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check test
client centred approach
driver behaviour
driving instructors
learner drivers
self evaluation
road users
new situation
learning styles
pupil
learners
different ways
Teaching Strategies For The New Nottingham Check Test
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Teaching Strategies For the New Nottingham Check Test

Nottingham driving instructors need to be aware of the new criteria used for marking and grading during the test of fitness to instruct. A new client centred approach is required to meet the new standard. Here we look at teaching and learning strategies.

People learn in different ways and have specific talents and skills. A style of instruction that is suitable for one pupil may not suit another at all. Some learner drivers respond strongly to visual material such as models and diagrams whereas others require a more hands on approach before a topic is properly understood. Driving instructors need to assess how their pupil best responds to learning styles and tailor their training to meet the pupil's needs.

When a driving mistake occurs the fault needs to be analysed, but who is responsible for this? It could be the instructor, the learner or a combination of both working together. One of the most important skills to teach a new driver is self evaluation. This skill will remain throughout the pupil's entire driving career if it is instilled correctly in the early stages. As it is impossible to encounter every possible driving incident during a course of lessons the skill of self evaluation will enable drivers to correct their own performance and deal with any new situation safely and effectively.

All learning opportunities must be used especially if they relate to the topic being worked on in the lesson. Look for examples from other road users who exhibit both good and bad examples of driver behaviour which can make excellent teaching models. Learners tend to follow whatever the vehicle in front is doing, especially regarding speed and position. Driving instructors can use question and answer technique to good advantage when a pupil blindly starts to follow the car in front to encourage the process of self evaluation.

Any feedback given to the learner is more effective if it is immediate and positive. That said, a string of compliments is not sufficient to raise awareness of any problems. Feedback needs to be specific and hopefully raise a question with the learner who can then analyse their own performance. Wholly negative criticism is to be avoided as this can quickly demoralise a pupil.

Those who teach people to drive area need to listen carefully to pupil's questions as well as asking their own. Questions from learners show that they are actively engaged in a driving task and focussed on learning. Any questions should be answered fully and to the pupil's satisfaction. Circumstances during driver training sessions may not allow for an immediate answer but should be dealt with at the earliest opportunity.

The learner should be encouraged to reflect on their own performance during the final debrief. This is the part of the lesson that the learner takes away with them so it's important that it be made inclusive and not just a driving instructor reeling off a list of things that happened. An honest evaluation from the pupil can greatly enhance their feeling of self reliance.


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