Driving Lessons Gloucester- Cheltenham DVSA Theory Test Centre.

Cheltenham Theory Test Centre is moving.
The address of the new Theory Test Centre is:
 

DVSA Theory Test Centre
The Coliseum
18-20 Albion Street
Cheltenham
GL52 2LP
Theory tests will be available at this address from Saturday 25th April 2015.
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Driving Lessons Gloucester- Driving Instructor Night Out.

"We had a very nice Indian meal at the Polash Restaurant in Abbeymead, Gloucester, last Friday, 27th of March. Not all of us could make it, but in the photo on the right, is me, John Lowe, opposite Lis Lowe, Tom Lowe in the middle, opposite Lisa Lowe and Martyn Brewer, opposite Julie Brewer at the end of the table. They are great driving instructors and deserve a treat every so often. The instructors who couldn't make it, Nick, Charlie, Ian and their partners will get their turn at the next night out, which won't be too far away."
John Lowe, Driving School Owner.
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Driving Lessons Gloucester- Customer Review.

"John Lowe is a fantastic driving instructor. I've had driving lessons before with different driving schools and they did not consider me much. It seemed to be all about themselves! One of them even had a dog in the car, and it jumped into the front seats when I was trying to deal with a roundabout. I had heard good things about John Lowe Driving, so I thought I would give it another try and I'm glad I did. John is friendly and considerate and my confidence is really improving. My driving is much better as well, I'm so pleased with my driving lessons now!"
Nicky Jarvis, Gloucester.
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Driving Lessons Gloucester- Customer Review.

"My driving instructor, Nick Butters, of John Lowe Driving is pushing my learning along which is great, but is also making sure I can apply and understand the basics skills. "

Lucy Edmunds,

Hucclecote,  Gloucester.

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Driving Lessons Gloucester- Customer Review.

"My driving lessons with John Lowe Driving School are going really well and I've just done a turn in the road manouevre. My driving instructor is Martyn Brewer and his clear coaching has made it easier than I was expecting. He explained things really well, talked me through, and then I did it independently. I'm at university in Gloucester, but come from Cardiff, so it will be great when I can drive, which probably won't be too long."
Stephanie Davis, Cardiff.
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Driving Lessons Gloucester- Customer Review

"I've just started my driving lessons with John Lowe Driving, and my driving instructor, Martyn Brewer, says I am doing well. I feel in myself that things are pretty good, because I have done much more driving than I expected in just four lessons. Martyn is a very good driving instructor and makes each driving lesson interesting and challenging. I'm glad I chose a good driving school."

Jane Hannis, Gloucester.
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Driving Lessons Gloucester- Customer Review.

"I'm happy that I've just done another successful bay parking manouevre. My driving instructor, Nick Butters, of John Lowe Driving, has given me some simple techniques to complete all of the manouevres and my driving lessons are going really well."

Sarah Ashton, Churchdown.
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Driving Lessons Gloucester- Customer Review.

"On my driving lesson that I've just finished, I did a turn in the road manouevre for the first time. I'm really pleased that I was able to do it correctly and independently by the end of the lesson. My driving instructor, Tom Lowe, explained it clearly, using his ipad and this helped me a lot, and I got the hang of it in no time."

James Miller, Gloucester.
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Driving Lessons Gloucester- Customer Review.

"I'm getting on faster than I expected now with my driving. At one time I thought it would be a really difficult job, but my driving instructor, Martyn Brewer, has some great ways to help me understand and it's all making a lot of sense now. He lets one lesson blend in with the next, and before long you have covered a lot of subjects. He is always cheerful and positive and I'm glad I chose John Lowe Driving School and got Martyn to take me on my driving lessons."
Palme Simernod, Gloucester.
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Driving Lessons Gloucester- Car Fires.

Cars today have a large amount of electrical connections and components, so occasionally things can go wrong and an unwanted fire can occur. If this happens to you and you don't have a fire extinguisher you must stop and get yourself, and any passengers, out of the vehicle as quickly as possible. Move yourself and passengers a safe distance from the vehicle and call the fire brigade. If you have an extinguisher and the source of the fire is obvious, you may be able to tackle it, but be cautious and still call the fire brigade. Do NOT take risks with fire!

When driving and you smell petrol or diesel fumes you should always park somewhere safe and investigate.

If you suspect a fire in the engine compartment:

• Pull up as quickly as you can, in a safe position and switch off the engine.
• Get all passengers out safely.
• Call 999.
• DO NOT open the the bonnet.
• If you have a fire extinguisher you may be able to direct it through the small gap created when the release catch is released.
• If the fire is large, leave it for the fire brigade.

Minimise the risk of fire by keeping your car in good condition, check it regularly and keep it tidy and clutter free.

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Driving Lessons Gloucester- Accident Procedure.

Accident Procedure- What To Do.

Accidents happen! If you are unlucky enough to be involved in a road accident, there are certain procedures that you have to abide by. If the accident causes damage or injury to any other person, vehicle, animal or property then you must: Stop and remain at the scene of the accident for a reasonable amount of time. Provide your name address and registration details to any person who has reasonable grounds for asking for them. If the vehicle you were driving is the property of another person, then you must provide their details too. If these details can't be given at the scene, then you must report the accident at a police station or to a police officer as soon as is practicable possible and within 24 hours. If another person is injured you are obliged to produce your car insurance certificate at the scene of the accident to anyone who has reasonable grounds to view it. If you are unable to produce your car insurance certificate at the scene of the accident then you must take it to the police station you reported the accident to within seven days. You must abide by these requirements even if you were not directly involved in the accident. Failure to do so and you will be committing two criminal offences - failing to stop and failing to report. Insurance Procedures: In order to have a smooth insurance claim it is vital that you do the following: Gather as much information as possible at the scene. Take photos of the vehicles position, damage, number plates and model. The name, address and telephone number of anyone else involved. If someone not at the scene owns any vehicle then get his or her details also.  Details of the other driver's insurance policy - insurance company, whether third party of fully comprehensive, expiry date. The contact details of any witnesses. Weather and road conditions. What the involved vehicles were doing as the accident happened. Offering Assistance: If ever you find yourself at the scene of a road accident then follow the golden rule - never put yourself at unnecessary risk. However, if you can safely offer assistance then this is what you should do. Make sure YOU are safe. Look after yourself first. Switch off engines. Absolutely no smoking. Call ambulance. Remove non injured people. Worry less about "noisy" casualties. Concern yourself with the quiet ones. Keep them company and reassure them. Don't move casualties unless in danger. Use hazard lights and a warning triangle. First aid skills can be put to use in these situations, but be sure you know what you are doing.

Driving Lessons Gloucester- Customer Review.

"On my last driving lesson, I did a turn in the road manouevre for the first time. It went really well, in fact, better than I was expecting. My driving instructor, Tom Lowe, gave me some useful info about the manouevre, talked me through and then let me do it independently. His instruction helped me a lot."

Louis Bosely, Gloucester.
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Driving Lessons Gloucester- Customer Review.

"I have had four driving lessons now in the automatic car with John Lowe Driving and it really suits me. I had some driving lessons before in a manual car with a different driving school, but felt that I wasn't getting on too well, so I changed to automatic. My driving instructor, John Lowe, showed me how to reverse into a parking bay today, and I succeeded on my second attempt. He showed me a great system, which was quite easy to understand, and my car control is much better now. I'm really pleased and we agreed to do more parking next lesson, and to revise and practise roundabouts. It's going really well!"
Pauline Dyer, Gloucester.
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Driving Lessons Gloucester- 6+ Nations.

I recently went into my bank in Gloucester and in the foyer was the Rugby Union Six Nations Trophy, being displayed. I was naturally very pleased to see the actual trophy up close, and was assured that it was not a replica. The term, Six Nations, got me thinking about how many nationalities we have taught to drive in the last few years at John Lowe Driving.

We have instructed people from: Canada, U S A, Brazil, Chile, Russia, Slovenia, Estonia, Romania, Bulgaria, Ireland, Hungary, Ukraine, Kosovo, Portugal, India, Pakistan, Bangladesh, Indonesia, China, New Zealand and Australia, as well as the British Isles, so I make that at least 21 nations, and I've probably missed a few, sorry if I have. Keep coming, it's always interesting to hear how other nations operate, and we'll do our best to make you feel at home here.
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Driving Lessons Gloucester- Drivers Eyesight.

Eyesight. "Look at that driver! He must be blind!".......................How often have you heard that, or even thought it yourself? Let's look at the eyesight requirements for a car driver.

The law states that all drivers of motor cars must be able to read a standard number plate, in good daylight, from a distance of twenty metres – with spectacles or corrective lenses if required. The first of the checks (below) will ensure that you meet the legal minimum requirement for drivers. The second check is simply to find out (for your own interest) how 'good' your distant vision is.   Eyesight check No 1. Pace out the correct distance from a (standard) car number plate, to meet the legal minimum eyesight requirement (20 metres) and make sure that you can read the number easily without squinting or screwing up your eyes (a good stride is approximately 1 metre). Eyesight check No 2. Find a number plate that is so far away that you cannot read it. Walk towards it until you can just read it. Pace out the distance from the point at which you can just read it to the vehicle - is this well over 20 metres? If not, it's worth getting an eye check, especially if you have always had good vision or have not had an eye-check for a long time. Eyesight problems. When checking your own eyesight or that of others it is useful to be aware of potential problems. Lifting or dropping the head, turning to one side or tilting the head could indicate double-vision, a reduced field of vision, 'nystagmus' (a 'wobble' in the eye), or, in the case of those wearing spectacles it could indicate that a new prescription is required. The tendency to close one eye can also suggest double vision. If this is severe and un-treatable, the driver can drive with one eye covered (providing that the eye being used has the appropriate field of vision). Drivers with one eye can legally drive on a non-commercial licence (subject to passing the eye-sight test). Monocular vision (one eye at a time) reduces depth of field, special care should be taken with night driving and when overtaking (potential judgment problems). Defective colour vision: This is does not prevent a person from driving. However, you need to be aware of any potential problems associated with road signs, traffic lights, etc. Tunnel vision: Drivers must have a minimum of 120 degrees vision spanning the central field of view.http://www.drivinglessonsgloucester.org

Driving Lessons Gloucester- A D I Standards Check- 7 Deadly Sins.

Standards Check- 7 Deadly Sins In Detail.

In this post I will describe the seven most common reasons for standards check failure, as advised by the D V S A. 1. Goals Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals? At the start of the lesson you need to work with the learner to determine goals for the lesson – note that this involves more than simply asking “What do you want to do?” As a result of the initial ‘goals conversation' you will agree a lesson plan.   The lesson plan will sometimes be a fairly standard ‘set format' lesson in a given area – and might be sufficient to help the learner attain the lesson goals. However, given that everyone is different you need to have the flexibility to make changes ‘on the hoof' where necessary. Are your learners always comfortable and able to cope with the situation that they are in?  It might be that they are struggling a little with an agreed ‘challenge' – that's fine, as long as they are viewing it as a challenge and happy with the situation. However, if someone is ‘out of their depth' or the exercise is not helping the learner to move towards his/her goals, then YOU need to instigate a change of plan (discussed with the learner). The ‘inclusion' element is vital. The learner should know what they are supposed to be doing and taking responsibility for it all – if things are going wrong because of bad planning on your part, that information should also be shared and the situation corrected. 2. Risk management Did the trainer ensure that the pupil fully understood how the responsibility of risk would be shared? This is classic "job sharing" situation – The learner needs to know at all times how the job of "managing risk" will be shared. Here's an example given by the DVSA: “At all times I expect you to drive as carefully and responsibly as possible. I will expect you to be aware of other road users and to control the car. However, I do have the ability to take control of the car in an emergency. I will only use these controls when I feel that you are not dealing with the situation yourself. If that happens we will take some time to talk about what happened so that you understand for next time.” This statement is from the D V S A, but the similar statement in the previous post (D V S A- A D I Standards Check) is also quite acceptable. 3.Learning styles. Was the teaching style suited to the pupil's learning style and current ability? Different learners have different preferred ways of learning and understanding. Some like to get ‘hands on' others might prefer to discuss things and ask/answer questions first. You can find out a lot about how people learn best by noticing how they respond to different teaching methods. It's probably quicker to ask - sometimes you can get a direct answer to questions like ‘How do you learn best?', other times you might have to dig a bit, for example, by finding out about what they like doing at school, or what their hobbies are. What's really important here is your awareness of the learner's current state. Are they engaged and enjoying the lesson, or are they looking detached or bored? If they are not fully engaged, a different approach will probably help. How often do you ask “Is there any way I might have helped you differently?” 4. Taking Responsibility. Was the pupil encouraged to analyse problems and take responsibility for their learning? DVSA quote: “A key part of the client-centred approach is development of active problem solving in the pupil. This means that the ADI has to provide time for this to happen and has to stop talking for long enough for the pupil to do the work.” Effectively this means that it's not your job to do the learning, it's theirs! How many times have you asked a question and then jumped in with the answer yourself if the learner has not responded early? There are numerous ways that you can encourage learners to analyse problems and other issues. You might: Use comparative demonstration Get the learner to try different things (trial and error) Offer relevant info to fill any gaps in understanding Ask questions Pull up to discuss Set home learning projects Show media clips and discuss the situations Replay dash-cam footage Find out what works for the learner and the situation. But remember – simply ‘telling' does nothing to encourage responsibility. 5. General feedback Was the pupil given appropriate and timely feedback during the session? The DVSA info about this includes the following: “All feedback should be relevant, positive and honest. It is not helpful if the pupil is given unrealistic feedback which creates a false sense of their own ability. Where possible, feedback should not be negative. Rather than saying somebody has a weakness, consider expressing it as a learning opportunity. However, if they need to be told something is wrong or dangerous there is no point in waffling. The pupil should have a realistic sense of their own performance.” Never assume that your learners know when they are doing well or badly. Ask questions to establish their thoughts about any given situation and then confirm, or fill in the gaps. For feedback to be useful it needs to be ‘relevant and timely'. It's not always possible to give immediate feedback because of the situation you are in – but it must be given as soon as practicably possible. Also… Never assume that your feedback has been understood – ask questions, be aware of body language and facial expression and monitor actions following the feedback. Finally… Remember that eventually, your aim is to develop a driver who does not need your feedback to drive at test-standard (and above). Of course, there will always be information you can offer, – but too much feedback can hamper the acquisition of self responsibility. 6. Safety critical feedback. Was sufficient feedback given to help pupils understand any safety critical incidents? This is closely linked to general feedback above – but is specific to particular dangerous or potentially dangerous safety related incidents, that have occured. The same rules apply as with all other feedback in that it should be: Honest Framed positively Specific Personal (related to previous relevant issues) Timely (offered at the appropriate time) Learners should be encouraged to consider the cause of the incident, how it could have been avoided or dealt with better and how similar situations can be avoided in future. In order to fully understand the situation you will often need to give feedback about the facts (not judgements!) – better still to elicit feedback; to help the learner to remember/uncover the facts for themselves. Be aware that some safety-critical incidents are the result of poor or insufficient lesson planning – if this is the case use the situation as a learning experience for both of you. What can be done differently in future? How can poor planning affect drivers after they have passed the test? All errors can (and should) be seen and dealt with as learning and development opportunities. 7, Reflection Was the pupil encouraged to reflect on their own performance?  The review or recap process is a discussion in which both learner (primarily) and instructor consider how the lesson went. So what's the point? From a Standards Check/Learning point-of-view the review highlights the learning that has taken place and lessons learned from ‘problem issues'. It will also look forward to further development in future lessons and between lessons. By encouraging the learner to reflect on what went well (and not so well) you ensure that they have a realistic and more objective idea  of their progress towards the test and becoming a safe, independent driver. It is also valuable from a commercial point of view, as the student will tell friends and family how thorough their learning process is. They will leave the car better equipped than when they got in it. In Conclusion. When looking at each of the seven headings, they are all related to communication between the driving instructor and learner driver. This might be outward communication, sharing vital information about the lesson process with the learner, or inward communication, watching body language and/or listening to the learners feedback, answers to questions, etc. For learning to take place effectively and as speedily as possible you must make sure that your students have all of the information they need - at all times. Driving Lessons Gloucester.

Driving Lessons Gloucester- Driving Test Pass.

Well done Abbie Pout on a brilliant first time driving test pass on 3rd March 2015 at Gloucester Driving Test Centre. The whole team here at John Lowe Driving are very pleased, and your driving instructor, Martyn Brewer, was really delighted at your first time success. We all wish you well for the future, well done!
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Driving Lessons Gloucester- Driving Test Pass.

Warmest congratulations to Amy Wignall, who passed her driving test on the first attempt at Gloucester Driving Test Centre, with only 3 minor faults. Her driving instructor, Nick Butters, sends his congratulations and best wishes, as do all at John Lowe Driving. Well done on a first time pass!

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Driving Lessons Gloucester- Drug Driving, Roadside Tests.

NEW ROADSIDE tests to identify people driving under the influence of drugs have been rolled out across the UK in the last few days.

The new legislation will allow police officers to test drivers for traces of drugs for the first time.
Officers will no longer have to prove a driver was too impaired to drive – only that they had an illegal level of drugs in their system.
The new drive – coupled with new DrugWipe testing kits – allows police to test motorists for substances in less than 10 minutes using only a swab taken from inside a driver's cheek.
DrugWipe allows officers to screen drivers for cannabis and cocaine at the roadside.
The change in the law will make it quicker and easier for drug-drivers to be prosecuted.
British motorists who get behind the wheel with illegal drugs – or illegal quantities of legal medication – in their system could face a year in prison and a fine of up to £5,000.

In addition, police will be able to test for other drugs including ecstasy, LSD, ketamine and heroin at a police station, even if a driver passes the roadside check.
New research conducted by THINK! has revealed that more than half of those who admitted to driving under the influence of illegal drugs said they felt safe behind the wheel.
In addition, 60 per cent revealed they had previously driven a car when they were unsure if they were still under the influence of illegal drugs.
Road Safety Minister Robert Goodwill said: "This new law will save lives. 
"We know driving under the influence of drugs is extremely dangerous; it devastates families and ruins lives.
"The government’s message is clear - if you take drugs and drive, you are endangering yourself and others and you risk losing your licence and a conviction."

Dr Kim Wolf, of King’s College London who has acted as an advisor for the Government drug drive policy, said: "It is worrying to note that so many drug drivers said they felt safe to drive after taking illegal drugs. 
"Illegal drugs seriously impair skills required to drive safely, such as reaction time and decision making. 
"In many cases those who take certain illegal drugs believe that they are safe to drive, but are in fact putting themselves and others at risk.” 
The law also includes eight drugs commonly associated with medicinal use – that are sometimes abused.
These include: morphine, diazepam, clonazepam, flunitrazepam, lorazepam, oxazepam, temazepam used to treat anxiety or inability to sleep and methadone used to treat drug addiction.
In addition, amphetamine, which is used to treat attention deficit hyperactivity disorder (ADHD) and Parkinson’s disease is also planned to be included within the offence shortly, although this is subject to Parliamentary approval.
The system has been under test in Surrey and Sussex – setting legal limits for blood levels of legal and illegal drugs.

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Driving Lessons Gloucester- Driving Test Pass.

We send our sincere congratulations to Sam Glen of Cheltenham, who passed his driving test first time at Cheltenham Driving Test Centre on March 2nd 2015. Well done Sam, and enjoy driving your Mini up to Manchester to watch United. Sam's driving instructor, Martyn Brewer, sends his best wishes.
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Driving Lessons Gloucester.- D V S A, A D I Standards Check. For Driving Instructors.

D V S A - A D I Standards Check.

As an A D I, you are only too aware that you will be required to attend a standards check at least once every four years. This is usually considered to be a pretty daunting task, but with the right approach, it need not be. The following notes are not the definitive article by any means, but different A D I's will find different parts useful, and will hopefully assist in general. First of all, get it in proportion.........It's only an hour! Make sure your car is up to standard and you have everything to hand that you might need. Choose a reliable and articulate student to instruct.(Remember there is NO role play anymore.) Brief them fully on what to expect on the standards check. Make sure they fully understand their role. Lesson Subject. In this post, I will use "roundabouts" as the chosen subject. A good tip is to call the lesson,"awareness and planning" instead of roundabouts, so that if a serious problem with another subject occurs on the way to the practice area, this can then become the "carrier subject" instead of roundabouts, and can be dealt with under awareness and planning. At the test centre. Q&A to establish what happened on the last lesson. Remember the "last lesson" is not last week, but the lesson just completed, on the way to the standards check. A lot of A D I's go wrong here! So call the lesson, awareness and planning and link it to roundabouts. It must link to the last lesson. Don't do a full briefing, do a recap using Q&A. Do an intro and goal setting. Don't forget to mention the weight of an extra passenger and how it can affect the handling of the car. Also ask your student how their view in the mirror is different with a backseat passenger. The Form S C 1, that the examiner will use to mark your standards check: LESSON PLANNING. 1.Did the trainer identify the pupil's learning goals and needs?....... Use something like this- Q - "What skills would you like to improve on?"- A -"Roundabouts."- Q -"-We agreed this last lesson. Are you still happy to do this?"-"How would you like to do this?"- A - " I don't know when to emerge."...............This then gives you a chance, with the aid of diagrams and more Q&A etc., to brief the pupil on awareness & planning, danger zones , using timing and observation. 2. Was the agreed lesson structure appropriate........? Choose an area where you can progressively build the lesson, using more complex roundabouts as they improve. Don't overwhelm them. Start soft, add more. 3. Were the practice areas suitable?....... See number 2. 4. Was the lesson plan adapted..........? Change the "carrier subject" if needed- if you originally called it "awareness and planning."Do not worry about changing if you have to. It's worth reading A D I 1 for examiners guidelines, read lack of competence part. RISK MANAGEMENT. Think of "risk" as "responsibility." 1.Did the trainer ensure that the pupil fully understood how the responsibility for risk would be shared?......... You need to make the following statement to be sure you are covered: “And finally .........., as the driver you are ultimately responsible for the safety of this car and your passengers.  If however, I see a situation developing that I think you might not have seen I will intervene. That intervention might be verbal but if necessary I will use my dual controls or help with the steering wheel. Do you understand and accept what I have just said?” You could add: "You are responsible for telling me if you don't understand." "You are responsible to get the best out of this lesson-what are you going to do about it?"......Answer- Questions, diagrams, another go. "How can I help you with this first roundabout?"........Answer- Talk through, etc. "Will you take responsibility for following my instructions?" "Are you willing to take responsibility for positioning, gears, speed, etc?" 2. Were the directions and instructions given to the pupil clear? Directions and instructions is EVERYTHING you say. So keep it clear and simple. 3. Was the trainer aware of the surroundings and the pupils actions? These statements and questions are what they want (or similar.) "I want to see this through your eyes.-Tell me what's happening." "What can you see?"      "Is there any movement?" 4.Was any verbal or physical intervention by the trainer timely and appropriate? This comes down to the appropriate level of instruction. 5.Was sufficient feedback given to help the pupil understand any potential safety critical incidents? This comes down to lack of instruction. Failing to examine an incident. If something does happen, you must discuss it. Find out what pupil is thinking and feeling. Bring in other scenario's if possible......"How would that situation be different at school time?" Remember the old core competences may not be on the S C 1, but they are still there in disguise. You must still refer to them. TEACHING AND LEARNING STRATEGIES. DO NOT MISS OPPORTUNITES!.........If you see other road users driving erratically, pick up on it! Don't miss any chances to discuss the behaviour of others. 1.Was the teaching style suited to the pupil's learning style and current ability? Use questions such as, "How would you like me to help you with this?" Use any situation to discuss (see above.) As described earlier, you must use the core competencies: Recognize the fault. Analyse the fault. Correct the fault. 2.Was the pupil encouraged to analyse problems and take responsibility for their learning? Can be Q&A to analyse problems. 3.Were opportunities and examples used to clarify learning outcomes? See what others are doing and discuss. Can be others doing things right as well. Point out good and bad. 4.Was the technical information given comprehensive, appropriate and accurate? Know your subject. (The examiner will!) 5. Was the pupil given appropriate and timely feedback during the session? Link feedback to what happened- don't leave it too long afterwards, especially if the incident was safety critical. 6.Were the pupil's queries followed up and answered? Don't miss a chance to answer. 7.Did the trainer maintain an appropriate non-discriminatory manner throughout the session? Don't categorize, learners, boy racers, white van etc., don't discriminate or stereotype. 8.At the end of the session- was the pupil encouraged to reflect on their own performance? Engine off at driving test centre. Get pupil to self-analyse-"What have you done well?"  "What have you improved on?"  "Is there anything left that you haven't asked me?"  "Are there any more skills that you would like to develop?" You can then end the driving lesson with a link to the next lesson, from the information just gained. LEVEL OF INSTRUCTION. It is important to get this right. There are three basic levels, depending on the learners stage and the road situation. Full talk through. Q&A. Independent. You can use all three at a time. Example-"Slow down to 10mph, there may be a lorry round the corner, and that will give you more time to react." Add in the underlined part, it makes all the difference. "Show me with your eyes that it is safe to turn." "What if that red car carries on reversing?"  SCALING. This is a solution finding, self evaluation tool. Use scaling at the beginning and end of the lesson. Scaling. Choose a scale of 1-10, 1 being low and 10 being high. "What score are you now on this?"    "What would you like it to be by the end of the lesson?" (It doesn't have to be 10, it can be 6 or 7.) If necessary, ask them to re-evaluate. (Justify that 7.) How did you score on the so and so? Find solutions. You can also ask the student to picture a ladder-what rung are you on? Mind Maps can also be used for solution finding and self evaluation, but to describe it properly requires another article. Coming soon..... MAKE THE LESSON "REAL." Use real situations in the standards check lesson, by discussion, description and observation. Other ways: "Tell me the story." Ask the student to describe an event and some likely outcomes. Discuss how to avoid potential accidents. "Give me a time when you would".......(Use excessive speed, use a phone.) "Being a passenger, can you remember being scared?" "What factors are you taking into account when you decide how fast to go on this road?" Q&A You can vary your approach to Q&A and make it more interesting. These are good expressions: Was? Will? Would? What if?(that's a good one.) Tell me. Show me. Describe to me. 7 Deadly Sins. Below is a list of the seven most common reasons for failing a standards check: Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals? Did the trainer ensure that the pupil fully understood how the responsibility of risk would be shared? 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? Was the pupil given appropriate and timely feedback during the session? Was sufficient feedback given to help pupils understand any safety critical incidents? Was the pupil encouraged to reflect on their own performance? I will publish the 7 deadly sins in detail in the next post. Well, that's all for now on quite a big subject. Remember, these are only notes to help you pick up on some confusing points. Add some of these to what you do every day, and you will be fine. http://www.drivinglessonsgloucester.org