Keep it simple and follow the 15 key learnings:
​
-
The lesson should be structured and presented in an orderly way, following a clear and logical sequence.
-
Consider the allocation of time between training activities and methods used such as the distribution between theory and practice.
-
Listen to the information given by the pupil, discuss what they want to know and what they already know – fill in the missing knowledge and understanding.
-
Discuss and agree the plan with the pupil, this can be changed according to the pupil’s experience and ability.
-
Assess your pupil’s driving ability and decide on what level you should be instructing, build on the strengths and focus on the areas that require further development.
-
The lesson should be adapted accordingly, concentrating on the pupil’s needs.
-
If the lesson is dealing with a new subject, then a ‘full talk through’ may be required through various stages, then consider passing back responsibility when appropriate.
-
Your instruction should be correct, concise, relevant and properly timed. Allow enough time for the pupil to listen, interpret and carry out your instructions.
-
The key is to adjust the level and amount of instruction to match the needs and ability of the pupil. (Over / Under Instruction)
-
Always remember the pupil’s level of ability will always dictate the required level of instruction.
-
Instruction should be given in good time to help the pupil respond to the situation at hand. This will help the pupil to understand what the risk is and how they think it should be managed.
-
You must have the ability to anticipate your pupils’ actions and take appropriate action to deal with any potential safety critical dangers. This will include the ability to prioritise in different situations particularly when approaching and / or dealing with various hazards.
-
Questions beginning with ‘What’, ‘Where’ and ‘When’ are often answered with a quick response which do not require much thinking about, which helps your pupil to focus on the road ahead.
-
Questions beginning with ‘Which’, ‘Why’, ‘Who’ and ‘How’ may require a little more thought, such as making decisions, understanding a situation etc. – match the question to the prevailing circumstances and pupil’s knowledge and ability.
-
Relax and try to ENJOY