Lesson 6, Topic 1
In Progress

2. Be Aware Of Your Pupil’s Actions And Raise Their Own Awareness To Any Risk Increasing Factors In Their Behaviour

2. Be aware of your pupil’s actions and raise their awareness of any risk-increasing factors in their behaviour.

In addition to the external risks when teaching learners, we must also be aware of the risk inside the car and we must raise our pupil’s awareness of not only the external risks of the outer world but also their inner thoughts, feelings and behaviours.

Look for clues in your client’s body language, listen for negative or positive comments and look for signs of stress, overload and distraction. Being aware of your client’s normal behaviour and the ability to spot differences in their tone, posture or actions enables you to understand when your pupil needs help and when silence is the best option.

When encountering hazards along the route observe your pupil and look for responses. If they are responding well to the hazard stay silent, remain focused on the surroundings and your pupil’s action and be prepared to step in, only if they need support thus keeping the responsibility with your client, however, if they fail to respond to both the upcoming hazard and any leading questions you provide, then the next strategy, providing the situation allows for this should be a question with an embedded command. Again, this disguises an instruction, allowing the pupil to respond by way of thought and decision.

‘ When will you STEER AROUND the cyclist? ‘

‘Are you going to BRAKE before the bend?

Use areas of reflection along the route to discuss any behavioural issues that may have led them into potential safety-critical situations. Once again pulled in at the side of the road, open questions are an effective method to help raise awareness in your clients of their internal motivations or distractions. What caused them to act or react in the way they did? Whilst helping them to explore the potential consequences of their actions and then weighing up the potential consequence of their actions, against any perceived benefits, should help them to make decisions around where best to act on their impulses, and when it might be better to adopt a more cautious approach.

The DVSA NSDRT states we must know how to:


6.4.1.8 Continue to scan the environment and asses hazards while observing the learner and providing training inputs

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