A major part of any profession that educates people is giving out information, so it is important that the information delivered is correct and up to date. It’s even one of the competencies we are marked against on a part 3 and standards check – ‘was the technical information given comprehensive, appropriate and accurate?’.

Sometimes, the information we give out as instructors can be simplified to help our learners grasp concepts, but this can sometimes mean the information we give ends up not being entirely accurate, or comprehensive. This can then lead to misunderstandings arising.

For example, a regulation I often hear explained incorrectly is:

Rule 129: Double white lines where the line nearer to you is solid. This means you MUST NOT cross or straddle it unless it is safe and you need to enter adjoining premises or a side road. You may cross the line if necessary, provided the road is clear, to pass a stationary vehicle, or overtake a pedal cycle, horse or road maintenance vehicle, if they are travelling at 10 mph (16 km/h) or less.

The issue that arises is when the information being given out is either incorrect, or not complete.

When I ask people what a solid white line in the centre of the road means. The answer I usually get back is ‘no overtaking’. This would not be the correct technical information as one could overtake without crossing or straddling the white lines.

If overtaking was prohibited, there should be a ‘No Overtaking’ sign.

Another area for confusion are yellow lines. I often hear people mention (including instructors) that you can’t stop on double yellow lines. This is incorrect. Double yellow lines at the side of the carriageway means ‘no waiting at any time’.

However, drivers may stop to pick up or set down passengers and, where not prohibited, to load and unload. So, to say that you cannot stop on yellow lines is incorrect.

These may seem like minor distinctions or technical details. So, why should we persist in correcting our students’ understanding?

Partly because as instructors this can help us tailor the lesson to the needs of the pupil by identifying where their technical knowledge can be expanded.

It also forms part of fault identification, where we are not just thinking about faults in their physical operation of the car, but also in their decision making process if it is based on faulty information e.g. whether or not they are allowed to overtake a road sweeper if solid white lines are present.

The impact of leaving learners with information that is incorrect or incomplete can mean that they have misconceptions about driving for the rest of the time they drive a vehicle.

It can mean that learners continue to propagate common misconceptions around driving. If we are thinking about preparing students for lifelong driving, we need to impart our technical knowledge, so even if it does not come up “on the test”, our learners are well informed for the future.

When considering technical information, make sure you are referring to the correct guidance from sources such as The Highway Code and “Driving: The Essential Skills”. Sometimes in any profession, we take certain information for granted, when really, investing to ensure our own technical knowledge is correct can go a long way in making us stronger instructors.

© Tom Stenson
drive-up-training.co.uk

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