Please have a look at the above video (I tried to keep it short – it’s 5mins 20 seconds)
In the video I talk about the Perfect Lesson, this is something that, like the perfect drive, is thought to be beyond our grasp most of the time. However, this does not mean we should not strive for it, or that we cannot identify goals to improve what we do.
Compare what you do in your everyday work against this perfect lesson model and determine where your lessons and the perfect lesson do not align. Just because they do not align, doesn’t make you the Anti-Christ, but it does give you some food for thought and some experience (gained through the comparison and through reflection) to enable you to put together onward Goals and plans to get a step closer to the ideal.
Look at the barriers that are in place preventing it happening, in the learner, in the practice area, in the size of step we bite off and of course, inside ourselves.
Kind regards
Bob
Thanks Bob, good advice
Cheers Bob, hope you’re well mate. Just tuned into this short video, as I’ve found myself really struggling to connect with a new pupil I’ve taken on. She’s a great kid, dead dead keen to drive which is fantastic! But she is so impatient, to the point where I can hardly contain her. She’s often finishing my sentences, or ‘beating’ my instructions (often she trips up, and is then disappointed).
She’s a lovely girl, I just feel like she wants/expects instant success.
She’s got her test booked for late Jan, although she is happy to push it back if required.
Hi Joe,
Lovely to hear from you.
How much is she involved in the goal setting and planning of the lessons?
Allowing her more control and input in this area might solve your issue?
Thanks Bob very useful. I am breaking my lessons into small segments like this but am getting some resistance from some pupils who think it’s a way of extending the amount of lessons they need to have to be test ready.
This does compare against some coming from other instructors who say they are Learning far more but don’t want to get a name for taking too long. Caught between a rock and a hard place.
Any suggestions,.
Hope you are well
Cheers Stuart
Hi Stuart
I find that it takes less time, once they commit to the process. The start of each lesson is a quick recap/refection, then we set goals and off we go!
Finding good practice areas is always a challenge of course.
Thanks for the video Bob. I’ve been reviewing my practise areas recently and this video kind of reminded me about the importance of good practise areas. Where I live I find it difficult within the constraints of traffic and times of day to find good practise areas, however it’s something I’m working to improve on….this as well as making sure my training is in ‘small but manageable chunks’.
Hi Les,
A useful exercise is to think about how much of the time on a lesson is spent tackling things not on today’s subject. for example, tackling pedestrian crossings and traffic lights on a basic roundabouts lesson.
As part of my workshops I have been asking people to monitor this, and the feedback thus far is that they have been surprised by how much time was spent away from the lesson topic.
Focussing more on the topic without distraction, i feel, leads to more success earlier
Hi Bob,
I’m wondering about how the chunking is working in light of the ‘Covid’ SC and part 3, I know of a couple of people who have recently been that have been told 40 minutes wheels moving and a particular examiner has stated that only safety critical incidents may require a pull up.
Do we plan in a long straight stretch of road so that it can be discussed on the move?
Hi Lisa
My understanding is that if you need to stop, then do so.
The DVSA will have an issue for stopping unnecessarily, and there may well be examiners taking different viewpoints on it. The main thing is that a review takes place, and if you are unable to stop (ask the examiner when they ring before the test) then a straight piece of road, or an area that is non challenging should suffice.
hope that helps
kind regards
Bob