| When learner's think about preparing for their | | | | oeuvre. |
| practical driving test it is tempting to think that | | | | Writing something down makes the learner think |
| the only preparation they can do is to keep | | | | harder about the subject and in doing so enables |
| practicing with their instructor, or possibly in their | | | | them to remember what to do when actually |
| own car with parents. There are however a | | | | driving. |
| number of other ways that the learner can | | | | Diagrams can also be useful to help the learner to |
| prepare as well as actually practicing in a vehicle. | | | | visualize a junction or man oeuvre. For instance |
| We will look at what I consider are the most | | | | with the bay park the learner can draw out the |
| useful methods that can greatly increase the | | | | parking spaces and even use a toy car or any |
| learner's confidence and the chances of them | | | | suitable size object to act out the man oeuvre |
| passing the driving test first time. | | | | helping them to think about when they should |
| The areas we will look at are: | | | | start steering and what to do if the man oeuvre |
| 1. Driving Test Revision Cards. | | | | starts to go wrong. |
| 2. Writing notes and using diagrams. | | | | Talking through the drive is the final method I use |
| 3. Talking through the drive. | | | | with my own pupils. We can use this to help us |
| Revision Cards are often used by students to | | | | remember what to do at junctions etc, or just to |
| revise for a subject, by using the cards on a | | | | put any problems in the drive into perspective. |
| regular basis the facts become more fixed into | | | | If the learner is worried about, for instance a |
| the memory and are able to be recalled more | | | | particular type of junction, then talking through |
| quickly. | | | | their worries with an experienced driver (possibly |
| As with my own Driving Test Revision Cards | | | | parent or friend) can help enormously to reinforce |
| these should cover all the key areas of the drive | | | | what they should do. I should add at this point |
| from roundabouts to reversing. Each subject will | | | | that if a learner is worried about for instance a |
| have the key points listed together with advice on | | | | particular junction, they really should make sure |
| what should or should not be done. By reading a | | | | that their driving instructor knows about their |
| card and thinking about their drive the learner can | | | | worries, so that they can help them. |
| (and through experience does) become more | | | | The other aspect of talking through the drive is |
| confident in what they will need to do, both when | | | | when the learner has convinced themselves that |
| practicing and on the driving test. | | | | they cannot do something. Again another |
| Regular revision is essential to gain the best from | | | | example: |
| this excellent tool. The cards are small enough to | | | | The learner says that they cannot deal with |
| be carried by the learner, enabling regular revision. | | | | roundabouts. The person they are talking to must |
| I would strongly suggest professionally prepared | | | | try and find out exactly what the problem really |
| Driving Test Revision Cards as the learner can | | | | is. Maybe after talking through how they approach |
| then be sure that important information is not | | | | the junction and the learner's understanding of |
| missed out and you will also get important advice | | | | how roundabouts work, it becomes clear that the |
| from a qualified Approved Driving Instructor. | | | | learner understands these areas but are worried |
| Writing notes and using diagrams, is another great | | | | about judging traffic on the roundabout. This is |
| way of fixing important information into the | | | | clearly a very important area, but still much |
| learner's memory. Possibly the best way of | | | | better than simply not being able to deal with |
| describing how to use this method is to look at an | | | | roundabouts. After further discussion it transpires |
| example: | | | | that the learner does actually know how to judge |
| As an Approved Driving Instructor I regularly see | | | | the other traffic, but occasionally misses small |
| pupils doubting what they should do on a man | | | | potential gaps to emerge onto the roundabout. On |
| oeuvre, even though they do know exactly what | | | | the driving test this is not necessarily a big |
| to do. In this instance I will often (after possibly | | | | problem as the examiner only needs to see the |
| recovering the man oeuvre) suggest that the | | | | learner emerge into reasonable spaces. So |
| learner takes the time after the lesson to write | | | | discussing this puts the learner's worries into |
| down what they need to do. If practicing the turn | | | | perspective and hopefully their mind at rest. It |
| in the road, the learner should first write that they | | | | also now means that the actual minor problem |
| would prepare the car to move (selecting first | | | | can be discussed and addressed so that the |
| gear etc). Then leave a line or two (use lined | | | | learner becomes more confident. |
| paper) and then write the next key stage, such | | | | By using the methods detailed above the learner |
| as carrying out effective observation prior to | | | | will become more confident in their driving and |
| moving the vehicle. After writing out the complete | | | | hopefully feel more able to cope with the |
| man oeuvre the learner should then read through | | | | pressures of the driving test. |
| what they have written and ideally using a | | | | So can you revise for the practical driving test? |
| different pen fill in (on the lines left free) any | | | | Yes. |
| information they had missed out. These pieces of | | | | Is it worth using methods such revision cards etc? |
| information are the areas that the learner is also | | | | Yes. |
| likely to miss out when actually practicing the man | | | | Can it make the difference? Yes. |