Recommendations To Teachers
Teachers should develop written lesson plans for behind-the-wheel instruction and in-car observation that reflect local driving environments. It is also important to have procedures, techniques, and route selections clearly written to avoid tort liability problems.
Program administrators should have copies of the routes and lesson plans on file. Teachers should also maintain a daily driving record for each student which contains instructional time, mileage and skill assessments.
The following information will assist in developing route plans for behind-the-wheel instruction, in-car observation, and guiding parental practice sessions.
Teachers should develop written lesson plans for behind-the-wheel instruction and in-car observation that reflect local driving environments. It is also important to have procedures, techniques, and route selections clearly written to avoid tort liability problems.
Program administrators should have copies of the routes and lesson plans on file. Teachers should also maintain a daily driving record for each student which contains instructional time, mileage and skill assessments.
The following information will assist in developing route plans for behind-the-wheel instruction, in-car observation, and guiding parental practice sessions.
- Select a drive route appropriate to the individual lesson objectives and student-driver’s ability. Be prepared with an alternate route in case of detours or other traffic problems.
- At the beginning of each session, make sure the student driver and observer understand the objectives of the lesson, and do a quick review of the preceding session.
- Check to make sure the students have their learner’s permits.
- Be calm and patient, but be alert at all times. Do not become distracted from the instructional task. The
teacher must maintain the highest level of care at all times to insure the safe operation of the vehicle. - Headlights should be used at all times. Mirrors should be adjusted using the contemporary setting.
- Sit so the instructor’s left hand can be quickly placed on the steering wheel if necessary.
- Never leave students unsupervised in a vehicle with the motor running.
- As with any instructional setting, food and beverages should not be consumed in the vehicle.
- Read the traffic environment ahead, to the sides and behind while observing the student driver’s behavior and ask the student to verbalize the need to change direction or speed.
- When giving directions, first provide students with the path of travel and then state the action to take. (At the second intersection, prepare to turn left.)
- Give directions 4 to 6 seconds before the maneuver, and always check mirrors before giving directions. (The novice driver will take more time to process information than an experienced driver.)
- Avoid the use of terms with possible double meanings. (Instead of saying “right” to indicate a correct response to a question, say “that’s correct”.) It may be helpful to point in the direction you want the student to go.
- Demonstrate what and how to do something to save time. (Demonstrations may be as simple as assisting with steering, using the instructor brake, using a drawing or magnetic board, or as elaborate as changing seat positions and actually demonstrating the appropriate actions.)
- For each new maneuver, guide the novice driver through two or three practice trials, then allow practice without specific assistance or direction.
- If a mistake is made, have the student repeat the maneuver and verbally coach him/her, step by step, through the process.
- If a lengthy discussion or explanation is needed, move to a safe place to stop and park the vehicle. Use a legal parking area or parking lot. Do not park or stand on the roadway shoulder or impede traffic flow.
- Never allow a novice driver to drive “blindly” into a dangerous situation. Take control or give specific directions prior to entering the high risk driving area. Insuring student safety is the teacher’s foremost concern.
- Involve the student driver in the evaluation of his/her performance. It is recommended that each instructor use a standardized recording document prepared by the local division, or the samples included in this guide. It is very important to maintain accurate records for each student.
