Hi, this is my seventh article of Bob Morton’s, “see it”, “say it”, “suss it” and “sort it” system.
Ok, let’s explain the second element of “sort out” which is level of support.
When you start a driving lesson, we agree with the pupil the goals or desired outcomes for the lesson. This way both the pupil and the driving instructor knows what to focus on during the lesson.
The goal set should be SMART (specific, measurable, achievable, relevant and time bound). Unfortunately, I haven’t got time to explain this system on this article.
A driving lesson should have a focus and shouldn’t be a general lesson with no overall outcome as your pupil will need to see improvements by the end of it, to provide motivation and encouragement.
Once you have discussed with your pupil the agreed desired outcome or goal. You will then agree the level of support to achieve the goal.
You can ask your pupil,” what level of support from me”. This is great if your pupil knows the best of achieving the goal. However, it’s not so good if they don’t or you know what they are suggesting isn’t going to work. For example, you pupil as set a desired outcome (or goal) of turning right at traffic lights judging when to go and the level of support, they require is for you just to watch them (something called independent level of instruction). Ok, you could just watch them to see what they do and step in if isn’t going to work. But this needs to be agreed with them before practising right turns at traffic lights, so they know what is expected of them or what they are responsible for. You couldn’t just let them get on with it and struggle and potentially put them, you and the vehicle into a dangerous situation.
However, if you pupil doesn’t know the level of support, they require to achieve their objective then you can suggest a few options or them to choose from, so they retain the responsibility for their learning. These options could be guiding them (talking them thro), prompting them (reminding them what to do), Independent (letting them have a go, but with the conditions explained above), a demonstration (you can show them by either remaining silent or explaining each relevant stage to them or watching a video of the task being carried out). Once the choice as been made you them practice a few times to achieve their desired outcome or goal.
Now the important part, if the learning outcome is not being achieved you might to increase the level of support. if the pupil is finding the desired outcome too difficult or decrease the level of support if they are finding the desired outcome too easy.
Ok, let’s explain the level of support required to manage the risk throughout the lesson and to deal with your pupil needs throughout the lesson.
An incredibly important aspect of a driving lesson is that your pupil feels safe. If your pupil feels safe when this removes a huge barrier to learning which is anxiety. Do we really learn at our best when nerves and fear kick in, I think not. Removing the fear allows your pupil to focus on the objective for the lesson and, they will be making less unpredictable mistakes which are created out of fear.
The level of support to manage the risk depends on the level of experience and ability of your pupil. I explained this on a previous article under, “ say it ”.
Finally, addressing the needs of the pupil. This again depends on the pupil.
Let’s number you few examples:
1/ You pupil needs encouragement when completing their objectives. Well give them encouragement and praise, not constant criticism and negativity.
2/ You pupil doesn’t know or understand some principle of driving. Well tell them if you need too or have a discussion about it or get them to research it themselves after the lesson finishes.
3/ You pupil keeps driving too close to parked cars. Well deal with it on the move, don’t just let them keep repeating the same error or risk, it will become habit if you don’t.
Next week, I will be giving a summary of the “ see it”, “say it”, “suss it” & “sort it” system on my final article.