating, dithering and simply act. It takes courage, desire, ambition and effort, but with effort comes reward. I very much hope this inspires you to contact the BIG TOM franchise on recruit@BIGTOM.org.uk
'Modelling' from a driving instructor is a key attribute of effective teaching, which is why it is important to raise your own self-awareness as a professional driving instructor. Take how you deal with mistakes, for example.
Your childhood may have been indelibly marked in your mind by a domineering parent or an abusive or neglectful relationship. It could well have moulded your mindset of self-perception permanently. You may instinctively feel 'weak' when speaking to a person in a position of higher authority. It could have affected your ability to manage relationships with teachers or maybe bosses at work. Perhaps peers in a working environment are a challenge when you feel like you are being observed, judged or even spoken about.
As a result, unbeknown to you, your emotional reactions to anything competitive can be extreme. Targets at work, appraisal objectives, bonus payments, selection for promotion, interviews, even not being given space to have your voice in a group of people.
These things are often self-perpetuating: one thing leads to another such as it can affect your attitude towards making mistakes which then leads to you not challenging yourself or going the extra mile.
But really my point is, that this outlook that you have developed can very easily also project itself on how you react to your pupils too. This is where modelling comes in.
Let's take how you would deal with a pupil who stalls in a busy street. I had this last night; the stall created an instant and profound reaction from drivers behind. As is always the case, it is important first of all to root-cause why things happen. My pupil last night was attempting to move off from queuing traffic at a red light, on a slight gradient, without the use of the handbrake. A clever, challenging, courageous thing to practice for a novice driver with only 8 hours under her belt. Balls of steel - and I absolutely loved it. One might argue that she really should be practising that kind of technique on a hill when there is no-one around, and yes, I would quite agree. But she KNEW what she was doing. She KNEW what was required. She was merely practising it in an awkward, perhaps inappropriate context. Hardly the crime of the century. Yes, it inconvenienced some behind by about 20 seconds, but my pupil's progress is my priority. We talked it through in a positive discussion where I praised her for her efforts.
She is not frightened to try with the potential of failing, and I deeply admire that attitude to learning. Please do not allow your own mindset (in this case, about making mistakes) to project on to your pupils and prevent them from growing. If that means you need to seek some professional assistance in developing your self-awareness then don't delay, seek it, your pupils will thrive as a result.
BF Skinner is quoted as saying: "It has often been remarked that an educated man has probably forgotten most of the facts he acquired in school and university. Education is what survives when what has been learned has been forgotten."
It raises the question of how important is it for a newly qualified driver to remember the techniques in their driving training?
Do motor skills tend to 'stick' better than cognitive skills? How much do attitudes and beliefs have a bearing on the retention of driving skills? Which techniques can be used to improve longer-term learning? How good is the driving test at assessing drivers habitual driving techniques?
When driving instructors are 'teaching' learner drivers, are they tapping into rich mindfulness techniques; helping their pupils to develop a growth mindset?
It is very easy to tell by the way. One only needs to observe who is at the heart of the working relationship between pupil and instructor. If I see an instructor who is displaying behaviours of disappointment, frustration and irritation of pupils' driving behaviours, "judgement" is a key component of their learning environment.
'Scaffolding' is a technique often used to bolster motivation and success in driving training here at BIG TOM. It creates an environment of learning that is safe, constructive and positive. It is not intended to be utilised permanently or to lessen challenge for our pupils. Indeed, we should never shy away from the possibility of making mistakes - this is equally true for ourselves as driving instructors as much as it is for our pupils.
You might be mindful that when a pupil who is working away very hard with effort, it does not, in itself, make for positive outcomes. It is our role to facilitate the development of learning in our pupils by creating an open, purposeful dialogue that is guiding and supportive. To do this, BIG TOM Driving School Franchise has a culture of improving knowledge and understanding by utilising up to date, professional resources for driving instructor franchisees.
Independent driving instructors can often sense isolation, especially when subjected to a particular trigger that stirs emotions of fear, confusion or anxiety. These triggers arise for many different reasons, and the intensity of loneliness varies accordingly.
In the BIG TOM Driving School Franchise, driving instructors are supported to overcome these trigger events. Very often, it is possible to mitigate the trigger by merely paying attention to the advice given in the franchise of best practice. BIG TOM operates within a framework of solicitude benefitting pupils and driving instructor franchisees.
Organisations that provide a service relating to personal enrichment, e.g. training or education are sometimes subjected to obloquy directly or indirectly. Frequently, it arrives with no previous warning. A lone driving instructor on the receiving end of a direct verbal attack can have deeply mental consequences to well-being. How some people behave with antipathy towards others, cannot always be rationalised and attempting to understand the motivation can in itself be deeply traumatic.
Self-doubt might creep into your conscious thoughts, leaving you feeling dazed, momentarily distracted, lost in the moment. Even your unconscious mind can get affected, where your sleep is disturbed. The working day has occasional capricious moments which a driving instructor may or possibly may not recognise the root cause.
It takes a brave soul to ask for help.
In a 1:1 working environment, the mental health of pupil and driving instructor are of equal importance for a productive relationship. The induction training that BIG TOM provides for new franchisees centres around a framework of planning, monitoring and evaluation.
For a free 1/2 hour 1:1 no-obligation video chat with owner Tom Ingram, email "Support" to recruit@BIGTOM.org.uk You will be glad you did.
I suspect the average age of my blog readers will be around 40+ Have you sadly witnessed yet an elderly family member who is ready to die? They have lost the fight. Doctors can intervene as much as they like, it will not change much. Once you qualify as a driving instructor, I rather suspect you will come across pupils who have come to the conclusion that they do not need to learn any more. It is a done deal. Car control was actually their goal. The DVSA driving standard goals does not interest them, in the slightest. "Don't talk to me about my responsibilities." They really want to be ABLE to drive around with little care in the world, no concern how they affect other road users, little regard for conventions in the Highway Code. Speed limits? Nahhh. Pupils who demonstrate such an "Attitude & Effort" determine how much they learn. You better believe that. The BIG TOM driving school franchise is very used to identifying this type of pupil and managing outcomes. Experienced driving instructors really struggle to work with this kind of pupil. As a newly qualified driving instructor, you will need all the support that the BIG TOM franchise offers you. You better believe that. Don't fall into the trap of recognising they could possibly pass the driving test though, so, let's let them go for it. You know, you actually KNOW that their driving skills are not up to the standard required for independent driving - DO NOT DO IT. Their parents won't thank you when they have an accident. You better believe that.
You would be forgiven for thinking that a pupil who has passed the theory test (which includes the hazard perception section) would be able to transfer that skill when they drive. Not necessarily true.
If you are observing that your pupil is reacting late to developing hazards, have a discussion about the transfer of this skill. Pupils must recognise the practical value of the theory study when learning to drive.
The extent to which a pupil perceives hazards when driving could be entirely different from how they perform when riding a bike, for example. Why is that? Ask them. A PDI who asked that kind of cognitive question when training with me would be rightly praised - that is a smart question. Why is it smart? You have no idea what the answer is (although you may have suspicions). More importantly, it is the kind of question that encourages pupils to think deeply. Thinking at deeper levels is a pre-requisite for effective, long-term learning.
Let's say that your pupil can't put their finger on the mis-match. They hear what you are saying, they do not outwardly disagree with you, but they literally can't tell you why they are not identifying hazards when driving that they normally would when cycling. What to do?
Pause the car in a safe place by a busy town road that they know well. Encourage them to consider what possible reasons there might be why they do not see hazards developing as they drive up that road. In other words, encourage them to imagine. They may need a helping hand to get them going, but at some point, it will do them good to visualise driving up that road and imagine what might develop. This is a skill that differentiates us from other living creatures: the power to imagine. If your pupil can start imagining what might occur when they are driving, then they will be one step closer to being able to manage any given situation.
At some point, there will be a recognition that some hazards require positive action on the part of the driver approaching it, and others, need to be kept an eye on. It is a skill to be able to differentiate and prioritise hazards that occur while driving.
Often you will be able to ask your pupil to activate a previously covered subject and ask them how that knowledge can be transferred to a new subject. For example, you may have covered how the lack of vision up ahead on a country road often results in slowing down so as to be able to stop in the distance seen to be clear. Assuming they do, once your pupil recalls that learning point, ask them to imagine what might occur driving on the busy town road where that same learning point will be relevant. A dustbin lorry paused, wanting to turn right, will very likely restrict vision as you approach from behind intending to pass it to the left. The lack of vision, should by all accounts, result in a lowering of speed (and possibly gears). Your pupil can imagine there is every possibility that someone might be coming out of that junction that they cannot see.
On BIG TOM driving instructor training, you will be made aware of different techniques that can be utilised to facilitate these learning points. Consider these techniques like tools in your kit bag. It is very handy to not only have the right tool for the job but have a choice of tools. You do not have to sign up to in-car training to raise your awareness of cognitive and metacognitive skills - a one-hour video call for £20 will cover a lot of ground.
I would not want to give the eager PDI reading this blog the impression that the above is a given. It really isn't. Some pupils will need assistance in metacognitive knowledge of how they learn. I am always very wary of how authors (especially in our industry) either state on a video or write in a blog how easy it is to ask the "right question" at the right time and pop open their pupil's mind like opening a tin of beans. Hey presto, their pupil automatically starts engaging them in 'deep-thinking' conversation as sure as night follows day; not so readers.
Five hours ago, a lady posted up a question on one of my YouTube videos about emerging right using a central reservation area:
"I'm looking for a video about where to wait when making a u turn in between a central reservation. Naturally you'd want to wait on the right side, because that's closest to us, but since we drive on the left in this country we'd wait on the left. I'm confused, please help"
Although I suspect there may be more to this discussion, my initial reply has been:
Hi Jane For starters you do have to check that what you are planning (in the circumstances you describe) is legal, as that is not a given. You might want to consider why in some cases they do not want vehicles doing U turns. But assuming it is legal, then you would need to be paused in the "safe" area of the central reservation. You can't wait in the lanes (whichever lane) as you would then be a hazard, so you really have no choice but to pause in the area where the gap in the central reservation is. Am I reading your question as you intended? Is that making sense? ...tom
I'm encouraging Jane to imagine for a moment why it is illegal in some locations to do a u-turn. There is an opportunity there for some deep thinking, as the answer will not be immediately obvious to all. There will be graphics that can be shown, when in-car she could go to a variety where either she or I drive. We could attempt to tie the Highway Code knowledge into practical training. She could be asked to imagine what possible outcomes could occur for a variety of different places that she might pause; this develops her ability to risk assess. She might be asked to consider how often this situation is likely to arise and in what circumstances it does crop up (putting context to the discussion). Just because something might be legal, it does not follow that it is safe and appropriate. I can think of plenty of examples on the A1 where I would not even use the area Jane speaks of to turn right on to the A1, let alone do a legal u-turn; and yet they are perfectly legal. Does Jane have to experience these dangerous situations herself to learn this point or can she imagine the risks involved?
