How to choose where your pupil trains

Choosing the correct location to train in is very important.  I have found it a useful technique to give your pupil options as to where to train.   You are the one who is creating the list of appropriate options, but ultimately the pupil owns the learning process by making these kinds of decisions.  For example, let's say that you have just been working on junctions, and having done a de-brief, you then start the conversation about manoeuvres.  It could go something like this:

Ok John, so moving on to manoeuvres.  You had mentioned at the start of the session today, that you'd quite like to look at them at some point.  Is this a good time?
Yea.  I just wanted to see what all the fuss is all about.
How do you mean?
Well, a couple of my mates who are learning, have told me about the manoeuvres.  I got the impression they are hard.
Well, one thing to say John, is that we all learn differently, something that one person finds difficult is not necessarily the same for another.  Make sense?
Yea I guess, but even my Mum says she hates the reversing between two cars.
I've known full licence holders who hate driving on motorways John, or big roundabouts or near to lorries.  For sure, some are going to feel weaker about manoeuvres.  My point is that it isn't set in stone that all pupils hate manoeuvres or one particular one.  Keep an open mind about learning to drive.  You may be pleasantly surprised.

Ok then, so what's your knowledge on the different types of manoeuvres that people can do on the roads?
Not much.  I've seen people parking up.  That's about all.  
Ok, well what could you and I use in this car, to give you some guidance?
The DVSA book?
Ok, open it up then and try and find some manoeuvres.

Having talked through the manoeuvres in the book and also some alternative manoeuvres that drivers at time use, John decided to look at parallel parking first of all.  The conversation could continue like this:

So most of the time, you'll be parking between cars, while reversing - as you've seen in the book.  It could be on the left or right side of the road.  However, John, we could start off by taking a look at using just the one car to start off with?
Yea, that makes sense.  What do I get on the test?
You could be asked to do it between cars, but there is a nice big gap John.  Often though, it turns out to be with just the one car you reverse behind, and always on the left side of the road.
Why?
That's just how they do it on test.  In a minute I can show you what it looks and feels like to do it to the left and right.  And then you'll also see how it is to pull away afterwards.  There are pro's and con's for both sides you see.
Ok, nice one.  I think I'd like it if you could demo it first.
The first thing we need to work out John is where to go to look at this.  Let me give you some options.
Ok.
It would kind of make sense to start off somewhere quiet.  Do you agree?
Yep, for sure.  I don't want to be distracted or holding drivers up.
And we need to go somewhere where there's going to be parked cars, with nice big gaps between them, yea?
Absolutely, the bigger the better.
Can you think of anything else that it's best to be steering clear of while you practice?
I guess anywhere where there are kids?  So not near schools.  I suppose not near pedestrians in general - so shops.
Ok, so a quiet residential area?
Yea.
Well, round here, we have a few choices.  [A] [B] [C]
Ok.  I don't know all of those, which do you think is best.
Well, [A] will have ......     [B] is slightly different because it will have...... And [C] is very similar to [A].  All three are about 5 minutes from here.
Ok, so shall we try [B] first, because I do know that area.

Does that conversation seem like a load of nonsense to you?  How else could the conversation go?  Let's look at this version:

Ok John, so moving on to manoeuvres.  You had mentioned at the start of the session today, that you'd quite like to look at them at some point.  I guess this is as good a time as any.  
Ok.
So we might as well start off with bay parking.  I always tell my pupils, it's the one you are going to do most.  Make sense?
Errrr..... ok.
So let's just pop over to a place I know fairly nearby, I'll direct you John.
Ok.


In the second conversation, the ADI is controlling everything.  This is what "instructor-led" driving training looks like.  The pupil has no say in anything.  The ADI is making all the decisions.  Even if the location is very sensible in terms of ease and risk, the point is that the pupil is not considering these factors.  So the ADI is in effect, robbing the pupil of the opportunity to develop those skills.  You'll notice that the ADI chose the subject too.  This is not how you retain pupils.  The other thing to consider for a moment is how much the pupil owns the learning process.  Should the pupil struggle or not enjoy the experience, then you can be sure it will be all the fault of the ADI in their mind (and you can hardly blame them, to be frank).  By giving pupils options, they are controlling the outcomes of the experience.   For sure we can assist them in any way they like.  Some pupils may welcome a little nudge by their ADI.  But you are providing them with the freedom in the learning environment to choose.  That is the important bit.
I've heard ADI's say to me that the first conversation looks a bit tiresome, a bit long-winded.  The thing to bear in mind is that in the early days, our role is to model good learning techniques for our pupil.  They pick things up really quick.  After just a couple of conversations they will see the theme.  They will sense the importance of choosing the correct location helps them learn, avoids disrupting others, keeps things safe and makes for good outcomes.  They will recognise that you are guiding them by offering options, and that will foster a relationship built on respect and trust. 
It's no small matter that you are also allowing them to tap into thoughts and feelings that perhaps they have not had to do too much before.  You are asking them what they prefer.  You are inviting them to consider what are their strengths or weaknesses.  You are encouraging them to recognise that it's not just a question of what they learn but crucially, how they learn; and that this can affect outcomes.  Some of these thought processes may be unique.