Teaching 'meeting'
Many students and qualified instructors alike have difficulty when teaching their learners to deal with 'meet' situations. There might be a number of reasons for this including:
Whatever the reason, the ideas offered here will help you to teach 'meeting' safely.
Driving test requirements
When your customers take their driving tests they will need to show consideration for other drivers, but should not give way unduly to other vehicles when it would be normal to proceed.
Drivers must always be prepared to wait where there is an obstruction on their side of the road or where there is not enough room for two vehicles to pass safely.
Examples of DVSA assessment Criteria
The examiner will consider any meeting errors that your learner makes during Part-Three, regardless of the lesson subject that you are teaching.
Depending on the chosen lesson and skill level of your learner, you might not be able to prevent a meeting error before it happens, or alternatively, an error might arise during part of the lesson where the learner is taking full responsibility for their own driving, however, you should endeavour to prevent errors from being repeated. Repeated errors (in any subject) suggest that you lack control of the lesson.
'Driving Fault'
On a driving test this would be recorded if the learner reacted late when meeting approaching vehicles. During Part-Three this can happen if you are a little late with your instruction (or other input) when required, if you put the learner into a situation where the challenge is too demanding or if the learner is not fully aware of their role (responsibility for risk) in that situation.
'Serious Fault'
Serious faults place other drivers at risk - when meeting this would happen if the learner chose to proceed when they should have clearly given way. As with a driving fault his can happen if you are late with necessary instruction (or other input) or fail to offer help where required. Again, can also happen if the learner is unsure about their role with regard to 'responsibility for risk'. If the mistake happened because you gave an incorrect instruction it would lead to an instant Part-Three fail (dangerous instruction).
'Dangerous Fault'
On a driving test this would be any situation that results in actual danger to vehicles, the general public or property. Dangerous faults should be prevented - with physical intervention if necessary. Any of the reasons given above could lead to a dangerous mistake and as with a serious mistake, this would lead to an instant Part-Three fail if it happened as a direct result of the instructor's input.
Priority can only be given
Your learners need to know about 'priority'.
When discussing crossroads we mentioned that 'priority can only be given, not taken' . This is is probably one of the most important learning points for the meeting lesson.
Ensure that your learners are fully aware that there is no automatic 'right of way' in any situation, regardless of which side of the road an obstruction is on or road signs that might indicate priority.
With the above in mind learners must understand the legal difference between the priority signs displayed traffic calming situations. Knowing the Highway Code definition of the signs is not enough, they must fully understand what the signs mean and how to respond to other vehicles - this information is fully explained in the DriverActive online course.
Judging the situation
In order to meet vehicles safely your learners need to be able to judge available road width with reasonable accuracy and gauge the speed of approaching traffic. Equally importantly, they also need to feel secure in the fact that they will not find themselves 'stuck' in a potentially embarrassing situation.
In meet situations new drivers are often concerned about the 'go or don't go' decision. However, this can be easily addressed by offering an alternative way to consider the situation.
Wait, go, or don't know...
When meeting vehicles in the early stages of learning many (most) learners feel a sense of anxiety about making wait/go decisions in situations that are not clear cut. This can often lead to decisions being left too late with all the consequent problems. Each time things go wrong the learner feels more inadequate until, in some cases, they become fearful of meet situations.
The solution is fairy simple! Offer a third legitimate option when approaching meet, or any other situations.
The third option is to legitimise 'don't know' as an approach option. In other words, make it clear that 'don't know' is perfectly acceptable! It's OK to 'don't know'.
In fact, not only is 'don't know' acceptable – it's desirable. It is this approach to driving that keeps the good defensive driver safe by using the following rule:
"If you don't know, don't go!"
In order to make this work for your learners you will need to expand the rule slightly by adding some decision criteria – you can do this with notional 'distance markers'.
Example
"As we approach the parked car there are three courses of action you can take. If you can clearly see that there is an approaching vehicle that will prevent you from proceeding you will stop and give way (wait). If the road is safe and clear you can proceed (go).
If you are unsure (don't know) about whether if is OK to proceed that's also OK, however, in this situation there will come a point where you must convert 'don't know' into 'don't go'. Initially we can set this point at 50 metres.
If when you are about 50 metres away from the parked vehicle you still don't know, the decision is made for you - don't go. As you develop your skills you will be able to leave this decision later."
By adopting the 'don't know' rule you will help your learner to relax and concentrate on the situation ahead rather than their own anxiety.
For this to work well you need to support your learner's decisions. Comments like "You should have gone through that gap" will do little to help your learner develop their judgment or their confidence.
Next: Common meeting issues...
