If you teach Pull-Push steering, then you do not coach, nor do you have a client-centred approach. Before you jump up and down at the fact that I have dared to raise the steering debate, please let me take a moment to explain. Coaching is about Choice, Consequences and Responsibility. If you tell your pupils how to steer:
- You deny them the opportunity to make a Choice,
- They are unable to experience and discuss the Consequences of their Choice,
- They do not experience taking Responsibility for the driving task.
Practising making choices and decisions is important and reduces the risk of being involved in a road crash. Making choices and experiencing the consequences of those choices is how we all survive as human beings. When we make a poor choice and experience negative consequences then we can choose to adapt our behaviour in order to experience positive consequences. This is all about us taking responsibility and is as critical to the whole of our lives as it is to driving. The whole point of adopting a client-centred approach and coaching our driving customers is to improve road safety by preventing the appalling slaughter of young people (men, in particular) on our roads.
I have mused before about crash helmets and the idea that if we all were forced to wear these as drivers then we would be much more likely to survive a serious crash. But coaching is about preventing the likelihood of a serious crash occurring in the first place rather than looking at minimising the tragedy of it once it has already occurred. It has to be more effective to coach people how to make choices, consider consequences and take responsibility for their actions and decisions, than to insist that everyone wears crash helmets.
Individual differences in human beings means that a ‘one size fits all’ approach will not work. We know that one fifth of newly qualified drivers will be involved in a serious crash once they pass their driving test. Could this be partly down to the fact that they have been taught to drive in a way that does not suit them? Could this one fifth of people be the same people who struggle at school (or, indeed, excel) because they fall into the extremes and a ‘one size fits all’ approach is also being used in the classroom? People learn best when their learning preferences are taken into account and appropriate communication techniques are used to address these preferences. They also learn best when they are treated non-judgementally, neutrally and equally. What they learn is that:
- Their thoughts and feelings influence their behaviour;
- They have choices to make every time they are out driving;
- There are consequences to the decisions they take;
- They need to be aware of their strengths, limitations and development needs in order to remain safe as drivers;
- Their emotional state will affect the way they drive;
- They are statistically at greater risk of being involved in a crash because of their inexperience, age (17 to 25 years old) and gender (if male).
If instructors tell their customers what to do, rather than giving them the choice, they are only using one style of teaching and are not giving value for money or ensuring that learning takes place. They may be overlooking the one fifth of learners, who are most at risk of being involved in a life-threatening collision when driving unsupervised. They are not addressing any of the above six points which relate to the higher levels of the Goals for Driver Education matrix.
Coaching could reduce the number of casualties on the roads because it is a client-centred approach that focuses on Choice, Consequences and Responsibility. Telling will maintain the status quo. And steering is just one example of how easy it can be to keep the responsibility for the learning process with the learner, where it belongs.
Who is really responsible? You or the person you pay?
There is a good argument to suggest that if you are getting paid to do a job, don’t expect the person paying to contribute. Now that may be true if you want your computer fixing or the windows in your house cleaning, that last thing you expect is for you to do the work.
Learning, though, is different.
If we work together that is exactly what we’ll do, we will operate as a 2 person team where the aim is for you to use my knowledge so you can improve yours.
When you learn, whether it is to tie your shoelaces or to learn to drive, we as learners accept responsibility. The buck stops with us.
Sadly there are no skills software to instantly load into our brains, and as a child you only learned to tie your laces with practice.
It’s my job to help make sure you understand so you can quickly practice and improve.
07908 652 715. Phone me
Taking GCSEs or BTEC 1/2/3 is a lot different to driving safely…
Wasn’t school great?
All you had to do was listen, remember and repeat.
You were not usually asked questions about situations you have not seen and you got to practice everything before your exams – sorry, but learning to drive is not like that. I’m going to teach you how to think for yourself.
When I say “learning to drive” that goes for all my clients.
The driving syllabus is massive and much of it is not actually written down, for example, you are on a national speed limit road, your speed is 55MPH and a deer runs in front of your car. What do you do?
The only thing you can do is to be able to think for yourself and make a decision based upon the information you have. What are the road conditions, is there any traffic, how wide is the road, is there oncoming traffic, how far away is the deer etc.
If you work with me, this is a great demonstration of why you will succeed because I am not preparing you for any test. I’m helping you skill-up so you can take control of your future.
Call me 07908 652 715
How To Pass Your Driving Test At The First Attempt.
As you will appreciate the automatic response from a driving instructor is to say, don’t worry about passing first time, just concentrate on being a safe driver. And despite the answer being correct it isn’t always what you want to read or hear, so we are going to take this a little further for you and offer some best-practice tips.
The key to passing the driving test is understanding the purpose of the driving test and what the driving examiner is going to be looking for. Your test day is your opportunity to demonstrate you can drive a car without assistance or supervision from a driving instructor or anyone who has held a driving licence for more than 4 years.
So where might you need assistance? The wrong answer to suggest particular scenarios such as approaching roundabouts, hill starts, your speed, and how to turn left. Yes they are all factually correct but don’t go far enough in demonstrating what you need to do.
Naturally safety is paramount but what determines that you are safe on the roads and not requiring supervision? Being safe can be broken down into these parts. Obeying the laws of the road. Being aware of your surroundings to include potential hazards all around the car, in front of you, from the sides and of course from the rear. Finally, to be in control of the car at all times.
By meeting this standard you are going to give yourself a very good chance of impressing the driving examiner with your driving ability and being awarded your driving license.
The question which needs asking now is how are you going to get to that point before your driving test?
At Lincs Driving Solutions you will go through a specific learning programme tailored to your needs and at the same time monitors and reflects your development. We call this a progress form. On the form all the skills for driving are listed and are marked as “introduced”, “assisted” and “independent”. It is when you are independent in all aspects are you ready to drive by yourself.
Prior to the driving test you will be given at least one mock test – you may require more depending upon the outcome and the level of your confidence. The aim of the mock test is to give you the opportunity to take a practice driving test, under test conditions. Here you will recognise your strengths and any possible areas for development; crucially you will enhance your driving confidence.
In the lessons just before your test the aim is for you to be driving without assistance, and only for fine detail to be taught at this stage. You could almost consider it as advanced driving because the skills you will learn are now above that level. Some of the skills you will learn are based around fuel economy, predicting other driver’s behaviours and advanced hazard perception.
At this stage of your training, going into your driving test ought to be a straight forward process. You have the skills (and more) to pass your driving test and to get your driving licence, and importantly you know that. This won’t be a case of you going into your driving test hoping you will pass but you will go into the test centre with the preparation and confidence you need. That is how you will be able to pass your driving test first time.
How To Save Money On Passing Your Driving Test
At Lincs Driving Solutions we are asked this question every week. Our answer never changes; the secret – if there is one – to passing cheaply is actually being rigid with your lessons and thinking about how you drive.
First of all, if you are short on finances for the moment and think at some time in the future you may have to miss a week here or there, that is going to cost you. You will need to spend more time in the car and therefore end up paying for more lesson. The problem all learners of any subject have is, the longer the time in between lessons the more you are going to forget.
In an ideal world, and we know this might not be possible for you, would be to take a 2-hour lesson every day, or at least every 3 or 4 days. The 2-hour lesson allows you time to think, not rush and to ask questions. It gives you valuable driving time and the opportunity to relax. Then by taking the lessons day after day, or having a short break in between your lessons will allow you to retain what you have learned.
However, if you increased your learning into an intensive course of say 6 hours a day, dependent on your ability and mental approach, could be too much. It all depends upon you. So either skipping lessons or doing too much could cost you more in the long run.
Passing your theory test sooner rather than later will also help you reduce the cost of learning. There are many aspects of the theory test which you can bring into the car, therefore if the driving instructor does not need to teach you, time and money is being saved.
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In traditionally taught driving lessons, the instructor starts the session by setting the aims and objectives – the student remains passive; is told what they have to do and has no opportunity to take ownership of their learning, which they have paid for.
The students’ motivation is purely to pass a DVSA Driving Test and the Driving Instructor helps them to achieve this. The student learns because they have to.
In coaching however, a more Client-Centric approach, the student is encouraged to set their own goals for their lessons. This empowers them to take ownership of their progress and their learning. Their motivation now is to achieve goals set by them, because they have an interest in doing so.
Goal setting is a process that should be inclusive of the student. However, it is more than asking ‘So, what do you want to do today?’ and then accepting it, assuming they have the capability and capacity, by responding with ‘OK, let’s go and do it then’.
Assuming the student has asked to try a Turn in the Road, for example, it needs to be established first what skills they already have and those they need in order to complete the manoeuvre.
Having done so, which is most important to achieve first? How will they use them? What, in particular, do they want to focus on during the task – controlling the car?; completing the turn in a set number of stages?; being aware of their surroundings?
Now we have an appreciation of the specific needs of our students, it is possible to agree the goals for the lesson, which could be several, especially on a longer session.
In taking the time to set properly thought-out and agreed goals, your student will progress and achieve because they want to, not because you tell them to.
‘When I want to, I perform better than when I have to. I want to for me; I have to for you. Self-motivation is a matter of choice’ Sir John Whitmore – Coaching for Performance