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Standards Check Advice

August 19, 20140 Comments

This week Blaine talks about the DVSA Standards Checks that he and Lou have sat in on recently. People have been having problems with the Risk Management, Choosing the route, getting agreement from the student and more. Find out more….

Please feel free to comment in the comments box below and ask if you have any questions.

If you are a member you can watch the replay of the Webinar video Blaine and Lou did the other day about the Risk Management Section here.

 

Video Transcription

Hi
Welcome to a quick blog about the new Standards Check.  Me and Louise, my wife have sat in on quite a few Standards Checks now and we held a webinar last week about this subject which is worth taking a look at.  During the live chat we concentrated on the risk management area which a number of people seem to be failing on.  It seems that more people than before are failing on this area although we do not have exact figures yet.

It is interesting to hear what people are being marked down for.  These are things like the level of instruction, risk management and mainly the pupil knowing their part in that risk management.  What came out of this is that it changes throughout the lesson.  Not just at the beginning with “I’ve got dual controls and I will use them if I need too” but it really does depend on what level of instruction you are at and if the pupil knows where their level is as well.  The less you are inputting the more they are responsible.   So this needs to be made clear throughout the Standards Check.  Louise, in particular gives lots of good examples in the webinar recording of this subject.

Another thing that people are getting marked down for is the route.  Choosing the route, choosing the pupil and choosing the subject correctly are really important.  You can choose manoeuvres but one of the issues with manoeuvres is that you are normally only allowed about 20 minutes so you will have to look at another subject also.  Picking the right pupil is worth giving some thought to as a pupil that can verbalise well, answer questions and gets involved will be beneficial.  Pick a route that is relevant to the pupil and the subject.  So there is no point in doing lots and lots of dual carriageway work if your subject is roundabouts unless there are lots of roundabouts on the dual carriageway.  So make sure they are relevant to each other.

The other thing that comes up often is that if a pupil strays off subject or makes a fault on subject you must deal with that and you must get an agreement with the pupil that you will work on the fault.  For example, if your pupil stalls a few times early on then make an agreement with them to work on clutch control for a short while before going back to the agreed subject i.e roundabouts.  The fault is very important to correct but bear in mind it could muck up your route a little bit so have places on your route that you can double back, cut it off or make it longer and is a flexible route.

You may want to consider going back a level of instruction when you start as your pupil may be nervous and could be prone to making faults that they would not normally make.  For example, you may want to talk them out of the test centre if it is on a bit of slope, or Q & A them if they are independent.  It is just so you don’t have to go back and cover stuff that they can do but are just making mistakes because they are as nervous as you are.  If they do make mistakes you MUST cover them but if you can stop them making them then even better.

Do have a look at the webinar we held last week as we are getting some really great feedback from it.  You can find it here –
http://www.driving-instructor.tv/library/simple-cpd/archived-simple-cpd-webinars

Filed in: Blaines BlogStandards Check Test

About the Author ()

Blaine Walsh is the owner of www.driving-instructor.tv, has been a driving instructor trainer for 15 years and a driving instructor for over 20 years. When he first qualified Blaine admits his was not a very good instructor, became disillusioned, was not retaining pupils and not making any money, so he quit full time teaching. After spending time self-reflecting, he had a light bulb moment and realised that he needed to put more explanation, effort and enthusiasm into teaching learners. Since then he has not looked back and is now regarded as one of the top trainers in the country.

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