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MTS: Teaching And Learning Strategies

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  1. Teaching and Learning Strategies
  2. Was The Teaching Style Suited To The Learning Style And Current Ability
    5 Topics
  3. The GROW Model
  4. Was The Pupil Encouraged To Analyse Problems And Take Responsibility For Their Learning
    2 Topics
  5. Were Opportunities And Examples Used To Clarify Learning Outcomes
    3 Topics
  6. Was The Technical Information Given Comprehensive, Appropriate And Accurate?
    3 Topics
  7. Was The Pupil Given Appropriate And Timely Feedbacl During The Session
    3 Topics
  8. Were The Pupils Queries Followed Up And Answered
    3 Topics
  9. Did The Trainer Maintain An Appropriate Non Discriminatory Manner Throughout The Session
  10. At The End of The Session Was The Pupil Encouraged To Reflect On Their Own Performance
    1 Topic
Lesson 8, Topic 1
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1. Build Rapport

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What do I need to do to do well here:

  1. Build Rapport

All of the essential coaching skills listed above go a long way towards establishing Rapport. Indeed all the skills already outlined in this chapter come to the fore to develop rapport as we aim to create a climate that encourages our pupils to be curious and inquisitive in their nature. The building of trust on an equal level creates opportunities for learners to explore their understanding of risk, their beliefs, attitudes and emotional responses to driving, without fear of being judged by the teacher. In return, this climate allows the instructor insight into the beliefs, attitudes and motivations of the client which will form their driving behaviour post-test. Once rapport is established it is essential for the instructor to remain non-judgmental on any opinions offered by the client as this will only serve to break down the rapport and encourage the pupil to build up barriers. Instead, we must remain inquisitive and find time, in suitable locations, to allow the learner to explore these beliefs for themselves and perhaps consider whether these opinions match up to their own values. To consider the impact such beliefs and opinions may have on their driving and determine what potential consequences this behaviour could have for themselves and their social climate.

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