Despatch: Keeping you updated about driving tests during bad weather Driver and Vehicle Standards Agency
Despatch: Keeping you updated about driving tests during bad weather
There's a new blog post on Despatch about how the DVSA customer support team uses social media to update you about driving tests in winter.In this blog post, Customer Support Senior Manager, Michael Jeffares talks about how his team uses Twitter and Facebook to keep you and your pupils up to date.
Read Keeping you updated about driving tests during bad weather
Scam email warning for DVSA customers
DVSA is warning the public of scam emails asking you to find your receipt attached.We’re aware that some members of the public have received emails claiming to be from the DVSA Fixed Penalty Office which contains an attachment to a Fixed Penalty receipt.
DVSA never sends fixed penalty notices to customers by email. We strongly advise anyone who receives any of these emails to delete the email without opening the attachment.
This bonus article in the Top Ten Tips series is about the core competencies, which are achieved alongside the instructional techniques already mentioned in the earlier emails. If you wish to sign up for these please visit this page http://www.drivinginstructortrainingcourse.co.uk/10-tips.html
Our training at Tri-Coaching Partnership goes beyond the Parts 1, 2 and 3 tests and develops you to become an Approved Driving Instructor.
With Tri-Coaching working alongside you, you will become a competent and professional driving instructor, who is well versed in today's teaching/coaching methods and has a full understanding of client-centred learning.
I would like to personally wish you good luck and hope you have enjoyed these articles from Tri-Coaching Partnership.
For a free consultation to see if this is for you, please call 0800 058 8009 now.Core CompetenciesThe assessment by the Examiner is of all faults over the whole lesson and not just individual faults. For example, some explanations may be correct, some incorrect. The mark given depends on the balance of correct to incorrect. A mark will be awarded on the scale from 1 to 6 for each of the two phases of the Part 3 test.
Fault IdentificationThis covers the ability of the instructor to clearly identify all the important faults committed by the driver that require correction as part of an effective instructional process. This ability is expected to cover all aspects of control of the car and procedure on the road at all times.
What caused the fault? The driver may have approached a junction to turn left and was travelling too fast. This could result in entering the junction too wide and coming into conflict with other road users waiting to emerge. You are aware that the speed of the vehicle was too fast. The simple answer is to slow down more on approach, but were there other factors to consider? Such as, did the driver identify where the junction was, did they start the MSM routine too late, are they applying the brake correctly, did the clutch go down early, was it downhill? As you can see there are many possible outcomes. We looked at this in our article about feedback and encouragement.
If you are sure of the cause of the fault then tell the driver immediately. If it is not too complex you can explain whilst on the move. Be prepared for the driver to repeat the mistake again, this will enable you to anticipate and not allow the fault to be repeated. If you need to investigate further then ask the driver to pull over and park at a safe and convenient place. If this is not possible ask the driver to remember the incident and tell them that you will pull over as soon as it is safe and discuss the incident. When you discuss it, ask the driver what happened and get their opinion, if they can identify the problem then you are halfway to fixing it.
Remedial ActionRemedial action relates to offering constructive and appropriate action/advice to remedy a fault/error that has been identified and analysed.
The fault assessment need not be immediate if this would be inappropriate at the time, but it should be given at the earliest opportunity. It is safe to say that if you did not identify the fault you will not reach this stage.
Correcting the fault can often mean that you have to go back some stages in the learning process. Imagine that you are emerging from a junction that has a slight uphill gradient and you are encouraging your driver to creep and peep forward, and they either roll backwards or move forward too quickly.
The reasons are numerous, it may be that they cannot use clutch control correctly on a hill, it could well be that they are not confident enough to use clutch control and that they are scared of rolling backwards.
Find somewhere safe and convenient to stop - even if it is downhill you can practice in reverse.
Pick a spot, say the beginning of a driveway, and ask them to creep forward and hold the car still using clutch control, repeat this exercise until the driver is confident. Before moving away explain that the next time they are on an uphill gradient emerging from a junction you will expect them to use this new skill before deciding if the handbrake is necessary. Reassure them that you will not allow them to roll backwards, remind them that it is your car, tell them it is OK if they do not succeed at first and that the only way they will learn is to keep trying.
If you do not have enough time on that lesson to practise further, make a note to work on it at the next lesson.
A lot of faults can be corrected instantly and should be whenever possible on the exam. Once you have corrected the fault be prepared for the fault to be repeated. Identify early a situation where the fault could be repeated, it may be that the driver has not checked the interior mirror well before slowing down - look for pedestrian crossings, traffic lights etc. and ask the driver what they should do before the next hazard and then ask why.
The core competencies are often the only thing some ADIs remember about their training because your final pass mark is given in this section. It is fundamental to your development that the instructional techniques are well developed because without these the core competencies can become a minefield.
At Tri-Coaching Partnership our specially designed driving instructor training course allows you the time to develop your skills so that you don't become bogged down in the pre-set tests to become an ADI. Your job as an ADI is to ensure that learning takes place, value for money is given and the car and other road users are kept safe and these skills are the keystone of our training.
Remember, give us a call and take advantage of our free of charge consultation with a trainer local to you. This will give you the opportunity to discuss your goals and needs and determine whether Tri-Coaching is the right way for you. Call us now on: 0800 058 8009.
Your attitude and approach to your pupil will affect how well they learn. Instructors need to be approachable, drivers should not be afraid of asking questions.
Knowledge of the subject is key as this promotes confidence, not only in yourself, but the driver who will also be inspired by your confidence.
You should have enthusiasm for the subject that is being taught and a will for your learner to succeed, as well as the ability to motivate, stimulate and maintain interest. You will need to be honest, conscientious and fair in your judgement of the learner.
You should be organised, resourceful, persistent, but above all have a sense of humour, lessons should be fun, leave your driver wanting more, but do not be a wise cracking joker, be a professional instructor and stick to being friendly and relaxed until you get to know the pupil.
In the Part 3 test 'Attitude and Approach' will be dealt with as an overall assessment, but the picture will be built up by taking regard of the following items:
Articulate: The presentation of information in an easily understood, non-confusing manner that is not needlessly repetitive or lost in wordiness.
Enthusiastic: Enthusiasm is demonstrated where the instructor never misses an opportunity to give additional guidance, however not to the point of over-controlling the driver. It is also shown when the instructor takes a keen interest in all that takes place during the lesson.
Friendly: An easy friendly relaxed manner, outgoing but not over-familiar. Creating a good rapport with the driver.
Patient: The patient instructor is prepared to repeat a sequence of instruction over and over again when necessary, without criticising the driver’s ability to master a particular skill.
Confidence: The instructor should be self-confident and capable of transmitting confidence to the driver.
'The way you relate to your pupil affects the way they learn. Your pupil will not learn if they feel judged by you.'
For more information on any of our training courses please give us a ring on 0800 058 8009
Feedback and Encouragement will help you pass your part 3 test and is necessary for all pre-set tests
Feedback and encouragement are continuous. Feedback needs to be given immediately, as delay allows the recollection of the incident to fade. Whenever a fault is identified the instructor should investigate and analyse why the fault occurred and then give remedial advice on how to take positive action to avoid the fault being repeated. This will often need to be done at the side of the road so as not to distract the driver from the task in hand.
Feedback also needs to come from the driver themselves, this should often be done first to give you an insight into what the driver was thinking or feeling at the moment the fault occurred. This requires you to listen to what the driver is saying. Often just repeating back their words will help them solve a problem.?
Be positive at all times, encourage your driver in their activity, have an enthusiasm for the subject that you are teaching, show the driver that you want them to do well. Be honest with the driver tell them when they have done well, explain how they could do something better if they are not succeeding.
Remember to provide feedback and encouragement to the driver relating to their performance, give praise, confirmation and reinforcement for their effort, progress and achievement. Encouraging the learner is part of any teaching skill. The driver needs to know when they have done something well.
Gain feedback from the pupil first and when you give yours make sure that it is honest, positive and specific to the learning outcomes. This will keep the feedback limited to the subject and about what they personally have done, including their successes. So often feedback is negative and demoralising, use words like areas of development or, how you can improve.
'When giving feedback focus on the positives as well as the areas that need improving.'
If you want to learn more on how to use feedback to develop the student driver then we have In Class training days that may well help you and are offered to anyone, regardless of where you are doing your training. Call us now on 0800 059 8009 for a free, no-obligation chat about your training needs.
Questions provide a way of confirming the learner’s knowledge of driving theory, skills, procedures and their current understanding of road procedures.They can be used to establish prior knowledge (recap) and to help focus attention when introducing or developing their driving skills. Questions can be used to create interest in a subject, and allow the instructor to gauge the depth of knowledge that the learner has.
Questions keep the driver actively involved in the lesson. Learners learn best when they are involved. Learners should learn to think for themselves and be encouraged to find solutions to problems themselves.
Avoid irrelevant and trick questions, ask questions that your learner has a reasonable chance of answering correctly. Avoid statements that require the learner to fill in the missing part, as this also requires little thought on behalf of the learner. When learners are slow to respond to questions, there is an increase in pressure to answer the question yourself. Do not be tempted to put words in the driver’s mouth, unless absolutely necessary. Silence gives people time to think and active listening skill are really important.
By thinking for themselves and finding their own answers to the questions, drivers tend to remember more than by simply being told, let your learner explain to you how something is done, this can prove to be a very successful way of instructing.
Questions that you need to ask should be open-ended, these are questions that often have more than one correct answer, for example, “Tell me what you are looking for when you check your blind spots?”. You can ask reasoning type questions, e.g. “Tell me why it is important to reduce your speed when passing a line of parked vehicles?”
There are also observation type questions, which require the learner to comment on a demonstration or practice session, e.g. “What happens if you do not release the brake prior to stopping?”
Closed questions can be helpful on the move and you can use these questions to check how much factual knowledge about a subject they might have.
'The key to asking effective questions is active listening.'
If you want to become a successful driving instructor then contact us now and we will help you achieve your end goal. We have partnered with Adindito bring you everything you need to become a successful driving instructor along with a comprehensive package of training and support once you have passed. You will not be alone if you use the Tri-Coaching team. Call us now on 0800 058 8009.
Communication is a two way process and it is not good enough to just talk and instruct because there is no guarantee that anything you say will be received and retained by the learner. It is your responsibility to check that the messages you send out are received and understood and translated into the correct responses from the learner. To do this, it is essential that you try to establish a good rapport with the driver. Try to find out if there are any particular reasons why they want to learn to drive and use this as a motivational tool. People will not learn unless they want to.
We communicate through a mixture of different body language, smiles, frowns, nods, posture, hand movements, laughter, eye contact and of course speech. Facial expression will allow you to detect their level of interest, their body posture will often indicate their attitude towards you, the instructor.
You can also use diagrams as an aid, do not rely on words alone to put your message across. A way of checking that understanding is taking place is to ask the driver questions so that they put into their own words what they are being asked to do. This can be used particularly well on a phase 2 subject, because the driver should already have covered the subject or, at least, have some knowledge that can be transferred.
To avoid misunderstanding, feedback is required between driver and instructor. It is vital that you listen carefully to the driver’s response to find out if your instructions have been understood fully.
Before you start your briefing ensure that the driver is paying attention, this can be established by gaining eye contact. Silence can be a powerful weapon if attention is wandering.
Communication should be concerned with the learner’s understanding of instruction, appropriateness of language, use of jargon (with or without explanation), it includes the ability to adapt and to use language and terminology likely to be familiar to the particular learner and not to overload them with over-technical and complex explanations.
'Find out why someone wants to learn to drive - people will not learn if they do not understand their motivation.'
If you want to know more about communication techniques then register for one of our In Class training days, which are open to all, regardless of how you are doing your training. If you want to become a driving instructor and be trained with the latest methods that match the DVSA National Standards then you are in the right place. Tri-Coaching Partnership is the number one training provider for Approved Driving Instructors and we have a full programme of continual professional development to follow once you have passed to help you become a successful ADI. Give us a call on 0800 058 8009 for a free, no obligation chat.
If you are confident then you will be in control. Confidence comes from knowledge and understanding.
The control of the lesson will stem from your initial meeting, first impressions are important, be professional and presentable.
Your briefing will set the tone for the whole session, an inadequate briefing and the use of ambiguous phrases can easily lead to confusion and conflict.
Be aware that complex instructions on the move can prove difficult for the driver to interpret and understand. Learners often find it difficult to focus on more than one thing at a time. Complicated instructions will require you to ask the driver to pull over and park somewhere safe and convenient so that you can clarify exactly what you mean and then find out if the driver understands what your instruction requires.
You will need to be assertive where necessary, use discussion to overcome any barriers. The purpose of discussion is to examine a problem so that you can find out information that will lead you to solve the problem when things are not going well. Constructive discussion enables you to listen and talk through the problem so that you find a workable solution together.
The examiner will try to test your control of lesson and many clients do as well. You may need to be quite assertive but also remain calm and relaxed at the same time. If any action seems extreme or dangerous stop it immediately do not let it develop you are on a public highway and have a duty to keep your vehicle and other road users safe at all times.
Confidence is the key to staying in control of the lesson, you are the expert, you have spent a considerable amount of time and money preparing for your Part 3 test, do not let yourself down by being intimidated. Stand by your decisions (as long as they are correct). Do not fail and then say, “I knew I could have done better” or “I was unsure of the correct information”.
You have plenty of time now to rehearse your briefings and practise your instructions, plan your lessons so that you are confident that whatever subject the examiner presents on the day, you will be able to give your best. Practice visualising taking control and how you will remain calm.
'Remember that confidence is the key to staying in control of the lesson.'
If you want to know more about becoming a driving instructor then contact us at Tri-Coaching we have trainers nationwide that have continued their professional development and hold a BTEC Level 4 Professional Award in Coaching for Driver Development. Our trainers have spent time and money investing in themselves to become the best trainers so give us a call on 0800 058 8009 to find out more about our Tri-Coaching Instructor Training course.
For your Part 3, it is important that whatever pre-set test you are asked to give a lesson on, you should have a plan of how your aims and objectives will be achieved. If you wait to see what happens and allow the examiner to dictate your lesson, you will have no control. Having a lesson plan helps you to develop a strategy that will teach your learner. It is useful to have more than one strategy, remember that people learn in many different ways.
The lesson plan will start with the aims and objectives followed by a recap of any previous learning. Using questions, you can establish their prior knowledge and then communicate your briefing using resources to help put your message across. Remember the learner will not only need to know what to do but how to do it.
“I would like you to drive on when ready”, will only lead to the SE ADI regaining control as you wait for something to happen. Be proactive. Let us say that the lesson is about crossroads. Stating, “I would like you to drive on and please tell me when you identify a crossroads” gives the driver something active to be doing as well as keeping the lesson focused on the subject that you are teaching. It will also enable you to find out if the driver can identify crossroads, are they looking for road signs and markings, do they know how to identify junctions?
You should plan some questions that can be asked on the move at appropriate times, these help to stimulate and encourage drivers, and can also help to build confidence, especially if the driver gives the correct response. A possible question could be, “What are you looking for as we approach this crossroads?”
At this stage of the lesson you must remember what the objectives are. If errors are occurring, have you thought about how you will rectify them? Are your resources still easily to hand? Do you have pen and paper available to draw a diagram if necessary? Can you rectify the error on the move or will you have to pull over somewhere safe and convenient to put your message across?
Do not be scared to ask the Examiner to pull over. You may have structured your lesson so that in the early stages you would give a full talk through and then in the next stage you want your driver to react to your prompts through questions and finally you could let them practise independently so that they accept responsibility for the control of the car. To do this you will have to ask the driver to pull over so that you can inform them of the next stage of your lesson and reassure them that you will help whenever it is needed.
Trying to prevent errors happening before they occur through remedial action requires you to be proactive and notice the hazard and watch the learner, if you are not successful pull over and discuss the situation.
The final stage, if you get this far during the Part 3 test, is to assess their progress (recap). Ask them what they have learned, inform them and confirm their improvement, mention what could still be improved upon and then finally congratulate them on their progress and reiterate what they have done correctly.
'Have a lesson plan and stay firmly in control.'
If you want to know more about becoming an Approved Driving Instructor and being helped to set up your own business then talk to us at Tri-Coaching on 0800 058 8009. We can arrange everything for you and our training is measured against the DVSA National Standards.
It is important to adapt the way you teach to suit the way your driver learns and the level of instruction you use should reflect the driver’s needs.
As a simple guide, if the driver continually makes errors the probability is that you are under instructing or you are asking the driver to do something beyond their present capabilities. There are times when the instructions you give have to be broken down into the smallest detail. This often occurs when a new subject is being introduced for the first time. You should have the ability to give a full talk through. Try talking yourself through an exercise (e.g. the turn in the road) and doing exactly as you say, does this lead to errors?
Observing the driver will help you establish your level of instruction, look at what they are doing, is there a need to instruct? If the driver is not making any errors and you are constantly talking then you are over instructing.
You will also need to be able to prompt your driver when necessary, this will be down to your ability to observe potential hazards in good time, and then observe your driver’s actions to establish if they are responding. Do you need to ask a question that will help the driver identify the correct course of action, or do you need to instruct? The answer is dependent on your ability as an instructor to identify the level of instruction needed to fit your driver's needs.
You could be giving the correct instructions but still not getting the desired response from your driver. This could be down to the timing of your instructions. Are you giving enough time for the driver to respond? Are the instructions spoken clearly and audibly? The secret is to get drivers to respond to your instructions. Using their name or changing the tone of your voice is a good way of gaining their attention.
Sometimes people don't hear what you are saying because your communication style is not matching their thinking pattern. Asking a simple question like, 'How do you learn best?' may help you give better instructions. For example, a visual learner could be prompted by, 'Can you SEE the junction ahead?' An audio learner may respond better to, 'SOUNDS like you're coming in too fast here' or someone who is kinaesthetic and likes to have a go to find out how things work may well respond to, 'This FEELS really uncomfortable at this speed'.
'Adapt the way you teach to suit the way someone learns'
If you want to know more about levels of instruction and the way people learn best then contact us on
0800 059 8009. We are happy to discuss with you how we can match your training to your learning styles.