Keeping control - Introduction
Control of the lesson
'Control' is simply what it says. The whole learning process, while driven by the learner, should be within your control.
For example: if your pupil is nervous you need to reassure; in the unlikely event that the pupil is argumentative you need to calmly assert your position (after careful consideration of theirs); if the car is out of control you need to take appropriate action.
It's not unusual to hear failed Standards Check candidates, particularly new instructors, use language like "I felt that I was on a runaway train!" However, it's not only 'newbies' who have lesson control problems - experienced instructors can experience problems if they do not pay sufficient attention to route planning or are unaware of the 'learner's state' at any given time.
This is classic cause of lack of control is, more often than not, late or retrospective instruction.
'Gut feel' is a good guide for this one, if you feel out of control do something, anything, to get your lesson back on track (a good starting point is to pull up and analyse just what is happening). On the move ask the learner to reduce speed and/or move to a quieter route.
The most common reason for lack of control during Standards Checks is that the instructor is concentrating on pleasing the SEADI rather that putting the learner at the centre of the lesson (client-centred training/learning). In doing this, communication with the learner breaks down leading to a loss of rapport which in turn affects the communication process.
The following factors all affect your control:
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Route directions must be clear and given at the correct time.
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Instruction should be given in good time to help the pupil respond to the situation ahead.
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Instructions must relate to the prevailing road and traffic conditions.
- Your input must match the pupil's ability.
- The route must be appropriate for the learner's ability and the topic being learned.
Next: Step 2 - An example of control using early intervention.