Beyond embedded commands and structured coaching models like GROW, a skilled driving instructor has a wide range of options for dealing with faults. The choice of technique depends on the nature of the fault, its severity, and the learner's personality and experience.

Here are some other effective options for dealing with pupil faults:

1. Direct Physical Intervention

This is the most critical and non-negotiable option. It is used when a fault is safety-critical and an immediate physical action (using the dual controls) is required to prevent a crash or a dangerous situation.

  • When to use: The learner fails to brake, is about to hit the curb, or is in danger of colliding with another vehicle.

  • Example: As the learner approaches a pedestrian crossing, they fail to notice a person stepping off the pavement. The instructor places their foot on the brake pedal, saying calmly, "Brake! Pedestrian."

2. The "What Happened?" Question

This simple but effective technique is a form of self-correction. Instead of telling the learner what they did wrong, you immediately ask them to analyze the situation themselves.

  • When to use: For minor, non-safety-critical faults like a missed signal, an incorrect gear choice, or slightly poor road positioning.

  • Example: The learner turns into a side road without signaling. As soon as the turn is complete, the instructor asks, "What happened there? What did you forget to do?" The learner will often immediately realize their mistake.

3. The "Tell Me More" Technique (for Analytical Learners)

This is a deeper form of the "What happened?" question, perfect for learners who are thoughtful and analytical. It encourages them to explore the full chain of events that led to the fault.

  • When to use: After a complex fault, like misjudging a gap at a roundabout.

  • Example: The learner hesitates at a roundabout. The instructor pulls over safely and says, "Let's review that. You seemed hesitant. Tell me more about what you were seeing and thinking in that moment."

4. The Demonstration (Instructor Takes Over)

Sometimes, the best way to explain a fault is to show the learner the correct way. This is particularly useful for tricky maneuvers.

  • When to use: For complex or recurring faults where verbal explanation isn't getting through. For example, a three-point turn, parallel parking, or a specific type of junction.

  • Example: The learner is repeatedly failing to get the steering correct on a parallel park. The instructor says, "Let's pull over, and I'll show you how to do it. Just watch what I do with the steering and mirrors, and I'll talk you through my thought process."

5. The "Recap and Plan"

This is a powerful technique for the end of a lesson. Instead of just listing the faults, you get the learner to summarize their own mistakes and create a plan for the next lesson.

  • When to use: At the end of the lesson's debrief.

  • Example: "You did a fantastic job with your hill starts today, but let's go back to that mini-roundabout. What was the main thing we need to work on next time?" The learner might say, "My approach speed was too high." The instructor can then help them set a specific goal for the next lesson: "Okay, so next week, we'll focus on your approach speed to roundabouts and junctions."

6. The "Stop and Talk" (Off-Road Coaching)

This involves stopping the car in a safe place immediately after the fault to have a quick discussion. This is less formal than a full GROW model session but more focused than a simple question.

  • When to use: When a fault is significant but not safety-critical, and the learner needs a moment to process.

  • Example: The learner drifts too far to the right around a bend. The instructor pulls over and says, "Let's stop here for a moment. You were a little wide there. What were you looking at as you came around the bend? Let's talk about the correct line through a corner."

7. Positive Reinforcement (The "Sandwich" Technique)

This technique involves "sandwiching" a piece of corrective feedback between two pieces of positive feedback. It ensures the learner feels motivated and not discouraged by their mistakes.

  • When to use: For almost any fault, especially with a learner who lacks confidence.

  • Example: "That was a great piece of braking and a smooth stop at the lights (Positive). You did forget to check your rearview mirror before you slowed down, though (Corrective). But your observation was excellent, and you saw the light change early (Positive)."

 

Here is an example of using the "Stop and Talk" technique for a specific and common fault: a learner failing to perform a proper blind spot check before moving off.

Setting the Scene: The learner, let's call him Tom, is parked at the side of a quiet residential road. He has completed his final mirror checks and is preparing to move off. The road ahead is clear, but a cyclist is approaching from behind on the right, in the learner's blind spot.

The Fault: Tom checks his rearview and right-side mirrors, but he does not perform a shoulder check to look into his blind spot. He begins to indicate and prepare to move off.

The Intervention: The instructor calmly places their hand on the steering wheel, just as a prompt, and says, "Hold it there, Tom. What's the last check we need to make?"

The "Stop and Talk":

  • Instructor: "Let's just stop here for a moment. You did an excellent job of checking your mirrors. I saw your eyes going to the rearview and the right door mirror. That's a huge part of the process. But what did you not do?"

  • Tom: "I didn't do a shoulder check."

  • Instructor: "That's exactly right. You missed that final, crucial check. Now, why do you think we need to do that check even when we've looked in all of our mirrors?"

  • Tom: "I don't know, really. I thought the mirrors showed me everything."

  • Instructor: "That's a very good question, and a lot of people think that. The mirrors show a lot, but they have a blind spot—an area the mirrors can't see. Think of it like this: if you have a big wall and a car next to it, you can't see what's on the other side of the car, right? It's the same with our car. We have a 'wall' here." (The instructor gestures to the area between the side mirror and the rear window.)

  • Instructor: "In that moment, a cyclist was approaching in that blind spot. If you had moved out, you would have pulled into their path. They wouldn't have been in your mirrors, but a quick glance over your shoulder would have shown you exactly where they were."

  • Tom: "Oh, wow. I didn't even see them."

  • Instructor: "That's okay. It's why we practice this. It's a key part of moving off safely. Let's try it again. This time, I want you to make your mirror checks, and then when you're ready to go, take a quick, confident look over your right shoulder. You'll probably find that it makes you feel much more confident and safer. Do you have any questions about that?"

  • Tom: "No, that makes a lot of sense. I'll do the check."

Why This Works:

  • Immediate and Focused: The conversation happens right after the fault, so the experience is fresh in the learner's mind.

  • Explains the "Why": The instructor doesn't just say, "You didn't do the check." They explain why the check is essential, which makes the instruction stick.

  • Uses an Analogy: The "wall" analogy makes a complex concept (blind spots) simple and easy to understand.

  • Reinforces Correct Behavior: The instructor acknowledges what the learner did right (checking the mirrors) before addressing the fault.

  • Empowers Action: The final part of the conversation gives the learner a clear, specific, and positive plan for the next attempt.

 

Building on the techniques we've discussed, here are other advanced communication methods that focus on creating a powerful learning environment and empowering the pupil to become a truly independent driver.

1. The Socratic Method (A Series of Probing Questions)

This is a step up from simple questioning. It involves a series of carefully crafted questions designed to lead the learner to a deeper understanding of a problem, helping them uncover the solution for themselves.

  • When to use: For a recurring fault where the learner has a superficial understanding of the problem.

  • Example (Learner is too fast for the road ahead):

    • Instructor: "Tell me about your speed right now. Do you think it's appropriate for this road?"

    • Learner: "Yes, I think so. The speed limit is 40 mph."

    • Instructor: "You're right, the speed limit is 40. But what do you notice about this road? Look at the width and the number of parked cars."

    • Learner: "It's a bit narrow, and there are cars parked on both sides."

    • Instructor: "And what do the parked cars mean for us?"

    • Learner: "They could hide people, and we might have to stop for oncoming traffic."

    • Instructor: "So, if we have to stop, and a child runs out, what speed would be safer here? The speed limit, or one that gives us more time to stop?"

    • Learner: "A slower speed would be safer."

    • Instructor: "Excellent. And what speed do you think that would be?" (The learner has now reasoned their way to the correct decision without being told).

2. Using Scaling

This is a brilliant technique for gauging a learner's confidence and progress in a concrete way. It gives both you and the pupil a shared reference point.

  • When to use: At the start of a lesson to gauge confidence, after a new skill has been practiced, or as a debriefing tool.

  • Example (Before and After a lesson on parallel parking):

    • Instructor (at start): "On a scale of 1 to 10, with 1 being 'terrified' and 10 being 'completely confident,' how would you rate your confidence in parallel parking?"

    • Learner: "Probably a 3."

    • Instructor (at end): "Now that we've practiced, what would you rate your confidence now?"

    • Learner: "Maybe a 6! It's still not perfect, but I know what I'm doing now."

    • Instructor: "That's fantastic. You've jumped three points in just one lesson. What would it take to get you to a 7?" (This sets a clear, achievable goal for the next lesson).

3. Client-Centered Learning (C-C)

This is a complete philosophy of instruction, not just a single technique. It's about shifting the focus from the instructor as the expert to the learner as the central figure in their own development.

  • When to use: All the time.

  • Examples in Practice:

    • Shared Goal Setting: "What would you like to achieve today, and what are you happy to work on?"

    • Asking for their Opinion: "How do you think that went?" or "What do you think is the biggest thing we need to work on right now?"

    • Empowerment: "I'm here to guide you, but you're in charge of the car. Make the decisions, and I'll be here to support you."

4. The Power of Silence

In a car, silence can be golden. While it's tempting to fill every moment with instruction, strategic silence forces the learner to process information and make a decision on their own.

  • When to use: When approaching a familiar situation (e.g., a known roundabout or T-junction), or when the learner is over-reliant on verbal prompts.

  • Example: The learner is approaching a roundabout. Instead of saying, "Okay, check to your right now," the instructor remains silent. The learner will either perform the correct observation or hesitate. If they hesitate, the instructor can then use a gentle prompt to get them to think for themselves. The silence allows them to discover the need for the action on their own.

5. Using Metaphors and Analogies

This makes abstract or complex concepts concrete and memorable by relating them to something the learner already understands.

  • When to use: To explain a difficult concept, especially to a new learner.

  • Examples:

    • The Clutch Biting Point: "It's like an old-fashioned light dimmer switch. You don't just flick it on; you bring it up slowly until the light is just bright enough."

    • Speed and Planning: "Think of yourself as a detective. You're always looking for clues (hazards) in the road. The faster you drive, the less time you have to find those clues."

    • Road Positioning: "Imagine the center of the road is a 'line of fire' you want to avoid. Always stay in your lane, but be ready to make small adjustments to give yourself space."

 

Metaphors and analogies are powerful tools for driving instructors because they connect complex or abstract concepts to things the learner already knows, making them easier to understand, remember, and apply.

Here are some common metaphors for essential driving concepts:

For Pedal Control and the Clutch

  • The Clutch Biting Point: "It's like an old-fashioned light dimmer switch. You don't just flick it on; you bring it up slowly until the light is just bright enough."

  • The Accelerator: "The accelerator is like a volume knob on a stereo. You want to be smooth and gentle with it, not crank it up to 10 right away."

  • The Pedals: "Think of the brake and accelerator as opposites on a seesaw. When you press one, you release the other. You need to keep them in balance."

  • Balancing the Pedals on a Hill Start: "Imagine you're opening a heavy door that's a bit stuck. You need to put a little force on it (the accelerator) and then ease it open (the clutch) to avoid a big slam."

For Observation and Road Planning

  • Hazard Perception: "You are a detective or a detective or a fortune teller. You're constantly looking for clues (potential hazards) to figure out what might happen next on the road."

  • Road Scanning: "Imagine your eyes are a spotlight or a searchlight. You don't want to just shine it right in front of you (tunnel vision). You need to be scanning all around, from left to right, near and far."

  • The Two-Second Rule (Following Distance): "Think of yourself and the car in front as ships in a harbor. You both need enough space to maneuver safely. The two-second rule is your 'safety bubble' that no one should pop."

  • Reading the Road: "Reading the road ahead is like reading a storybook. You need to look for clues on the pages ahead of you to know what's coming next. Look at the road signs, the shape of the road, and other drivers."

For Maneuvers and Positioning

  • The Car's Position on the Road: "Imagine you're walking down the center of a hallway. You want to keep an equal amount of space on either side. Don't hug the left-hand wall (the curb) and don't stray to the right."

  • Reversing into a Bay: "Think of the parking space as a house for your car. You're just backing it into its garage."

  • The Car as a Machine: "Don't fight the car. It's a machine and it will do what you tell it to do. It has its own logic, so just learn to speak its language."

For Overall Mindset and Risk

  • Anticipation and Risk: "In driving, expect the unexpected. Assume that a ball will roll out, a door will open, or a car will pull out. Always have a plan for what you'll do if something happens."

  • Overcoming Hesitation: "Don't try to be a mind-reader and guess what other drivers are going to do. Just focus on what you can see and make your decision based on the facts in front of you."

  • Confidence: "Your confidence is like a muscle. The more you use it, the stronger it gets. Every successful turn, every smooth stop, adds a little bit to your confidence muscle."

 

 

Here is an example of using silence effectively, demonstrating how it can be a deliberate and powerful teaching tool rather than just the absence of noise.

The Situation: The learner, let's call her Sarah, is approaching a set of traffic lights that are red. She needs to turn left at the lights. On the corner, a pedestrian is waiting to cross the road. The lights are now turning green, and Sarah's foot is poised on the clutch, ready to go.

What a less effective instructor might do:

A less skilled instructor might immediately shout, "Wait! Pedestrian!" or place their foot on the brake. While this is necessary for safety, it takes away the learning opportunity and can cause the learner to feel flustered.

The Effective Use of Silence:

  • The Setup: The instructor has already established the rule: "At a left turn, even on a green light, always check for pedestrians."

  • The Moment: The traffic lights turn green. Sarah's eyes are focused on the green light and the road ahead. Her foot is coming off the clutch. The instructor says nothing.

  • The Silence: The instructor maintains eye contact with Sarah's face in the rearview mirror. They remain perfectly still, with their feet hovering over the dual controls, but they do not speak. The silence creates a sense of space and a question: Why isn't my instructor saying "Go"?

  • The Prompt: As Sarah begins to release the clutch, the instructor makes a very subtle movement—a small tilt of the head towards the pavement or a slight gesture with their open hand towards the front left of the car. They still do not speak. The lack of a verbal command forces Sarah to look for the reason for the hesitation.

  • The Discovery: Sarah sees the subtle cue and her eyes widen as they shift to the pedestrian. She immediately places her foot back on the brake and waits.

  • The Action: The pedestrian crosses safely. Sarah gives the instructor a small nod, looks around, and then proceeds with the turn.

The Debrief (Optional, but Recommended):

  • Once the turn is complete and the car is safely moving down the street, the instructor can say, "That was an excellent piece of driving, Sarah. Tell me what happened there at the lights."

  • Sarah: "I almost went, but then I saw the person waiting to cross. I forgot to check for them."

  • Instructor: "You saw them. You were just about to go, but you saw them and you stopped yourself. What helped you see them?"

  • Sarah: "I think you were just quiet, and then you moved your hand, and it made me look."

  • Instructor: "That's exactly right. You are developing excellent hazard perception. I didn't have to say a word because you're starting to see things for yourself. You made the right decision, and you kept us safe."

Why This Is Effective:

  • Empowers the Learner: The learner makes the correct decision on their own, which is a powerful confidence builder.

  • Forces Critical Thinking: The silence forces the learner to analyze the situation and look for the missing piece of information.

  • Teaches "Why": The learner understands that they can't simply go on a green light. They have to scan and confirm that the path is clear.

  • Creates a Mental Muscle Memory: The memory of the instructor's silence and the visual discovery of the pedestrian is a powerful learning experience that will be remembered much more effectively than a shouted command.

 

Client-Centered Learning (CCL) is a modern, professional, and highly effective philosophy of instruction that has become the gold standard in driving education. It represents a fundamental shift away from the traditional, instructor-led model towards a collaborative, learner-led approach.1

The Core Idea: From Instructor to Coach

In the traditional model, the instructor is the "commander" who gives orders ("turn left," "change gear"). The learner is the "soldier" who follows those orders. The focus is on the instructor's agenda and syllabus.

In the CCL model, the instructor is a "coach" or "facilitator." They guide and support the learner, who is seen as the "client" or an active partner in their own learning. The focus is on the learner's needs, goals, and feelings.2

Key Principles of Client-Centered Learning

  1. Shared Responsibility: The learning is a joint venture. The instructor's responsibility is to provide a safe environment and expert guidance, while the learner's responsibility is to take ownership of their learning and be an active participant.

  2. Focus on the "Client": The lesson is planned around the learner's specific needs and pace, not a rigid, pre-set curriculum.3 This means the lesson can be adjusted in real-time based on the learner's performance and feedback.4

  3. Empowerment and Autonomy: The ultimate goal is to create a safe, independent driver for life, not just someone who can pass a test. CCL empowers learners to make their own decisions and solve problems on the road.

  4. A Safe and Trusting Environment: The instructor's attitude is non-judgmental and supportive.5 Mistakes are not seen as failures but as valuable learning opportunities. This encourages the learner to be open about their struggles and ask questions without fear of being criticized.

  5. Active Learning: The learner is not a passive recipient of information.6 They are actively involved in the process through questioning, reflection, and self-evaluation.7

How Client-Centered Learning Works in Practice

  • At the Start of the Lesson: Instead of saying, "Today we are doing hill starts," a CCL instructor might say, "What would you like to achieve today?" or "How are you feeling about the topics we covered last week? Is there anything you'd like to work on?" This gives the learner control and ensures the lesson is relevant to their needs.

  • During the Lesson (Communication):

    • Use of Questions: The instructor asks more questions than they give statements. "What are you seeing ahead?" or "What do you think is the safest option here?" instead of "Brake now."

    • Active Listening: The instructor listens to the learner's responses and uses their language and emotions to guide the lesson.8 If the learner says they are "nervous" about a maneuver, the instructor addresses that feeling directly.

    • Feedback: Feedback is a two-way street.9 The instructor asks, "How do you think that went?" before offering their own thoughts.

  • Dealing with Faults: When a mistake occurs, a CCL instructor uses coaching models like GROW to help the learner analyze the fault and find the solution for themselves. This builds problem-solving skills and self-correction.10 The instructor's role is not to fix the fault but to help the learner fix it.

  • Risk Management: It's crucial to understand that CCL does not compromise safety. The instructor maintains full responsibility for the car and for safety. However, they teach hazard perception and risk management by asking the learner to identify and plan for potential hazards, rather than simply pointing them out.

Benefits of Client-Centered Learning

  • For the Learner:

    • Faster and more effective learning, as the lessons are tailored to their needs.11

    • Better retention of skills and knowledge.

    • Greater confidence and a sense of achievement.

    • Improved decision-making skills, leading to a safer driving life beyond the test.

  • For the Instructor:

    • Higher pass rates, as learners are more prepared and confident.

    • A more positive and rewarding teaching experience.

    • Better grades on DVSA Standards Checks, as this approach directly aligns with the competencies the examiner is looking for.

In essence, Client-Centered Learning is about treating the learner with respect, trusting in their ability to learn, and creating a partnership that will lead them to become a safe, independent, and confident driver.

Read 153 times
More in this category: « techniques 2
back to top
1

supportFriendly Support

Chris offers full support from the very beginning! Pick up the phone or drop him an Email, and he will be happy to offer any help or advice you may need.

quality trainingStandards Check & CPD

Every two or four years, the Standard of your instruction will be checked and graded! Chris can help you get the grade you deserve.

remedil-trainingRemedial Training

Failing any test can be alarming, but help is always available. Contact Chris; he will put you back on the path to success!

contactContact Chris

Chris offers full support from day one! Pick up the phone or drop him an Email and he will be happy to offer any help or advice you may need.