Being client centred is not about the learner taking charge of the learning process and deciding what is going to happen. It can be the case that instructors confuse client-led with client-centered in their teaching practice.

It is far more powerful to facilitate learners, than to give them completely free rein. Instead, if we build a rapport with the learner that is based on respect for each other’s thoughts and feelings, we are more likely to help the learner take responsibility for their learning, whilst sharing the responsibility for risk. Let’s take a look below at how we can be client centred in our approach.

 Conversation:

The Cambridge Dictionary defines a conversation as “a talk between two or more people in which thoughts, feelings, and ideas are expressed, questions are asked and answered, or news and information is exchanged”.

We know from reading the national standards that the DVSA see client centred learning as creating a conversation between the learner and the instructor that is based on mutual respect.

We can learn so much about our learners by having a conversation with them. This will help us to not only identify their goals and needs, but also to gain a better understanding of how they think and learn. If we look at the definition again, it explains that thoughts, feelings and ideas are expressed.

These are all so important when it comes to learning to drive. Feelings and emotions play a huge part in driving safely, and it is difficult for us to know how our learners are feeling or what they are thinking unless we converse with them. Make sure you face to look at the learner when talking to them, this will help with identifying body language and can help with rapport building.

Active listening:

Active listening goes hand in hand with having a conversation. Especially when risk management is concerned, listening to not only what the pupil has to say but how they say it, is an integral part of being client centred.

When I am observing lessons, I often see instructors skip past what a learner has said or failing to spot when what they’re saying is not aligning with how they’re saying. An example I frequently see is an instructor say to a learner “Do you understand?”, only for the learner to reply with “I think so…?”.

Active listening is a skill that needs practice and development. By listening to the response to a question or a conversation, we can then formulate the next relevant question. This can’t really be done until the answer from the first question is given.

Bridge the gap:

Find out what the learner knows, and doesn’t know, and then help to fill in the gap. I have spoken before about the importance of bridging the gap and the benefits it can have on us as educators.

It should be far easier for an instructor to help fill in the missing information, and much less frustrating for the learner, than an instructor offloading a wide range of information which may already be known to the pupil.

For example, if the learner has learnt how to perform a turn in the road, it is only a small step for them now to try and perform a reverse bay park.

The skills are transferable, and they already know how to reverse safely. So now, all we must do is help fill in the gaps of knowledge and understanding they might have.

Facilitate learning:

You can’t force learning onto someone. They will only learn at the rate in which they learn. However, a good instructor will be able to match the level of teaching to the level of learning.

As we all know, everybody is different, and everybody learns in different ways and at different rates. Some people will learn by being told how to do something, while others may learn by experimenting and making their own mistakes.

If we facilitate learning, we adapt our teaching style to suit the learning style of the learner. If we force a pupil to learn something in a way that is clearly not suited to them, they may still learn something, but it will not be an easy or particularly productive process.

© Tom Stenson

drive-up-training.co.uk

Was this article helpful?
YesNo