Lesson 10, Topic 1
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Key Points to Remember About Communication

Communication – Key points:

Motivation: If the pupil is not motivated then the learning process will not take place. If they don’t want to learn then it will not happen. This is a team effort and you must work together.

Rapport: It is important that a friendly, professional rapport is established between instructor and pupil. The instructor should be sympathetic, firm, fair and friendly with the pupil willing to learn. Communication will be far easier once this has been established. Never humiliate, be sarcastic or impatient with a pupil. Be tactful.

Nervousness: There is no place for the instructor to be nervous. This can be caused by a lack of preparation, knowledge or self-confidence. The pupil will soon pick up on this and become nervous themselves making communication difficult. The opposite will happen if you are confident as this will feed through to the pupil and their confidence will grow as a result.

Language: Use language that your pupil understands. Too technical and your message will be lost in the detail and wash over the pupil. A combination of technical and simple language is best in short sentences.

Distractions: There should be no distractions to the learning process that are under the control of the instructor. An instructor’s vehicle should be clean, tidy, smoke free and a comfortable temperature. Think of your pupil when asking them to park up. Is the road noisy? Is the sun in your pupils’ eyes? Are people watching? None of this will help towards a good learning environment.

Stimuli: In order for your pupil to learn anything you must gain their attention. This is done with the sound of your voice, actions you make and training aids or diagrams you use. All of these stimuli should override any other distractions and so should be interesting, stimulating and inspire the pupil to want to learn. In turn the pupil should concentrate allowing the learning process to work.

Remember the pupil’s attention is at its peak at the beginning of a lesson. Take advantage of this and agree learning goals to work towards.

Body Language: Watch your pupil. Facial expressions can indicate when your pupil is bored or whether they understand. Be sensitive to the way your pupil is feeling so you can best control the lesson. Your own gestures and facial expressions can also determine what the pupil thinks is important. Verbal communication is not your only tool.

Change in Behaviour: Look for a ‘change of behaviour’ brought about as a result of your instruction. This would be an increase in skill level or knowledge. This is how you measure the effectiveness of the transfer of information.

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