As a driving instructor it can be tempting to think that our role is to be the �fountain of all knowledge�, but this blog which has been created for driving instructors is going to raise the pitfalls of having that mindset.
In a one to one learning environment there is the potential for developing an effective working relationship, the likes of which could never be achieved in a classroom of 30 pupils. In our past, most of us will have been conditioned (to a certain extent) by the learning experience that we received at school. It still consists of the professional standing at the front, exchanging knowledge (in whichever format) in to the minds of the pupils. Except this is a fallacy; who can honestly say how much �knowledge� is actually being transferred to the mind of the pupil? There are numerous ways that a teacher can offer the opportunity for learning to take place, but honestly, how many of the 30 are actively engaged, and what is the depth of the learning?
Driving lessons as learning environments go, offer more potential for learning. There is only the pupil and you in the car. There is an opportunity to really focus on our pupil to a depth that I honestly believe teachers could only dream of.
You could take the stance that many driving instructors still do; transfer the skills of driving to the pupil in a compliance based relationship whereby the pupil is required just to obey, don�t think, just listen and obey.
It doesn�t have to be that way.
When a pupil has taken the time and trouble to sit in your car, for the most part, they WANT to learn. They are not wanting to waste their time and money in your company. They may not particularly like you, they tolerate you; be under no illusions, the carrot is the full driving licence � they just want to learn to drive.
How you cultivate that desire is up to you. You can harness the enthusiasm and help develop a safe, confident driver in a very natural way. It basically involves disengaging the mouth, and engaging the ears. If you were to record one of your driving sessions (get your pupils permission first), replay it, and note how much talking you are doing compared to how much talking your pupil is doing. This will give you a ready reckoner guide as to the source of the perceived responsibility for learning.
Pupils want to learn, and they would prefer to learn in a manner that suits them. You rabbiting on irritates them, it really is not welcome.
Put in a simple form, if a pupil is not progressing to the degree that you are expecting, then stop �expecting�. Getting frustrated with your pupils lack of progress, and the consequent increase in your verbal instruction is doing practically nothing for the well-being of your pupil.
We could all take the easy option. I can tell someone how to drive quite effectively and safely within about 4 hours. That is the easy, lazy, brainless and extremely ineffective way of assisting a pupil. They will think you are marvellous, they will think they are marvellous, there will be much praise to you, many smiles and everything seems rosy�� until the time comes when you stop telling them how to drive.
Equally robbing your pupils of effective learning is repeating your demands until eventually they actually start to predict what you are going to say! You have drowned your pupil in your words to such an extent, that they will actually know what you would do in a given circumstance before you tell them (as you were about to, one more time�. in the name of thoroughness and professionalism). In effect, they have become you. How wonderful that most make you feel! Another replica you driving around the streets. Except they don't copy your behaviour post-test do they? Equally as superficial, impersonal and ineffective. Passes driving tests for sure, but it lacks depth, understanding and integrity.
What is the answer then?
You could make attempts to understand what actual needs your pupil has. They can vary enormously. Some will be grateful for some practical tips on technique. Others will have mental blocks that need dealing with. The attitude a pupil takes to learning in general, as well as learning how to drive, will be quite unique and personal. There is a need for you to understand the pupil. Unless you have some mind reading powers or some extraordinary ability to make your pupils open up and talk personally about what learning to drive means to them, there is going to be a need to accept what you don�t know, and start listening.
'Not knowing' is an opportunity not a weakness. It requires courage, patience, understanding, self-belief and an unending respect for your pupil. When you start to ask questions of your pupils that you could not possibly have imagined they were going to answer in the way they did, you are beginning to know them. This thirst for getting to know them makes for an effective working relationship.
Don�t give up the other stuff, the stuff that is just useful to know. All pupils will want to hear about that stuff at least once, but get the balance right.
To summarise. I am encouraging you to experiment with the notion that you are not the most important person in the car. You will need to facilitate a safe environment. It is handy to pull on experience of being in the right location at the right time to help your pupil achieve the given goal. Progress does still need to be made. But it is the manner in which progress is made that is the important bit. School children can be present in a class room, they can attempt to answer a question directly asked by the teacher, they can behave but that does not mean that learning is taking place. When you are stimulating your pupils to think about aspects of learning to drive that are deeply meaningful to them, learning is taking place. Not only are you learning about them, but importantly, they are learning about them too.
The author, Tom Ingram trains driving instructors. Interested? 0775 607 1464
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