1. Provide platforms for your pupil to develop their ability to analyse problems

1. Provide platforms for your pupil to develop their ability to analyse problems.

As previously stated, traditionally driver education has required the instructor to take control of the analysis, type of fault, and therefore of the control in the learning environment. This effect can lead to drivers who lack self-control post-test. Research has shown that new drivers who are used to analysing problems are more likely to change their behaviour after a near-miss situation, while those coming from an instructor-led training programme are most likely to act in the same way in a similar situation second time around.

Don’t rush into fixing a problem or into analysing the drive for your pupil, instead encourage them to explore the cause for themselves, then help them to seek alternative strategies:-

“Tell me about your approach to that right-hand bend?”

“What led you to manage that junction so well?”

“What was it about your speed on approach that needed to be adjusted?”

“Is there anything else you could have done to make it safer?”

“What impact will that have?”

“Is there anything that could prevent you from making these adjustments in the future?”

This kind of question encourages the learner to explore their understanding of their beliefs and motivations and promotes responsibility for their development. They provide them with opportunities to analyse and remedy so that they can turn to themselves for solutions post-test.

Regular analysis throughout the session should take the form of Q&A with the instructor providing input only where, but certainly when, necessary. Facilitating the analysis by using a series of open and effective questions. These reflective periods should not be limited to a fault, they should be inclusive of good driving behaviour and performance to enable the pupil to understand what motivates good behaviour in them, as well as poor behaviour, in this way they understand how they need to feel to drive at their best. Include thoughts and feelings (effective questions) into the conversation and encourage the pupil to form links between how they felt or what they believe and how they performed. The instructor should remain non-judgemental in their approach to the responses of the learner, instead of listening actively and taking on board the pupil’s opinions, providing accurate information if necessary, to help the pupil find safe and effective solutions for themselves.