Glossary of terms

It is common for all types of trades and industries to have a set of phrases that make no sense to anyone who is not in that trade or industry. This is commonly known as jargon. To that effect, we have included many of the phrases and abbreviations that get used within driving instruction.

Take your time to familiarise yourself with as many as possible. They will help you when giving instruction and improve your knowledge and understanding of the industry.

Core teaching concepts

Client-centred learning (CCL). Lessons should be planned around the pupil's needs and goals. The instructor must actively involve the pupil in decision-making and tailor teaching methods to match preferred learning styles.

Levels of listening. There are four levels:

• Cosmetic: it seems like we're listening, but we're not really.
• Conversational: we're listening, but also thinking about our own situation.
• Active: we are generally focused on what the other person is saying.
• Deep: we are much more focused on what the other person means.

The GROW technique.

• Goal: what do we want to achieve?
• Reality: where are we now?
• Options: what are our alternative strategies?
• Way Forward: how are we going to achieve our goals?

Learning methods

Rote: learning by repetition. In a teaching sense, rote learning could be used in the early stages of learning to drive, when instructions are repeated over and over again to familiarise the pupil with the use of the controls.

Gestalt: learning by understanding. Once a pupil is familiar with the basic principles of driving, they must learn to apply these themselves. If they understand the meaning of what has been taught, then this will be possible.

Instruction terms

Transfer of learning. Previously acquired skills and knowledge. By using a familiar example of a skill known to the pupil, a new skill may be taught. For example, you could explain that the pupil should use the brakes gently and progressively by relating how they use the brakes on their push bike.

Negative transfer. When old learning conflicts with new learning. For example, you will commonly hear the words "my last instructor didn't say that". Such situations must be handled carefully so as not to confuse the pupil altogether.

Learning plateau. A temporary lull in the learning process. In the initial stages, the pupil's learning can be rapid. However, at a certain point progress may slow or halt before improving again. This is quite normal and should be expected.

Open questions. Questions with several possible answers. Any question starting with "who", "what", "where", "when", "why" or "how" is an open question. An open question makes the pupil think more deeply, and it reduces the need for multiple questions.

Communication. The art of conveying meaning. Good communication skills are essential for a driving instructor. Communication is the ability to impart knowledge and ideas to cause a positive change in behaviour or attitude.

Alert, direct, identify (ADI). This is the recommended way of directing a pupil during a driving lesson. For example:

• Alert: "I would like you to"
• Direct: "Turn right"
• Identify: "At the junction ahead"

At a roundabout:

• Alert: "At the roundabout ahead"
• Direct: "Take the road to the right"
• Identify: "It's the third exit"