Positives the examiner is looking for in this competency.
Actively working to understand how they can best support the pupil’s learning process. (Offer up a range of options from your toolbox, for example, would a demo work better or diagram or maybe a video.)
Modifying teaching style when or if they realise there is a need to do so. (Notice when learning/progress stops and check to see if a different approach is needed.)
Providing accurate and technically correct demonstration, instruction or information. (Any help given must be correct, learn Driving the Essential Skills)
Giving technically incorrect instruction or information is an automatic fail if that input might lead to a safety critical situation.
Using practical examples and other similar tools to provide different ways of looking at a particular subject. (Have a range of options to help pupils. Videos, diagrams, stopping near a junction to look at it, setting scenarios with “what if” questions, ect.)
Linking learning in theory to learning in practice. (Find the right balance for your pupil between theory and practice.)
Encouraging and helping the pupil to take ownership of the learning process. (If the learner is responsible for the learning, they buy into more and learning will be deeper and retention will be greater.)
Responding to faults in a timely manner. (Waiting too long before discussing a fault will mean the learner may not remember what happened or how they were feeling, also in the time between the fault and discussion other faults may have built up making it hard to focus on one thing.)
Providing enough uninterrupted time to practice new skills. (All talk and no action! Too much theory is not only hard for a learner to take in in one go but also leaves little time to practice what was learnt. After all, driving is a practical skill.)
Providing the pupil with clear guidance about how they might practice outside the session. (How can your lessons link to private practice or what research the learner may want to do in between lessons.)