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MTS: Teaching And Learning Strategies

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

Traditionally instructor input has been fault focused, and while we must address repeated failures to aid with our client’s development, we must also encourage them to understand their strengths and find solutions to their problems. Problems are not necessarily a negative factor for human beings, where they can find the solution. As this gives purpose to an individual and creates responsibility.

Positive reinforcement is essential to growth for anyone in a learning process, so consider the bigger picture when faults occur. Certainly, we must address the fault comprehensively and accurately, but is it appropriate to repeatedly pull the learner up to the side of the road and tell them that they are doing it wrong?

Consider the effect that this will have on their belief system when their teacher in the learning process is repeatedly pointing toward their failings. Coupled with their own previous life experiences, or perhaps being told by parents, educators and peers, that they “can’t do it” it is likely to lead them into inhibiting beliefs. The belief that “I can’t do this” will not necessarily be helpful to them as a driver post-test, in a complex and potentially dangerous situation. Rather individual needs to understand their strengths as well as their weaknesses to find solutions to complex problems on the road. It is therefore far more appropriate to begin the line of questioning with “what went well?” When dealing with faults, it is far more comprehensive for the learner to consider the situation more holistically, where your input encourages and helps them to consider their strengths, and weaknesses and seek solutions. It is likely to be most accurate if the learner is encouraged to consider any emotions, beliefs, attitudes or thoughts that might be motivating their behaviour also.

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Unique course that teaches you the ins and outs of the hazard perception test.