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- Herausgeber: Fresh Ink Group
- Kategorie: Fachliteratur
- Serie: How to Teach Driving
- Sprache: Englisch
- Veröffentlichungsjahr: 2022
Learn to teach fundamental driving in a logical sequence. Instill confidence in your students while helping them practice their skills in a safe setting before they need them on the road. You will practice diagnosing and analyzing driving errors—especially steering errors—so you can explain and correct them before they become dangerous habits. Driving Academy founder Kenneth Lindquist includes a wide variety of tips, such as how to avoid hugging the center line and to take proper seat-belt use seriously. This Instructors’ Edition of How to Teach Driving is the perfect partner to written guides because it translates the classroom’s two-dimensional concepts into three-dimensional skills. Whether your region requires driving-instructor training and certification, or you simply want to be the best at helping new drivers learn road safety, this book is the place to start.
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How to Teach DrivingBehind the Wheel, Lesson-by-LessonInstructors’ Edition
Copyright © 2022
by Kenneth Lindquist
All rights reserved
Fresh Ink Group
An Imprint of:
The Fresh Ink Group, LLC
1021 Blount Avenue #931
Guntersville, AL 35976
Email: [email protected]
FreshInkGroup.com
Edition 1.0 2022
Cover design by Stephen Geez / FIG
Book design by Amit Dey / FIG
Associate publisher Lauren A. Smith / FIG
Except as permitted under the U.S. Copyright Act of 1976 and except for brief quotations in critical reviews or articles, no portion of this book’s content may be stored in any medium, transmitted in any form, used in whole or part, or sourced for derivative works such as videos, television, and motion pictures, without prior written permission from the publisher.
Cataloging-in-Publication Recommendations:
TRA001080 TRANSPORTATION / Automotive / Driver Education
EDU029090. EDUCATION / Teaching / Materials & Devices
EDU029100. EDUCATION / Teaching / Methods & Strategies
Library of Congress Control Number: 2022905039
ISBN-13: 978-1-947893-45-0 Papercover
ISBN-13: 978-1-947893-46-7 Hardcover
ISBN-13: 978-1-947893-47-4 Ebooks
Table of Contents
Foreword to the Teacher
Preliminary
Cautions
Chapter 1: Beginner’s First Lessons
(A) First time behind the wheel
Driving position
Left and right
Starting the vehicle
Steering practice
Braking practice
Moving the Vehicle
Steering problem
Explanation and description—emergency braking
Typical turning mistakes and their solutions
(B) Teaching a student who has had some experience
Left and right
Starting the vehicle
Typical mistakes and their solutions
Backing exercise
Assessment result
Chapter 2: Neighborhood Driving
Planning
Here are two scenarios:
Driving
Lane management problems at slow speed
Turning mistakes
Animal in the road
When to move on from neighborhoods to two-lane roads
Chapter 3: Two-Lane Roads
Attention problems
Entering the roadway
Lane Keeping Problems
Chapter 4: Multi-Lane Roads
Chapter 5: Interstate Driving
Chapter 6: Emergency Lane Change
Operation of the exercise
Chapter 7: Road Test
Chapter 8: Driving at Night
Chapter 9: Problem Diagnosis and Solutions
Steering and Turning
Lane keeping Problems
Braking
Accelerating
About Kenneth Lindquist
Foreword to the Teacher
Other driving manuals analyze vehicles and driving by breaking down the details and functions. It is useful information, but analysis doesn’t explain how it all comes together and that is what the beginning driver needs to know. That synthesis has to come from the teacher in the real world.
This book focuses on the sequences of teaching to drive and is the answer to the question of, “What do I, the teacher, do or say next?” It’s intended to be a manual for commercial driving school instructors or public school instructors.
Before you, the teacher, begin to think too deeply about teaching driving, you’ll feel that your years of driving experience will be enough. Then you get into the vehicle with the student or students and you find you’re not certain what to bring up first. It’s an important day for the students and the teacher and there needs to be a plan.
I recommend you read through the book quickly to be familiar with what is covered and the timing of the skills and the overall plan. Then later follow the chapters in order except for the chapters on problem areas and night driving. The problem area chapter is meant to summarize problems and their solutions and be a quick reference if needed. The section on problem areas and their remedies will shorten the time needed to build skills, and the additional advice on specialized driving situations will bring up new topics to discuss with the student. The chapter on night driving can be used any time after the chapter on driving on two-lane roads.
Wording in this book that covers the full width of the page is intended generally to direct the teacher to do something. The teacher can skip from action to action while in the vehicle, if that is what the situation demands, and find it easier to keep track of the section being covered.
The indented lines contain explanations for the actions, further information, and notes.
Preliminary
An experienced driver handles a vehicle without conscious thought to the intricate factors involved. That’s why it is difficult to teach a beginner who needs to know the individual motions. The experienced driver will have to deconstruct how s/he manages, for instance, to take a turn to a side road from a speedy 4-lane. This text will aid in reminding the teacher how things are done, detail by detail, and helping put it into words the beginner will understand.
A student who has ridden a bicycle, a toy car, a go-cart, or a golf cart will have an advantage in learning to drive because of having been in charge of a vehicle. Those experiences condition the student to adjusting steering rate to vehicle speed, understanding the differences in braking results depending on speed, knowing that the back wheels don’t follow the same path as the front wheels, and knowing which way to turn when backing or repositioning the vehicle. Those early learning episodes make it much easier to understand the dynamics of the vehicle they are learning on.
Learning can also take place by listening, watching and imitating, if the student is interested. The teacher can explain his/her reading of traffic and driving strategies when the teacher is the one who is driving. The point would be to tell the student what the teacher’s driving decisions are when changing speeds, changing lanes, moving from one side of a lane to the other, etc. It should be as if the teacher had thought bubbles showing around them like a cartoon character. That way the student learns that driving requires thinking and judgment.
The teacher’s attitude should show that the teacher wants the student to be a competent driver. That is different from not hurting someone else, not harming oneself, and not damaging the car. The teacher’s attitude will show up when mistakes are made. All beginners make mistakes so when they happen, saying “I told you so.” is not the optimal thing to say. Something more positive, analytic or helpful along the lines of saying “The reason that happened was you started the turn when the car was too close to the curb.” Then, at the next turning occasion but inadvance, offer the solution, “Stay in the middle of the lane to start the turn.”
Response to verbal instructions is slower than response to visual signals so the instructor will need to develop a feel for how much lead time to build into giving instructions and into preventing an error. If the teacher starts a reminder at the same time that the student is taking the right action, the teacher should acknowledge that the student was already doing the right thing.
The student’s attitude is helped if the teacher demonstrates competence beyond what the student sees in ordinary daily driving. The easiest skill to show would be an emergency stop engaging ABS (anti-lock braking system). Once the student finds out the teacher can teach actions beyond the usual, the student will be more accepting of what is taught.
An adult student will have watched driving from a responsible viewpoint and will be ready to act as a competent driver because of seeing other adults manage the driving task. However, young student drivers have been impressed by electronic games, CGI scenes in movies and TV stunts. They may also model their driving based on a parent’s or a friend’s driving habits and “style,” or the driving of a bus driver, if that is their model of a good driver. It will be necessary to directly counter the mistaken ideas they have about steering, traction, braking distances, and behavior on the roads.
Getting a learner’s license generally requires passing a test of the driving rules and signs. If the reference book or manual is also available online, the young student is more likely to study the online tests than the entire manual. The student thinks it is only a test. We experienced drivers know that our driving knowledge is tested every day on everything in the driver’s manual and beyond. Therefore, you might need to require the student to study the manual and pass a test of your questions from time to time.
Once the driving practice begins, it should be scheduled and the schedule kept. Scheduling shows that it is important and it prevents letting too much time elapse between lessons. Beginners need to learn something new, forget it, and then relearn it and practice it to have a new skill become part of them. That technique is called “distributed practice.” Once per week is fine at the beginning, then more frequent when the skills are better and more automatic for the student.
Maintaining a once per week schedule is fine too.
Cautions
Develop the habit of telling the student to put the gear shift lever in “park” any time you plan to get out of the vehicle or are about to give lengthy instruction.
Make sure you can see at least one turn signal light on the dashboard from your seat and always double check to see that the correct signal is being made.
Make sure you can see the speedometer or put the speed screen where you can see it without straining.
Don’t turn your cell phone off in the car. Show the student that a phone does not need to be answered. Let your phone ring.
Check your vehicle Owner’s Manual for warnings about the limitations of the electronic aids. Many will have language stating they are driving aids and should not be solely relied upon. The Manual may say that the lane change warning systems, for instance, may not be effective at less than 20 mph, when there is a large speed differential between vehicles, or a where there is a wide angle to the main traffic flow. Those situations occur in parking lots and at yield signs. Another instance of a driving aid caution may be the automatic emergency braking (AEB) in your vehicle. It may rely on the brake lights of the vehicle ahead but not activate for other objects.
Chapter One
Beginner’s First Lessons
The student will develop with more confidence if taught the basics of car handling before driving on the road. At later stages it is likewise advisable to teach new skills in a parking lot before having to use the skills in traffic.
This first section has a divided start. One route (A) is a student experiencing his/her first time behind the wheel. The other route (B, page 22) teaches a student who has some driving experience. Some of the material is duplicated for the teacher’s convenience.
(A) First time behind the wheel
If the student has (1) never been behind the wheel and has (2) never taken a classroom course, the student has nothing to unlearn and will be very excited.
Driving position
Have the student get into the driver’s seat while you are outside the car with the driver’s door open. Show the student the seat adjustment controls and guide the student into proper positioning. The ideal seating position will have the student’s eyes about half-way up the windshield. If the student isn’t tall enough, a seat cushion is called for. The student’s breastbone should be at least 10 inches back from the airbag in the steering wheel. The student should be close enough to the pedals to be able to comfortably press the brake as hard as possible with the right foot without shifting in the seat. Then adjust the steering wheel so the student’s elbow bend is 90 to 120 degrees and at a comfortable height when holding the steering wheel with the hands at the 10 and 2 positions as on a clock face. The back of the head should not be touching the head restraint. The seat belt must go over the shoulder to be effective.
Explanation
The airbag deploys at 200 mph for 10 inches to protect the head and face and then deflates. It’s difficult to estimate what 10 inches looks like so use this solution: spread your fingers as far apart as possible and measure the distance between the outside of the thumb to the outside of the pinky. You’ll likely find it to be 7 or 8 inches. Compare your finger spread to the student’s and then the student will have a portable measurement standard.
