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.    

How's your bedside manner?

You can have all the driving instructor tools and techniques, but if you struggle to communicate with customers effectively, then retention of pupils can be a big problem.  I know this to be true.  I'm still in the game; at least I am when I'm not being locked down.  I've seen what happens when you ignore this problem. 

A few real-life examples I offer in my opening:

A super confident pupil fails his driving test with two dangerous and one serious (and nine other driving faults).  Naturally, he wants you to book him up another driving test, immediately.

After 34 hours of training, this pupil is struggling.  She gets overwhelmed with the tasks, struggles with co-ordination, and it is painful to watch.

A tearful pupil with financial difficulties and low self-esteem wants to go to test.  She is not combative or in denial about her low driving ability, but is desperate to get her driving licence.

The father passes you over a handful of cash, £300.  "That should do it," he says to you "at least that was all I needed."  He turns to look at his 17-year-old son, and the challenge that he sets is clear to all.

He asks to pull the car over and begins to tell you how crap he is.  This pupil has had five attempts at the driving test with others and came to you for a new start.  His confidence is low, is self-belief is in the gutter.  When he makes eye contact with you, he is begging you for help.

You get a phone call from this pupil's mother.  She is hearing from her son that you have reservations about his readiness to drive independently.  He is apparently confused, she is confused, and she wants you to clarify what is going on.

This 34-year-old pupil learnt how to drive at 17, but much has changed.  He is not progressing as he thought he would, given his previous experience.  

While training with this pupil, he cannot see beyond the driving test.  Whenever he makes mistakes (and there are plenty), he repeatedly asks: "But would that be ok on the driving test?"

The mother of this pupil goes on to your social media and posts a stinking review.  She expected her son to have been taught quicker and warns others that you slow down the learning to increase the costs.

This pupil talks a lot.  He wants you to drive away from his home and back home at the end.  He is employing distraction techniques to avoid awkward conversations with you.  The problem is, his Dad has high expectations and is applying tons of pressure on his son to progress quickly.

None of us receives any training on these situations that crop up.  They are not covered in qualifying training or Standards Checks.  

I am putting aside an entire morning this Friday 1/5/20 to discuss scenarios like these.  I offer this interactive zoom webinar for free.  If any participant wants to raise their own situation for discussion, feel free to raise it when prompted.

There is nothing theoretical about this CPD, the benefits to attendees are practical and meaningful.  This is not a classroom debate. 

Tell your ADI mates, tell any PDI's you know - there will be something for everyone here.  

Simply text "help" to 07498364211, and you will be sent the link for the webinar.

Stay safe everyone.

We don't know what we don't know

You know that feeling when you start talking to a new pupil.  That feeling of 'here we go again'.  Generally speaking, pupils always have (and will) underestimate the task in hand to learn to drive.  If you are a driving instructor who provides driving lessons on an 'as and when' basis, this presents little worry.  Just because the pupil has no idea of what they don't know, why should that concern you?  You ignore their ignorance and start giving them driving lessons. They are soon enough going to realise that they massively misunderstood the process of learning to drive.

It strikes me that we all, in this period of lockdown, could quite easily also be blissfully unaware of how we are mentally affected right now.

The problem is, of course, that none of us is conscious of what we are not conscious of.  Who really knows?

The night before last, I found myself awake at 2 am, and properly awake.  I eventually slept again at 5 am.  Now, what do I know about my sleep patterns?  I'm not a light sleeper; once I'm gone, that's it for me.  I need 8 hours a night.  I never struggle to start sleeping.  If I do read before sleep, it won't be for long.  A year or so ago, in one of my fitness periods when I used my Fitbit watch, it told me that I momentarily wake up a few times at night - but I was never conscious of it.  What happened two nights ago was different.  If it hadn't been dark outside, and 2 am, I would have quite happily got up, and started working.  I was properly awake.  Now that, I would submit, is not normal.  That raises alarm bells in my mind.  Equally as intriguing for me was that the next day, I did not feel in the slightest bit tired.

So where do I go with that?  A bit like our pupils who want to start driving lessons, I started talking to people.  The problem is, much like our pupils, everyone has got an opinion, and they don't always match.  I can't honestly say I'm much the wiser.  Some of the things that pupils have told me they have been advised by parents or friends about learning to drive, I would definitely say were unhelpful.

Try to keep an eye out for this though.  Mental health is a funny old thing.  I think it's a bit like knees - you'll take it for granted until you actually have a problem with it. 

In terms of risk factors, although I'm no expert on the subject, I'd imagine that this period right now is heightened risk.

The first goal I would imagine is to actually recognise the little blips.  I've got a couple of mindfulness podcasts that I subscribe to that I believe might help me out. 

Stay safe, everyone. 

Lockdown is shutting down the UK

UK media and politicians are seemingly obsessed with disseminating fear amongst the public.  The initial justification for this lockdown was to protect the NHS; this organisation that Jeremy Hunt would have us believe is the envy of the world.  And of course, the loss of civil liberty is justified by 'the science'.  You know, this group of anonymous people who are not required to allow the public access to the information used to develop their conclusions.   The government are so keen to protect their jobs by complying with the recommendations of THIS group of people, but 'test, test, test' advice from the WHO can be ignored.

In the last three weeks, the number of critical beds capacity has increased dramatically with several satellite 'hospitals' cropping up across the UK courtesy of the extraordinary efforts of the army.  Prevent the NHS becoming over-burdened at all costs is the goal.  These actions are costing the UK a billion a day.  The politicians did not want there to be instances of people with C-19 arriving at hospitals, waiting in ambulances, or dying while waiting in holding bays.  More accurately, they did not want the media to hear of these instances, because those kind of horror stories create high status politician job losses.
  
If it is correct to consider that the truly 'vulnerable' in society with this virus are the elderly, then it would be logical to make extra provisions for monitoring this age group in care homes.  But they didn't.  The Government didn't even want to include those that die in care homes in their daily mortality statistics, let alone throw any resources in that direction.  

This continual drip feeding of fear mongering will come at a cost.  It comes down to perceived risk and we appear to be more than happy to erode our civil liberties for the reduction of risk.  But as we know as driving instructors, that is a delicate balancing act.  It is so easy and convenient to reduce the learning potential in the name of 'managing risk'.  Contrary to WHO advice on the wearing of masks, we are still persisting with this idea that they are a necessity.  Unless we all go around in space suits with individual oxygen supply, there is going to be risk involved in going shopping but you just manage it don't you?  The shopping trips I'm doing now are bordering on the insane.  With the passing of two weeks, we are all now queuing to get in to stores, so as to avoid crowding.  Then we are 'invited' (at the moment anyway), to clean our trolley handles.  We are all then walking around arrowed aisles avoiding each other like the plague (I notice men generally don't play this game with such enthusiasm as women).  Some cashiers use PPE that looks like they are about to perform open heart surgery; others, wear nothing, not even gloves.   I dare say give it a few days, and the wearing of masks by customers to just enter the store will become compulsory.  At some point the government will be needing to reduce this heightened anxiety that they have been so keen to create.  It does make me wonder about the levels of public compliance once the red mist begins to fade, and the true 'science' starts to emerge.

Tracking of our movements via phone apps, heightened ppe requirements.  It's all coming our way.  Have you seen images of the poor primary school kids in Wuhan?  Isolated with plastic barriers around their desk, face masks on - but of course, it's all in the name of saving lives, so basically, don't anyone dare have an opinion contrary to 'the science'.

We have millions of able bodied people, cooped up indoors, slowly going mad, all so that we don't overload our incredible NHS.  How Hancock sleeps at night after making political gain from the likes of 99 year old Captain Tom is beyond me.  But Hancock knows full well that anything NHS related is gold dust.  I had to stop watching his daily updates because of his insistence of associating himself (and his self-worth) with the genuine martyrs at times of conflict - namely the front line.

Continue with reasonable guidelines to assist the elderly, especially in locations where they reside, but can we please get our workers working again?  Prevent over-crowding in trains and tubes by all means, continue the restriction of gatherings involving tens of thousands of people but get the shops, schools, roads open.  Allow the country to get back on it's feet.  In times of national crisis, there is a need to show some balls, but all I'm seeing from our politicians is the covering of arses. 

Driving Training and Tests for Critical Workers

I have just received the above clarification from the DVSA regarding driving training for critical workers and the emergency provision of driving tests.  The NASP have provided some guidance to ADI's who wish to provide driving training for critical workers.  Part of which includes the following:

And yet, when a critical worker goes to book up a driving test using this emergency provision, they are informed that they must at that time be ready to take the driving test at short notice:

So ADI's appear to be in somewhat of a loop here.  They shouldn't start training a critical worker until they definitely know the critical worker will be allowed to book up an emergency driving test - and this should be demonstrated by the actual test booking.  And yet the DVSA are telling critical workers that before they book up a driving test using this emergency provision, they must be ready to take the test at short notice.

Rights and responsibilities

A few years ago, I wrote an ebook for people considering a new career as a driving instructor.  In the book I hypothesised about the future of travel; how we will be making the everyday choices that we make for journeys.  I brought up the idea that individuals will have key data 'markers' which will affect how much they pay for the options available to them.  A simple example would be a person's weight and how that might affect the price of plane tickets.  You can quite imagine that when blood and other samples are taken regularly, it will keep the State updated as to the responsibility that people are taking for their lifestyle and the effect it has on options available to them.

Think of smokers.  The State doesn't want them to smoke, it creates a drain on the NHS; however, it doesn't feel that it can prohibit smoking point-blank.  But it can and has created laws when smokers are around others; in buildings, cars, planes.  Smokers may not take responsibility for their safety or others seriously, but the State sure as hell will.

And so it could very easily transpire with the management of viruses.  History shows us that it is not possible to immediately formulate vaccines for all that crop up.  So how does the State control this problem?  It can place obligatory restrictions on people with certain medical conditions who are at higher risk, e.g. immunity issues.  

This is not a choice; it is a requirement.  

It can require people to regularly test their health for viruses (and other conditions) and create a 'live' data bank of verified individuals.  Doctors screen dna and key health performance indicators.  People are allowed to work and roam anywhere while 'verified'.  It would be an offence for the verification period to lapse or to knowingly breach conditions when the status is compromised.

You could imagine the requirement to carry an external card with personalised data on it at all times.  There is an obligation to 'swipe' to gain entry to supermarkets, swimming pools, theatres, libraries, work, tube trains etc.  You can also imagine a chip that is inserted just beneath the skin (just like we do with tagging dogs), and scanners automatically detect this data when a person attempts to enter certain places.  

At the start of every day, a person is able to provide a blood/urine/temperature/weight/breath sample from home.  The amount of data provided has a direct link to the freedoms available that day.  The type of work able to do, places that can be visited, modes of travel utilised.  You get the drift.  The more data to verify 'status' increases perceived worth - key workers for instance would be more valued and financially rewarded.

         

Learning by seeing

I just attended a DIA webinar on the Standards Check.  Some excellent topics in the discussion, as is often the way.  There was the use of full licence holders, which subject to cover for the location you are in and the pupil you present.  Also, setting SMART goals, checking for learning, scaling for progress, re-setting goals when needed, doing a Pass-Plus session and more.

My only reservation with this kind of CPD is that it inevitably is classroom-based, meaning, theoretical.  In theory, you need to do this, this and that, don't forget this, and always do that.  

*gulp*

Some people just like to see things happen, and there is no shame in that fact.  I rather suspect I fall into this category.  I never hold back on swapping seats with a pupil, and just demonstrate what I am referring to.  It can be very powerful.  

My request this morning was that the DIA creates some in-car videos where the ADI does the Standards Check and as s/he mentions things, a graphic immediately appears on the video that relates to the score that would contribute to, and the competency it refers.  In this way, DIA members get to see the trainer modelling the required behaviours.  

They could make the video the length of the Standards Check and have a 'pupil' realistically role-playing.  You imagine the power of them doing say 10 of those videos, with different 'pupils', different subjects, and showing how it would be graded by the DVSA - now that is what I call creating value to the DIA members.