This is third of my articles on breaking down the ‘National standard for Driver & Rider Training’. This gives an excellent definition of what client centred is and what it isn’t, as in my experience lots of people get this wrong.
Ok, let’s explain the third section of the standard which is called,” Enable safe and responsible driving/riding”.
The third section of the standard says that this is about helping and supporting a learner to acquire the skills, knowledge and understanding that they need to drive safely and responsibly throughout their driving career. This means that this not just about teaching to pass a test. Instead, it is about developing the learner’s competence and their willingness to continue the learning process beyond their test.
The competences which go to make up this unit are presented in three elements (there is a four element, but this references the learning in a group environment). However, it is important to understand that the first three elements represent different aspects, or layers, of a single, integrated, approach: an approach known as ‘client-centred learning’. It is not really possible or meaningful to attempt to demonstrate these competencies in isolation.
Client- centred learning is not about the learner taking charge of the learning process and deciding what is going to happen. Instead, it is about creating a conversation between the learner and the instructor that is based on mutual respect. This approach is based on the idea that people resist taking on new understanding and resist modifying their behaviour if
. the person who is trying to teach them fails to respect and value their idea of who they are
. the person delivering the learning is not seen as ‘genuine’
. the person delivering the learning is not seen as having legitimate authority
In the context of learning to drive or ride, the instructor brings to the learning process their hard-earned knowledge, understanding and experience. If they rely simply on telling what they should do, they will probably be able to teach them enough to pass their test. However, all the evidence suggests that learners in this sort of relationship do not really change the way they think and quickly forget what they have been taught. There is a better chance of a long-lasting change in understanding and behaviour if the instructor-
. presents their knowledge, understanding and experience clearly and effectively
. listens to the learner’s reactions to that input
. helps the learner to identify and obstacles to understanding and change
. supports the learner to identify strategies for overcoming those obstacles for themselves
In this context, this is not about teaching learners to perform driving or riding tasks in particular ways. While it is reasonable to encourage learners to practice particular methods for performing a given task, because there are clearly explainable benefits to that method, the outcome of the learning process should be that the learner has developed a safe and responsible method which they can apply consistently and reliably; not that they have learnt any one specified method.
I will briefly explain the three main elements which are:
1/ Create a climate that promotes learning
2/ Explain and demonstrate skills and techniques
3/ Coach
Ok, let’s break down the first section that creates a climate that promotes learning.
This element is about creating a relationship with the learner, and a context for their learning, which helps them to take ownership of their learning process. It is foundation on which the next two elements are build.
This approach is based on the understanding that learners who:
. are not engaged by the training.
. just receive information.
are less well equipped to deal with the wide range of challenges they well meet, when they drive independently, than those who are supported to active learners.
The element is also about ensuring that every learner has access to the same learning opportunities and is treated with equal respect.
I will cover, all these three elements in later articles.