Part 3 - Eye Mirrors

Eye Mirrors

We've talked in the previous page about how we actively look for the faults, or more properly 'driver errors', that our learners or the SE will make.

We need to develop the skill of actively paying complete attention to what our learners are doing, so that we can mentally compare their driving with our own.

A very popular instructors accessory that has been traditionally used to achieve this, are the small 'eye mirrors' that instructors have, usually placed high up an the left side of the windscreen. These mirrors are small and unobtrusive, but they allow the instructor to get a view of when the learner is making mirror checks, or not making them, as the case may be.

Eye mirrors have been the subject of much debate between instructors. Some rely on them heavily, and some are completely against them.

I can only give you my opinions and thoughts on the use of eye mirrors. You will have your own opinions, and no one can say that you are right or wrong. As with so many areas of instruction, it's purely down to personal choice. You will do what's right for you, and that's the way that it should be.

I think it's worthwhile discussing the pro's and con's of using eye mirrors, and to point out one or two pitfalls that await the unwary if they rely too heavily on these useful little devices.

The first thing I'd say, is that these mirrors give you a very good view of your learners eye's. But that's all they give you. Your learner also has hands and feet that may be up to all sorts of things that you can completely miss whilst looking in the eye mirror.

I suspect that a lot of experienced instructors use them because they allow them to look ahead at what hazards the learner is driving towards. This way, they can check 'mirror checks' and at the same time, know that the learner isn't going to drive into a skip.

My own view is that this is not best practice for driving instruction. The learner or SE is driving the car. Your task is not to drive it for them . . . your task is to make sure that they are doing it properly and safely for themselves.

When you see a hazard ahead, if you spend too much time worrying about it and staring at it (many do), then how will you know how your learner is reacting, and what mirror checks they are carrying out?

Your learner, your learners reactions, and your learners road procedures are of paramount importance. You need to make sure that your learner has seen the hazard and deals with it correctly, effectively and in good time. Get these right, and you won't have to spend any time worrying about your learner driving into a skip!

Having said this, I can understand that having the eye mirror is of great benefit when used appropriately. By 'appropriately', I certainly don't mean at every junction or every hazard. What I mean is that the small mirror may be of use in certain cases where to look at the learner may be difficult, such as very busy junctions with a complete beginner.

I think by now that you may have guessed that I don't use the eye mirror at all. I don't even have one fitted in the car. I find it much better to concentrate completely on what the learner is doing, all the time, rather than simply staring for valuable seconds at a small strip of their face. I've found that I'm able to identify an awful lot more of what my learners are up to by actively watching them.

Another way of looking at things . . . Sharron recently started a new learner who had had 37 lessons and had failed two attempts at the driving test. Sharron watched her new learner closely to establish her skill levels and set the base line for future lessons (an interesting point . . . see the page on level of instruction).

The learner commented "you're looking at me like the examiners did!"

It turned out that the learner had been 'really put off' by the examiners looking at her. She'd never experienced this, and it made her uncomfortable. How much better would it have been if the instructor had spent a lot of time actively looking at this young lady, right from the first lesson?

I would add at this stage that the previous instructor had done a superb job. The learners road procedures and planning were a joy, but she just had to get used to the fact that she was being watched.

In this case, I have no doubt that a 'pass or fail' rested on this very issue.

Never forget that when we talk about learners, pupils, lessons or whatever, we are actually talking about human beings with real feelings. Some of them feel quite intimidated on their first test, because at several stages, the examiners will simply stare at them. They have to, to ensure that correct procedures are being followed.

Get your learners used to this from the start, by actively looking at them . . . straight at them!

As a final note, on the ADI part 3 the SE will not drive into a wall, a parked car, a tree or anything else. They may test your ability to control them by use of the controls with an 'early stage' learner, but for the part trained and trained stages, you'll be able to concentrate far, far more on your learner and you won't have to worry too much about the road. As the instructor, you just need to make sure that your awareness and anticipation skills are high, so that you see and assess things early, then make sure that your learner deals with them correctly.

If you feel like you need to brush up your road observation and anticipation skills, why not have a quick look at the advanced observation section? Plenty of ideas there to help you improve.

ADIT Team.