The 'big thick lad'

Please read the notes below before watching the video.

This short video tells the story of a learner who I taught using the route featured shown in the videos for this unit.

First things first friendly banter?: 

The 'term 'big thick lad' is not mine!

This was how his instructor introduced him to me, calling him a 'big thick lad' in my presence! I must add that the instructor had a great rapport with the boy and enjoyed a good 'working relationship'.

The 'big thick lad' label was friendly banter between the instructor and pupil - but I strongly suggest that you don't think of, or refer to your customers using derogatory terms - even if it's a shared joke.

When we label people the label can, and will, have an effect on our expectations. Although this instructor was dedicated and wanted the best for his pupil I suspect that he had subconsciously written him off.

The boy in the story was an 'unresponsive learner' who was brought along to see me by his instructor. The instructor wanted to know if there was anything I could suggest to help him better engage this learner; he was on the verge of advising that he might be better off learning in an automatic car or even giving up the idea of driving.

Please be aware: I do not wish to criticise the instructor who brought this customer along; he genuinely wanted to help all of his clients and was given three hours of lesson time free for the trip to visit me (plus paying a fee to me). The instructor later took a course with me after being 'gob-smacked' at how some simple route planning could make such a significant difference.

This story demonstrates that learners will respond with the appropriate input.

This learner wasn't 'thick'. He didn't have any learning issues and was not diagnosed with an autistic spectrum disorder. He was just uninspired. He had probably learned to be uninspired by a succession of schoolteachers who never expected much from him. As a result, he didn't expect much from himself.

I found a spark by being interested in him, focussing his attention and inviting his input. The instructor told me that he wouldn't have believed it possible if he hadn't seen it.

There were a couple of crucial ingredients in my approach that contributed to this learner's success:

1. I don't believe anyone is 'thick' or 'unteachable'. If you are genuinely interested in people, you will find ways to communicate the message. Even those with learning issues will do well with the proper help (See John Brown's website).

2. The route provided space for the learner to think, and training content for him to think about – without unnecessary distraction.

Next: Thinking about routes 1...