Pupils can stop learning for a number of reasons. The top common reasons are mental state (which I would include any mental state that is detrimental to learning) and previous experience.
When a pupil gets into a car at the beginning of lesson, always try to ascertain their mental state by asking them how they are feeling or how has their week been so far, that way you know what sort of mental state they are in. Also look for their body language as well: look for frowns, looking around and down. (body language is an art itself that needs to be explained separately). At times a pupil might say,” I am fine”, but their body language is telling you something else, always go with the body language is telling you, not the words. If your pupil isn’t in a good mental state to start off with, your lesson is not going to go very well.
You might have to consider whether the pupil is in a fit state to continue with the practical part of the driving lesson! You can always substitute the practical part with something less demanding like theory training or show me/ tell questions etc.
This why it is a good idea to have a backup pupil if you are doing an ADI Part3.
This is a substitute student who as agreed to take the place of a student who is ill, either mentally or physically.
Another form of anxiety is fear. As instructors we should always be controlling the amount of discomfort we are presenting to our students, if we expect too much too soon, for example taking our students into situations they can’t handle or cope with then expect a large of anxiety from your pupil, which blocks their learning. I have seen this numerous times on lesson observations, where the pupil just can’t cope, or no support is being given by the instructor.
The second learning barrier is previous experience. At times we get pupils who question our judgement. They watch you-tube or TikTok videos or listen to friends or family who think what you are doing is in-correct or should be put in for their driving test before they are ready.
Well, this to be more challenging than anxiety. The way I cope with this is two main methods.
Number 1, I made my pupils fully aware that on the phone call when booking lessons that I will not be taking to test, if they aren’t ready. It’s also in my terms and conditions which they agree to on the first lesson. My pupil is in no doubt of their expectations.
If pupils start saying things like, well my dad says you should do it this way, then I have a copy of the Driving the essential skills in my car, which I clout them around the head with🤣, only joking! No, I show them this and gave examples of why the methods in that book work better, like not continuously signalling when it’s not necessary.
The final thing to consider is if the teaching method you have selected is working or not.
As a driving instructor the classic teaching methods are guiding or prompting them.
However, if they aren’t working consider offering them a demonstration, showing them a picture or a video or get them to talk themselves through something step by step (I find this method really involves the pupil in the learning process).
As instructors we need to be aware of as many teaching methods as possible to try and help our pupils whilst learning, just like a car mechanic as a number of tools, we need the teaching strategies to suit. If you try one method and it doesn’t work more than three times, change it, unless there is barrier to learning present.