A Grade Driving Instructor Training

Hi, this a brief and to the point description of lesson planning.
OK, let's start with the most important bit, finding out your pupil's needs and prioritising them.
To explain this let's show you a few examples of identifying your pupils needs.
In the first example, you are dealing with new pupil. The best ways to identify your pupils is by asking them a number of questions either on the phone when they decide to book driving lessons with you or on their first lesson.
After your initial introduction the questions would be how many driving lesson you have done so far. If the answer is zero, the lesson will be on a very quiet road, doing the basics like clutch control, moving off & stopping, gear changing etc
If they have already had a number of lessons or a driving test, you would need to ask a few other questions. You could ask them what roads they have driven on, what they found easy to do and what they didn’t find easy to do.
You are trying to find out their level of ability and experience. I never fully trust what the pupil says, as a few in the past have over-estimated their ability to drive. These are the pupils who want to attempt a driving test before they ready. The best of luck on how you deal with them!
Normally, with pupils with some experience, I get them to drive, normally starting on quieter roads and possibility progressing to busier more complex ones (if they are capable) to assessment their needs. This takes maybe 10 to 15mins.
With your existing pupils who have had a number of lessons with you, your goals next lesson is generally set at the end of the last one. This can be based around, what went well, what didn’t do well and what you need to improve. Remember, not to miss any of your pupils’ learning needs by watching their actions, body language and what they are saying throughout the lesson.
The most effective way to start is to think of the trainee’s needs and their current level of ability, knowledge and skill. Then ask yourself a series of questions involving what, why, how, where and when. This is best done by holding a conversation with your pupil and asking them a few questions
What do you already know?
What are you going to need to learn?
What do you need to have included?
How do you going to get the message across?
Where will we need to go to carry out the lesson in an appropriate environment?

The goal should be set should be SMART (specific, measurable, achievable, relevant and timed). Generally, the best goals are set by the pupil, but as mentioned above, some pupils are not aware of what skill they need to more capable in, some you might need to suggest a goal for them, based on previous incidents or situations or because you are constantly helping to manage the risk when completing a task. (remember we are always aiming for your pupil to be independent, without input from us).
After agreeing the SMART goal for the session, you would need to structure the learning. I have used three different types of structure in the past. This is either the GROW model (Goal, Reality, Options, Way Forward), SEDSS (Scaling, Evidence, Development, Support and Success) or OSKAR (Objective, Scaling, Know-How, Action & Affirm and Reflection). OSKAR is my favourite!
Learning is so much effective if you follow a structure, think about structured systems in driving like MSPSL, LADA, POM and IPSGA and how they make driving more effective.
Remember this a very basic outline of lesson planning. Lesson planning is essentially vital to delivering a good lesson. There are many different skills that are required to plan a lesson. To be more proficient in lesson planning you need proper structured training with an ADI Trainer. Knowing is not enough, you must apply (Quote from Bruce Lee!)

I found this an interesting video.

Persuading professional drivers that hands-free phones are as dangerous as hand-held phone calls

Hi, this is eighth and last article on Bob Morton’s, “see it”, “say it”, “suss it” and “sort it” system.
In this section I was going to summarize the whole system to make sense of it.
Ok, let’s start with summarizing the “see it” part of the system. Like a chain if one part of the chain is neglected, then the chain fails!
“See it” is to spot the developing hazards and your pupil actions, facial expressions and body language. If this not done correctly, it could easily lead to either potential danger or misinterpretation of your pupil thoughts, beliefs and feelings leading to a decrease in the amount of learning that takes place.
“Say it” this is the words you use to control the risk of the lesson by either guiding (talk through) or prompts (remind them what they should be doing). Also, it’s the feedback you give to your pupil either on the move or whilst stationary. You can either elicit the information from them or tell them if they don’t know.
Both “See it” & “Say it” come under the general heading of risk identification.
“Suss it” is split into two different components-
The cause-Finding why something happened is absolutely essential. It’s more important to know why something went well than something that didn’t go well. If something did go well in the lesson, and the pupil knows why, then they are more likely to do it again. However, if something doesn’t go well then, we need to find out the cause or better still your pupil needs to know the cause as if you don’t the same error will reappear again. This is where a good honest open relationship is essential, so the pupil is not embarrassed to tell you why something happened. Sometimes they don’t know the cause, that’s why the “seeing it” part of the system is important, as the cause may be observed by the instructor.
The consequence-Pupils really need to know what would have happened if you haven’t of intervened either verbal or physical in a safety critical situation. This increases their awareness and hence can take more responsibility in a similar situation as they know the consequences or the risk if they get it wrong.
“Sort it” is split into two different sections as well. These are
Change the plan- This is where the lesson may require adapting to your pupil’s needs. This can be for a variety of reasons, like your pupil is finding the lesson too difficult, too easy, the learning strategy is not working or after a safety critical situation where you intervened either verbally or physically or something that you pupil needs you to do, like give them praise and encouragement (this should be done on all lessons!).
Level of support- This is the support we are providing to help the pupil achieve the objective that has been set for the lesson. This should be agreed with the pupil before trying to achieve the task, so they know what is expected from you and from them.
Finally word, I hope you have found these articles of use. However, I must stress that “Knowing is not enough, you must apply!” (the great Bruce Lee).
What I mean by that is that you must put in the effort into your training to become a driving instructor or being a better one. You should invest in yourself by taking regular training that benefits you and then recording the result by use of a reflective log. This training can either be done in car (my preference) or in class (I love to lark about too much!).

Hi, this is a driving lesson related question.
Your pupil is on a driving lesson and waiting at a set of temporary traffic lights, which is showing red. The lights have stayed on red for over 3 minutes. And you notice none of the vehicles from the other directions are moving.
Do you:
A) Just wait until the lights turn green?
B) Call the police asking them if you drive through a red traffic light?
C) Drive through the red light regardless?
D) Turn around the vehicle and drive in the opposite direction
Also, as a bonus question, what would a driving examiner say or do in this situation?

Hi, this is my seventh article of Bob Morton’s, “see it”, “say it”, “suss it” and “sort it” system.
Ok, let’s explain the second element of “sort out” which is level of support.
When you start a driving lesson, we agree with the pupil the goals or desired outcomes for the lesson. This way both the pupil and the driving instructor knows what to focus on during the lesson.
The goal set should be SMART (specific, measurable, achievable, relevant and time bound). Unfortunately, I haven’t got time to explain this system on this article.
A driving lesson should have a focus and shouldn’t be a general lesson with no overall outcome as your pupil will need to see improvements by the end of it, to provide motivation and encouragement.
Once you have discussed with your pupil the agreed desired outcome or goal. You will then agree the level of support to achieve the goal.
You can ask your pupil,” what level of support from me”. This is great if your pupil knows the best of achieving the goal. However, it’s not so good if they don’t or you know what they are suggesting isn’t going to work. For example, you pupil as set a desired outcome (or goal) of turning right at traffic lights judging when to go and the level of support, they require is for you just to watch them (something called independent level of instruction). Ok, you could just watch them to see what they do and step in if isn’t going to work. But this needs to be agreed with them before practising right turns at traffic lights, so they know what is expected of them or what they are responsible for. You couldn’t just let them get on with it and struggle and potentially put them, you and the vehicle into a dangerous situation.
However, if you pupil doesn’t know the level of support, they require to achieve their objective then you can suggest a few options or them to choose from, so they retain the responsibility for their learning. These options could be guiding them (talking them thro), prompting them (reminding them what to do), Independent (letting them have a go, but with the conditions explained above), a demonstration (you can show them by either remaining silent or explaining each relevant stage to them or watching a video of the task being carried out). Once the choice as been made you them practice a few times to achieve their desired outcome or goal.
Now the important part, if the learning outcome is not being achieved you might to increase the level of support. if the pupil is finding the desired outcome too difficult or decrease the level of support if they are finding the desired outcome too easy.
Ok, let’s explain the level of support required to manage the risk throughout the lesson and to deal with your pupil needs throughout the lesson.
An incredibly important aspect of a driving lesson is that your pupil feels safe. If your pupil feels safe when this removes a huge barrier to learning which is anxiety. Do we really learn at our best when nerves and fear kick in, I think not. Removing the fear allows your pupil to focus on the objective for the lesson and, they will be making less unpredictable mistakes which are created out of fear.
The level of support to manage the risk depends on the level of experience and ability of your pupil. I explained this on a previous article under, “say it”.
Finally, addressing the needs of the pupil. This again depends on the pupil.
Let’s number you few examples:
1/ You pupil needs encouragement when completing their objectives. Well give them encouragement and praise, not constant criticism and negativity.
2/ You pupil doesn’t know or understand some principle of driving. Well tell them if you need too or have a discussion about it or get them to research it themselves after the lesson finishes.
3/ You pupil keeps driving too close to parked cars. Well deal with it on the move, don’t just let them keep repeating the same error or risk, it will become habit if you don’t.
Next week, I will be giving a summary of the “see it”, “say it”, “suss it” & “sort it” system on my final article.

Hi, this is my sixth article on the Bob Morton,” see it”, “say it”, “suss it” and “sort it” and how it can be client centred.
In this article, I am going to concentrate on changing the plan of the “sort it” element.
Change the plan is adapting the driving lesson. You may have to adapt at any stage of the lesson and for a number of reasons.
Let’s give you a number of reasons why a driving lesson would need to be changed or adapted:
A/ The pupil is finding the current lesson too difficult. You would have to be aware why this is happening for the lesson to be beneficial to the learner and for learning to have taken place(essential ).
These are a number the lesson is too difficult for the learner-
1/ The route you have picked is too demanding for them. You learner is over-loaded with the number of hazards they have to deal with, or you are overloading them by bombarding them with lots of instruction and prompts to control the increased level of risk. This can be changed or adapted by giving the pupil an easier route that is still stretching your pupils’ abilities, but not overwhelming them. (Your local knowledge of the training area is essential for you to do this).
2/ You haven’t offered the correct support level or type of instruction. When you set a new objective for the lesson, you should offer a number of different instructional strategies (covered next week) and let the student choice the option that is going to suit them. If the chosen option doesn’t work after a few attempts, then you would need to use another learning strategy. For instance, your pupil wants to be prompted (reminded what to do) and it doesn’t work. You could then suggest that you guided them through (Give them a talk thro on what to do).
B/ The pupil is finding the current lesson too easy. Same again you need to aware why this is happening as if you don’t adapt it, learning is not going to take place.
Let’s give you a few reasons why the pupil is finding the lesson too easy-
1/ The route you have chosen is too easy for their current level of ability. For example, you take a test ready pupil on quiet urban roads. Your pupil will soon get bored and become de-motivated, they might tell you this or stop having lesson with you. Remember your pupil needs to be slightly stretched for learning to take place, where some input is required from you (the driving instructor) to achieve their lesson objectives. You can make the route more demanding.
2/ The level of support you initially offered as worked and the pupil is starting to cope with the lesson objective. At this stage you would need to lower the level of support to see if the pupil can cope on their own. It’s important that you pupil agrees with this, so the pupil knows what is expected of them. You can do this on the move by saying,” You have completed the last two meeting situations quite successfully, would it be ok to do the next ones on your own”? If you pupil agrees with you then do it, but help them if they aren’t coping, if they don’t agree about you not supporting them, you can always ask them how many times they want to be helped, before they want to attempt something on their own.
3/ The pupil has achieved their objective for the lesson, before the lesson finishes. You would now need to formulate a new lesson objective by agreeing with your pupil what to do next or what they need help with or are finding difficult to do (their learning needs, incredibly important to identify).
This can be structured by finding what they already know about their new learning objective. When you need to find out what they don’t know or understand about their learning objective and finally how they going to do it.
C/ Your pupil keeps making the same driving error, a serious driving error or a dangerous driver error. You would have to research how each of these errors are defined. But the information can be found by looking at the Ready to Pass campaign by the DVSA, under conducting mock driving tests.
Ideally you should try to prevent these types of faults from occurring, by being proactive however we can’t always be perfect when predicting the actions of other road users. When these types of faults are committed, we need to refer to the “suss it” part of the system explained in one of my previous articles.
One really important aspect of changing the plan is not to change the plan if it’s not necessary. Something that can easily be dealt with whilst the vehicle is moving shouldn’t require the lesson to be changed. Or if a situation that can’t be repeated easily again and doesn’t happen very often like road workers walking out in front of your pupil in a set of road works. You would need to pull over and discuss it, but you wouldn’t need to change the lesson objective as it would be almost impossible to replicate the same situation again.

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Hi, this is my fifth article on Bob Morton’s, “See it”, “Say it”, “Suss it” and “Sort it” system of driver training.
In this article I was going to focus on the consequences of a pupil’s actions with the “Suss it” part of the system.
The DVSA use a system called deviation from desired outcome when deciding to mark a driving fault on a practical test. When we are teaching our pupils to drive, we are comparing it to the way we drive and any deviation from this should be noted. It’s essentially important that our own standards of driving are to a high standard to begin with, so we are encouraging our students to meet or even better to exceed of our own high standards of driving (making our pupils better than us!).
When a student does something or better still you anticipate something that is going to deviate from what we would do, we need to way up the risk of this.
This is how examiners weight up faults to help explain-
1/ No Fault- there is no risk in what your pupil as done. For instance, forgot to put it 1st gear when moving off from safe parking position and no other road user is affected. Your pupil will probably notice this when they can’t get the biting point.
2/ Non-Noteworthy Fault- there is a deviation, however what they have done, hasn’t caused any risk to themselves or any other road user. For example, straight lining a very quiet roundabout, where no other road users are present.
3/ Fault- Driver Error- This is where a driver as made a driver fault where some risk can be caused. For example, signalling too late when leaving a roundabout, would cause other road users to wait at the next entrance, a little longer than necessary. Or not checking the blind spot when driving off, but no other road user is affected in this instance but could have been if they were present.
4/ Serious Driver Error-This is where a driver as caused something that can cause high risk. For instance, driving thro a red traffic light (a law breach) or changing lanes on a roundabout or dual carriageway without doing the necessary observations, both have major consequences if repeated and as a potential for a serious collision.
5/ Dangerous Driver Error- This is where a driver causes actual danger through their actions. This where you have had to take either verbal or physical action to prevent a collision from occurring.
Ok, why do we need to know these different levels of risk. Well, we need to respond to it by either avoiding it in the first place by using the “Say it” part of the system, especially if the fault is going to be a serious or a dangerous driver error.
If the driver fault is repeated, serious or dangerous when we have to “Sort it” by changing the plan or changing the level of support.
We shouldn’t be allowing our pupils to constantly repeat the same errors, as if we do, they are harder to change later once they are formed. A bit like quick drying cement, once it’s formed it’s harder to crack! Hence the importance of the “See it” part of the system.
Another important aspect of driver training is that the pupil fully understands what as happens and the potential risk it can or could cause to other road users. This will help them to correct this in future situations and hopefully change their behaviour.

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Hi, this is my fourth article on the “see it”, “say it”, “suss it” & “sort it” system designed by Bob Morton.
In this article I am going to concentrate on the first part of “suss it”. This finds out what is causing a pupil to create a risk whilst driving or even better to find out why they have done something quite well.
It’s immensely important to find out the causes of driving behaviour. As if you don’t that behaviour to return if undesirable or if desirable you might want your pupil not to forget it.
To best thing is to never assume that you know the cause of a behaviour without factual evidence.
Over the years, I have through my experience that a pupil’s behaviour is determined by three main things.
These are:
1/ Physical motor skills
This means is your pupil physically capable of performing a task. Let’s take an example of steering left into a tight sharp corner. Your pupil crosses their hands and stops them from turning the steering wheel any further whilst going this they drive onto the other side of the road (we will cover consequences of this next week).
By correcting their physical motor skills by getting your pupil to use a different steering technique like pull push steering or by rotational steering (explained in Roadcraft) you can help the pupil to steer the wheel more effectively and quickly and hence, giving the pupil the chance to stay on their side of the road.
Another example of physical motor skills would be if your pupil keeps braking too hard when approaching junctions. Well, you pupil might not know about progressive and early brake application or realise the sensitivity of the brake pedal. They might know something isn’t correct, but not physically using the correct technique or how soft they need to apply the brake pedal.
2/ Cognitive thinking skills
This is when you pupil doesn’t know what to do or understand why they should be doing it. For example, you pupil isn’t going to check their blind spot before driving off. They might have seen mum, dad or friends not do this and assume they don’t have to do it either.
Another example is your pupil keeps staring to the right when emerging left at T-junctions. Your pupil will reason that the vehicles on the right are the only risk and you should be looking in that direction. They might not realise that there are risks on the left to deal with as well, mainly down to a lack of experience.
3/ Affective Thoughts
This can be summarised by moods, feelings, and attitudes.
Your pupil might follow other drivers too closely on dual carriageways and motorways. Their attitude might be if I leave enough space in front of me then other vehicles would steal it.
Or another could be that your pupil hates a particular roundabout as all their friends have failed on when asked to turn right on it.
Fear can also come it this. A pupil may be very good at the parallel park, but when other vehicles are waiting, they mess the manoeuvre up, I wonder if you have seen this before!
Ok, how do you determine the cause of a behaviour. Well, the first thing is watching your pupil when they are performing an action, this can provide you with a lot of evidence to what is causing the behaviour. (physical motor skills). You then need deeper questioning to find out what your pupil knows or doesn’t know or understands or doesn’t understand or thinking as well (Cognitive thinking skills). And finally, what they are mood they are in, tired or attitudes they have to a situation (Affective thoughts).
Incorrect thoughts or attitudes can be challenged or modified by using NLP or Cognitive Behavioural coaching or weighting up the consequences or benefits of their actions.

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Hi, this third of my short articles on the, “see it”, “say it”, “suss it” & “sort it” system and how it’s used in a client centred fashion.
Ok, the “say it” part of the system depends on a number of factors. These are as follows:
1/ What you see ahead of the vehicle in either the short, middle and far distance.
2/ If you pupil can see a developing hazard and what they are going to do about it.
3/ What you pupil is communicating to you via their choice of words or body language.

Ok, let’s start with number 1/ & 2/. The role of a driving instructor is to keep the vehicle safe and to manage the risk. What we “ say ” to our pupils depends on the situation around us. This depends on the ability of the pupil in this instance, but we should never assume a pupil as seen the potential hazard and is going to react accordingly. It also helps if we can predict what is going to happen (hazard prediction) or to spot what is actually happening early (hazard perception). We can then “say” the correct thing at the correct time.
Let’s take an example. You pupil is at the trained level. The next and only predictable hazard is a set of traffic lights that have been on green for a considerable amount of time. The best thing to “say” would be “what is the next hazard”? What your pupil now says, will determine what you, “say”. If you pupil doesn’t answer, then you can “say”- “The traffic lights can change red”. On the other hand, if you pupil says” The traffic lights could change” and you have sufficient time, you would, “Say” - “want are you going to do”. Hopefully the answer would be,” Slow down”, if not you can, “Say” - “Gently ease off the accelerator or Gently brake to slow down” if the traffic lights are in the process of changing. You should be getting your pupils to do what you would do. This is why the driving instructors driving needs to be at a high standard before teaching (ADI Part 2).
Pupils at a lower level of ability and experience, would require you to, “Say” things that are more directive or guided instruction as the pupil may not know what the hazard is or what to do about it.
Ok, let’s talk about number 3/. This is the client centred bit of the “Say It” component.
The “Say it” component covers a number of different functions.
These are to ask questions (open or closed), give or elicit feedback, give directions or instructions and give more information that is comprehensive, appropriate and accurate? I wonder on what test the last one is assessed. All the things I have listed above on based on your pupils needs.
For example, you pupil as just tried to emerge in front of a vehicle at a T-Junction. Your pupil’s need is to emerge safety. Your feedback and questions should know be based on this situation and what has caused it (Suss it, covered on later article) and how to sort it (also covered on later article).

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Hi, this is the second in the series on my short articles on see it, say it, suss it and sort it.
Last week, I compared it to a structure in the past that was very instructor led. Now let’s show you how you can make it,” Client- centred”!
The first part of the system is, “See it”. Well, one of the components of this is to watch your pupil through the actions as you would do them yourself. Observing through the main routines of prepare, observe and manoeuvre & mirror, signal, position, speed, and look when approaching junctions and hazards.
Also, we would need to look ahead and watch for hazards behind and the sides of the vehicle. This will always be a key essential skill of being a driving instructor and still needed to do this 20 years ago when I originally qualified. This is listed on an ADI Part 3 Exam sheet, under the title of “Was the trainer aware of the surroundings and pupil’s actions”? under the main heading of risk management.
As driving instructors, we need to be able “see” to danger well in advance and to spot what our pupils are doing or how your pupils are responding to hazards. The earlier we spot them, the more time to react and give our pupils the correct instructions (“say it”).
The client centred part of the “see it” component is active listening skills. Active listening skills include watching the pupils' body language as well as the words they use.
This is an incredibly important part of teaching, as the next component of “Say it”, replies on you to listen to what your pupil is saying and how they are saying it. For instance, your pupil says,” I really hate roundabouts with frown on their face”. As teachers will really need to,” see this” and our next actions are based around this.
Body language is a complex subject, and I would have to write another series of articles explaining how to use it.
Next week, I am going to talk about the “say it” part of the system.

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Hi, this first of my eight short articles of the see it, say it, suss it and sort it system of training created by the great Bob Morton of Client-Centred Learning.
Before the creation of the now used format of the three main competences of ADI Part 3 which are lesson planning, risk management and teaching strategies we were marked and graded against three other competences.
These were fault identification, fault analysis and fault rectification. This was spotting a driver’s errors, finding out why they were doing them and then instructing them to stop them from happening. This is in most instances was instructor led, where the instructor would make all the decisions, without much input from the pupil.
This in my mind was a simple system to master and I like simple systems like this. Can we maybe use this old system and adapt it with client centred techniques. We most certainly can!
Yes, as trainers we need to be focused on improving our pupil’s performance, where learning is taking place. We should be keeping the vehicle safe and giving value for money as well. By using the see it, say it, suss it and sort it in a client- centred fashion will address all these three areas of delivering a great driving lesson.
Ok let’s explain the See it, Say It, Suss It and Sort Its system by the use of a diagram.
Risk Identification- See it, Say it
Suss it (risk analysis)- Cause, consequences
Sort it (remedial action)- Change the plan, Level of support
As you can see virtually nothing has changed from the way we traditionally used the original comps in the old check test system. The only difference now is that we involve the pupil more in the process when using client-centred learning.
In the next few weeks, I will be explaining each of the six stages at the bottom of the table (See it, say it, Cause, Consequences, Change the plan? and finally, level of support.