• Recaps
• Aims/Objectives
• Planning
• Control
• Communication
• Q&A
• Feedback
• Use of controls
• Characteristics

Recaps

Earlier in this series I stated that you should:
"Start your lesson with an interactive recap that provides a link between previous lesson and this one. Simply spending a couple of minutes summarising the previous lesson for the examiner's benefit is not enough".What is normally referred to as the 'recap phase' of the lesson would be better named the lesson introduction. Recapitulation of previous learning forms only part of this process.Your lesson should start with whatever is necessary to put your pupil at ease ­ this becomes especially important during the Check Test because the presence of the examiner will change the normal lesson atmosphere.AimsAfter spending a minute or so settling in, you can introduce your lesson-plan and outline the intended outcome (aim) of the lesson and the steps that will be taken to achieve it (objectives).

Planning

Your plan should include information about what will be included, how it will be tackled, where it will be done, what should be achieved and why it is relevant. By including this information in your lesson introduction you will be well on the way to demonstrating your ability to plan lessons effectively. However, there is a little more to lesson planning than simply stating your lesson 'wish list'. As the lesson progresses you can further demonstrate your planning ability by ensuring that any remedial action is more than just hit-and-miss; make sure you have a clear strategy (such as the 'Tell, Ask, Assess' routine) and that your pupil is fully aware of what will happen next (at all times). An added benefit is that you will also be keeping the examiner informed!

Control

Having a clear plan of action will help you to maintain control of the lesson. The whole of the learning process should be within your control. For example: if your pupil is nervous you need to reassure; if the pupil is argumentative you need to calmly assert your position (after consideration of theirs); if the car is out of control you need to take appropriate action. I get quite a lot of calls and emails from ADIs who have failed check tests (and students who have failed Part Three); they frequently use language like "The lesson just seemed to run away from me!" This is classic 'lack of control', often arising from retrospective instruction. The most common reason for this is that the instructor is concentrating on pleasing the SEADI rather than on helping the pupil. As a result the focus is on highlighting faults rather than taking action to correct them before they happen.

Communication

The next heading on the marking sheet is Communication. This is usually considered to be use of language. Do you explain technical terms such as gas pedal, biting-point, etc. or assume that your pupil already knows them? Maybe you find yourself lavishly bedizening your locution with vocabularian esoterica in an attempt to impress the examiner (Ed - but not the editor). Non-verbal communication is perhaps even more important than the spoken word. Although your examiner may not be specifically trained to assess body language, as a human being (yes, really) he/she will pick up your communication in its entirety; by acting confidently and positively you will put your pupil at ease. Another way to put pupils at ease is to actively involve them in the lesson by using questions.

Q & A

Q&A technique is essential in helping to develop your pupils' independence. However, take care not to 'cross examine' your pupils. I touched on the use of questions related to level of instruction in the last article of this series. One point I didn't mention, was that simply asking questions is not sufficient.Instructors occasionally show me publications with lists of questions 'for every occasion'. Having learned them they are still unable to use them effectively! Good Q&A technique usually requires a series of related questions coupled with active listening ­ it will also include appropriate feedback to develop your pupil's understanding.

Feedback

Feedback and encouragement are essential if you are to accelerate the learning progress. A traditional method taught for feedback is the 'sandwich technique' ­ using this method you start with something positive, then give the 'bad news', finishing with more positive information: a bad news sandwich!
I'm not keen on sandwiches ­ too many crumbs! I prefer my own 'better and better' method to inspire and motivate my clients. This means starting with something positive and explaining how it will be even better next time. For example: Giving feedback to a pupil who has just cut a corner I might say something like:
"It's good to see that you are sorting out your MSM routine. You adjusted your speed and signal timing just right on the last turn ­ that means we're almost there. To improve it and really polish off the manoeuvre, next time around I want you to pay attention to your road position and keep well to your own side ­ I'll help by talking you through that part of the turn".After successfully completing the turn I would discuss the dangers of the earlier, incorrect attempt. The pupil now sees the problem as 'history' rather than a potential for future failure (with all of the associated anxiety).Feedback can relate to successes or problems. My advice is that when giving feedback about problems you should focus upon the facts and avoid 'blaming' your pupils; after all, it's unlikely that they get things wrong on purpose! Encouragement can take lots of forms. You can praise your pupils or spur them on if they look ready to try something without assistance. Probably the best way to encourage your pupils is to be enthusiastic yourself and by taking every opportunity to involve them in the whole process of learning and lesson planning.

Use of controls

One thing that will not encourage your pupils is repeated intervention with dual pedals or other controls. (Marked on the Check-Test as 'Instructor's use of controls').If you use any control the learner must be made aware of the reasons. In the early stages of learning you might operate the wiper switch to allow the learner to concentrate on the road; when you do this, make sure your pupil understands what you are doing and when that responsibility will pass to them. Using the same control with a test-standard pupil would almost certainly be considered as 'unnecessary'.I have often said in the past that the primary purpose of dual-controls is to prevent the leakage of blood and displacement of essential body parts. If the duals are used for this purpose inform the pupil and stop to discuss the problem. If you find yourself using dual controls to keep the car safe more than about once in every 50 hours you need to think hard about routes and course structure. If you use the dual-controls for any reason other than keeping the car safe, inform your pupil well in advance and make it clear that your actions are for demonstration purposes.

Characteristics

Finally, the examiner considers your attitude and approach. You need to strike a balance between friendliness and formality, firmness and empathy. You also need to show confidence and control. If you enjoy your job, a high mark here should be a formality.Good luck with your Check Test. If you want to develop your skills further, the topics that have been covered in this series will be available as a part of a 'self-study' ADI development course on the SmartDriving website sometime in 2004.You can contact John Farlam by:
email: John@smartdriving.co.uk
and/or get free driving, training and business advice by visiting:
www.smartdriving.co.uk