Lesson Introductions

Lesson introductions are an essential part of your time with your student, they allow both parties to have the opportunity to fully understand what is going on. During the lesson introduction the instructor will not only outline what the subject of training is going to be but also many other aspects of what is to be expected from both the instructor and the student. Below is a list of areas that would be discussed during the lesson introduction:

Recap. What has the student driver done before, what has brought the student to this point, this gives a valid reason for the lesson. If the student has had multiple lessons with the instructor prior to this lesson then there should be a clear log of what they have done previously. This should outline the student's strengths and weaknesses and a recap of the lesson before outlining the student's aspirations for the current lesson based on the previous lessons performance. If this is the first time the student has met the instructor a conversation should be had at this point about previous experience, if any, and what aspirations, if any, they have for the lesson ahead.
Confirmation. The instructor will discuss with the student any changes that may have occurred since their last lesson, have they had the opportunity to train with anyone else, mum and dad for example, have they done any research into the lesson? Has anything happened that may have a negative effect on today's lesson? Are they feeling fit and well etc. This part of the lesson introduction would always conclude with a confirmation from the student as to what they would like to work on during the session and verbal confirmation that the subject discussed is what they want to do. If it is not, ask the student if there is something else they would like to work on (we will cover this later in the course).

Skills discussion. This will help the instructor recognise the student's knowledge and understanding for the lesson ahead of both the skills required and understanding of any recognised systems that they may need to use; Mirror, Signal, Position, Speed, Look (MSPSL) for example. By discussing the skills required for the lesson ahead at this stage it allows the instructor an insight as to how the lesson may need to be adapted to suit the students current levels of ability and therefore tailor the lesson to suit their learning goals and needs throughout. It also gives a clear foundation for sharing responsibility.

Sharing responsibility. Throughout the lesson responsibilities will be shared, how much support is given and where. It is essential that before the lesson is underway that the correct levels of shared responsibility are recognised and agreed. For example the student may say, "I will just give it a go and see how I get on", believing they will be fine and get it first time. Upon starting the lesson many errors may occur that will need to be addressed, this could greatly knock the student's confidence and belief in their ability to succeed. Equally an over eager instructor may 'over instruct' which can be equally frustrating for the student and cause friction between instructor and student. This is the instructor's opportunity to discuss and negotiate with the student to agree the best levels of support they will need, based on the skills discussion and previous driving and learning experience together. This will offer the student the greatest opportunity for success. Remember as the lesson progresses there will be ample opportunity to readdress the shared responsibilities and it can and will be adapted according to progress.

Final confirmation. Quite simply a final recap of the lesson introduction process, confirm with the student they are happy with the lesson discussed and agreed upon, recap the skills and systems they have agreed will be necessary and outline the agreed responsibilities for both instructor and student. Finally confirm they are happy to continue.

As an Instructor what you are aiming to achieve during the lesson introduction is a solid foundation for the lesson ahead, a clear understanding of the responsibilities of both the instructor and the student, recognition of the students personal aspirations for the lesson and agreement that the lesson is what they want to do and what they wish to achieve.

In sales terms this is referred to as getting 'buy in' from the student. This does not mean you are trying to convince the student to buy, get or do something they do not want or need but getting them to recognise that it is something they need, want and can obtain. By allowing the student to recognise and discuss their own strengths they can gain the confidence to recognise, discuss and address their weaknesses. Providing a solid platform to build upon their driving skill and recognise their own personal development.