When Fantoni Driving School trains new driving instructors, we believe we are well placed to be able to deliver the right training.
Being a Grade A Driving School, we have the years of experience and knowledge to help new driving instructors understand what it takes to deliver top quality driving lessons.
Grade A means that in our most recent standards check, we achieved the highest attainable standard of tuition. The standards check is the equivalent of an Ofsted report for schools.
That vast majority of other driving instructors cannot lay bare this claim. You generally won’t find other driving instructors advertising their grade precisely for this reason.
Our passion for excellence reflects in the budding driving instructors we produce.
Our training will gear new driving instructors up to deliver great lessons by adhering closely to the following Principles.
Did the trainer identify the Pupils goals and needs?
This means that we train our driving instructors to be able to illicit a goal from the learner through the use of careful questioning. The trainer should also be able to help the pupil to identify their own areas in need of development.
Was the lesson structure appropriate for the pupils experience and ability?
This means the the lesson needs to be pitched in such a way that it is conducive with the current ability of the student. So for an obvious example, a busy motorway would be too much for a pupil to handle on their first lesson.
Were the practice areas suitable?
Similar to the previous point, if an appropriate lesson structure has been agreed, did the practice area match the agreed goal? So for example, if the goal was to improve judgement at roundabouts, were there enough roundabouts to provide opportunities for learning to take place?
Was the lesson plan adapted where appropriate to help the student to work towards their learning goals?
Sometimes the lesson may need to be adapted forwards or backwards. Sometimes the old adage “backwards to go forwards” is true on driving lessons. Ultimately though this can sometimes be necessary to make progress towards the original lesson objectives.
Adapting the lesson forward may also be necessary at times. Perhaps the student is spending too much time in their “comfort Zone” and is in need of a challenge.
Did the trainer ensure that the pupil fully understood how the responsibility for risk would be shared?
When working towards the goal of the lesson, the roles and responsibilities of both student and instructor should be clearly defined.
Were directions and instructions given to the pupil clearly and in good time?
All instructions given to the student should be clear and concise, giving the student enough time to respond accordingly.
Was the trainer aware of their surroundings and pupils actions?
The instructor should be fully aware of any other road user’s actions in their surroundings. At the same time, the instructor should know how the pupil will respond in any given situation.
Was any physical or verbal intervention by the trainer timely and appropriate?
Any instruction or physical intervention must be timely to prevent any safety critical incidents from occurring. Physical intervention should only be used as the very last resort. Great instruction will usually suffice in keeping the, “moving classroom” safe at all times.
Was sufficient feedback given by the trainer to help the student understand any potential safety critical incident?
Feedback either from the Student or from the trainer should be discussed in order for the pupil to learn from potentially hazardous incidents. Feedback should cover cause, consequences and correction.
Was the teaching style suited to the learner’s learning preference and current ability?
The lesson should be adapted to engage the student in a way that will suit them. The student should be able to pick from a variety of teaching methods. Examples might include a demonstration or a diagram.
Was the Student encouraged to analyse problems and take responsibility for their learning?
The teacher should encourage the student to think about solutions to problems during the learning process. If the student finds their own solution, it is more likely to be retained.
Were opportunities and examples used to clarify learning outcomes?
On driving lessons, real life examples should be used where possible to emphasise key messages. The best examples are always relevant to learning aims and objectives.
Was the technical information provided comprehensive, appropriate and accurate?
It should go without saying that any technical information provided on driving lessons should be accurate and relevant. Examples would be any rules from the Highway Code used to back up driving theory.
Did the trainer maintain a non discriminatory manner throughout the lesson?
A grade A driving lesson will set the tone from the start with a good rapport between student and instructor. Moving on from that a welcoming and open attitude is encouraged in the car and towards other road users.