This competency creates so much confusion for both ADIS and PDIS and yet the simple answer is to manage the risk so that the goal of the lesson can be achieved. The problem in my experience is that goal setting is poor and usually based on a topic and not skill development.
A potential solution is to mind map all the skills that are needed for any particular topic and focus on one of those skills. For example, a client may be struggling to take the space on faster-flowing roundabouts. The skill that needs to be developed is moving away briskly and business-like. This could be first practised by moving away from the side of the road. The next stage could be emerging left onto national speed limit roads and finally applying that skill to moving away on a roundabout.
You can see that the original goal of taking the space has been adapted to allow the goal to be achieved. In the meantime your route may have included some meeting traffic situations, make sure that you manage these situations so that you can remain focused on the goal. To do this you have to focus on your client and their responses to the road ahead. You can instruct them or prompt them as needed. You do not want mistakes to manifest themselves that are not around the original goal of the lesson.
If your client is unable to deal with or appears uncomfortable with the learning experience you have set up, you need to consider your ability to lesson plan and communicate with your client effectively. You must check that the lesson is meeting your client’s goals and is providing what they are looking for.
Ideally, your lesson planning is great and you fully understand how essential lesson planning is to gaining a great score on your part 3 or standards check. However, if the pupil’s inability is creating a possible risky situation you need to be able to adapt quickly. It could be that your teaching and learning style is not appropriate and that the overall plan is wrong. Whatever the reason if you find yourself having to adapt the lesson plan your client must understand what they are doing and why.
You should consider these elements:
- Compare the actual performance of the client with their own beliefs and opinions and clarify any differences you may have.
- Respond to any faults or weaknesses that undermine the original goal of the lesson.
- Listen and watch the client so that you can respond to any concerns or issues raised by the client.
- Watching the client is the fundamental base of all on-road training, you should be able to pick up on any non-verbal clues of discomfort or confusion.
Be aware that persisting with a plan that is not working or putting the client out of their depth is not a good lesson. The client does not have the underpinning skills for the route/theme/topic that is being practised. You must adapt but you can’t change the plan without a reason and that reason needs to be clearly explained to the client.
My next blog will look at how you can reflect and evaluate your lesson planning.
