Were directions and instructions given to the pupil clear and given in good time?
What Does The ADI 1 Say
“‘Directions’ should be taken to mean any instruction, such as ‘turn left at the next junction’ or ‘try changing gear a little later’. Any input from the PDI must be sufficient, timely and appropriate. It is important that PDIs take account of the ability of their pupils when giving directions. Directions given late, or in a confusing or misleading way, do not allow the pupil to respond and can make weaknesses worse.
Too many unnecessary instructions from the PDI can both de-motivate the pupil and create a real hazard. Remember it is an offence to use a mobile phone whilst driving because this is known to create a level of risk equivalent to or, in some cases, greater than driving whilst drunk. It cannot, therefore be good practice to constantly bombard the pupil with unnecessary questions.”
Positives the examiner is looking for in this competency.
Clear, concise directions.
For example, “At the end of the road turn left” is a lot better than “turn left here”.
Ensuring the pupil understands what they plan to do and agrees with that plan.
Directions given at a suitable time so that the pupil can respond.
Late instructions, puts pressure on both yourself and the pupil and causes more problems and before you know it you’ve got a handful of issues to deal with and the lesson is on the back foot.
What to Avoid
Giving directions too late.
Giving unnecessary directions.
Failing to recognise when the PDI’s input is causing overload or confusion.
Standards Check and ADI Part 3 Competencies
- Did the trainer identify the pupil’s learning goals and needs?
- Was the agreed lesson structure appropriate for the pupil's experience and ability?
- Were the practice areas suitable?
- Was the agreed lesson structure appropriate for the pupil's experience and ability?
- Did the trainer ensure the pupil fully understood how the responsiblity for risk would be shared?
- Were directions and instructions given to the pupil clear and given in good time?
- Was the trainer aware of the surrondings and the pupils actions?
- Was any verbal or physical intervention by the trainer timely and appropriate?
- Was sufficient feedback given to help the pupil understand any safety critical incidents?
- Was the teaching style suited to the pupil’s learning style and current ability?
- Was the pupil encouraged to analyse problems and take responsibility for their learning?
- Were opportunities and examples used to clarify learning outcomes?
- Was the technical information given comprehensive, appropriate and accurate?
- Was the pupil given appropriate and timely feedback during session?
- Were the pupil’s queries followed up and answered?
- Did the trainer maintain an appropriate non-discriminatory manner throughout the session?
- At the end of the session – was the pupil encouraged to reflect on their own performance?
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