Effectively using feedback

 

The topic of "feedback" is a very interesting component of the BIG TOM driving instructor training. It occurs by a variety of methods, should be two way (between pupil and instructor) and must be accurate and timely.

There is nothing more frustrating for pupils than being provided delayed feedback. Likewise, knowing how our pupils feel is also important to know in a timely manner so we can manage risk.  

Let's say that you feel there is a need to use the dual controls for a particular event in the session. Your pupil needs to know:

1.  You have used the dual controls (they may not actually realise)
2. Why you felt it was necessary (what you prevented from occurring)
3.  How is it best to proceed to prevent a re-occurrence (reflection is a powerful learning tool)

At BIG TOM we have systems in place to deal with managing 'safety critical incidents'. When you come on board, you are taught about these processes that have served us well and are proven to be effective.

The reason why this is important is that it impacts on your ability to manage risk. Risk factors increase & sometimes decrease within seconds in a driving training session, and in the early days, our responsibility is to keep things safe while this crucial skill is developed in our pupils. The balance of that responsibility eventually transfers increasingly over to our pupils.

We can go through typical scenarios with you either in-car or if you prefer online, remotely. This topic is a good example of how it is possible to train without the need for expensive 'in-car' sessions. We will cover interesting points relating to:

effective communication

timely intervention (verbal and physical)

developing self-evaluation in our pupils

anticipating risk

how feelings affect behaviours

analysing the rules of the road

double-checking for understanding

reviewing goals

By developing your instructional ability in this way, we are modelling how it is best to address issues with our pupils. This methodology is not likely to come across as a personal attack; there is no need for raised voices. We show our pupils that it is possible to learn by mistakes and we are keeping the learning environment calm and constructive. We are helping to provide context to situations, without such help, some pupils might be confused, frustrated or unaware of the risk.