Was the pupil encouraged to analyse problems and take responsibility for their learning?

“A key part of the client-centred approach is development of active problem solving in the
pupil. This means that the PDI has to provide time for this to happen and has to stop talking for long enough for the pupil to do the work. The key thing to remember, however, is that different pupils will respond to this invitation in different ways. Some may be able to do it instantly, in a discussion. Others may need to go away and reflect upon a particular problem. They may need to be pointed at readings or other inputs to help them get a handle on the issue. Pushing a pupil to come up with answers on the spot may be unproductive for some.”

Positives the examiner is looking for in this competency.

Providing time, in a suitable location, to explore any problems or issues that arose during the lesson or that were raised by the pupil. (If you’re having in-depth conversations requiring the learner to think, it may be better to pull over rather than trying to drive and discuss at the same time.)

Providing timely opportunities for analysis; promptly in the case of risk critical incidents. (Timing is crucial, having the conversation as soon as possible so that the learner can recall what happen and also so other fault/incidents don’t occur. It may not always be possible to have the chat immediately. You can help these situations by asking your learner to flag it in their memory. “We can have a chat about the last roundabout in a minute but let’s get past this hazard first.”)

Taking time and using suitable techniques to understand any problems the pupil had with understanding an issue. (Using a coaching style in these situations will help you understand the pupil and for them to understand you.)

Suggesting suitable strategies to help the pupil develop their understanding, such as using practical examples or pointing them at further reading.

Giving clear and accurate information to fill gaps in the pupil’s knowledge or understanding.

Leaving the pupil feeling that they had responsibility for their learning in the situation.

What to aviod

Leaving the pupil feeling that the PDI was in control of the teaching process. (Providing a coaching style lesson will avoid this. You should be aiming to work with the learner not be in charge of the learner.)

Failing to explore alternative ways of addressing a problem – in response to evidence of different learning preferences.

Providing unsuitable or incorrect inputs.