ADI Part 3 - Use of the Controls

Instructors Use of the Controls

When we mention the instructors use of the controls, it's common for trainees to think of the dual foot controls and nothing else. On part 3, the SE will be assessing your use of all of the controls of the car. The steering wheel, the indicators, the gear stick and the hand brake are among the controls that the instructor may have to use

The SE will consider carefully how you use the controls and to what purpose. He or she will also consider the timing of your use of the dual's. This is an area of training that you simply must cover with your trainer, as we cannot hope to give you everything you need here. It's a very practical skill, and it needs good training

First, a little golden rule for your use of any of the controls . . .

never, ever, use the controls to assist your learner. Only use them to stay safe

The idea of a course of driving lessons is that your learner learns to drive. The ultimate aim is that the learner will be a safe driver for life. They won't have you there to use the controls for them when they make a mistake. If you use the controls to assist them, all you'll achieve is a significant delay in their progress.

Lets take a quick look at when we use them, why we use the controls, which controls we can use, and briefly consider how we use them . . .

When to use the Dual's

The first thing to consider when we discuss your use of the controls, is that you should aim to avoid using them at all if you possibly can. By using your communication skills, looking well ahead and anticipating hazards and actively looking for driver errors before they are made, you can control the learner and may be able to avoid any use of the controls.

You need to remember that your learner may not respond to your instruction as quickly as you'd like. Clearly, a more experienced learner will react faster than a less experienced learner. You need to remain flexible in your instruction.

The basic routine is to issue an instruction, then wait and see if the learner will respond. You may need to repeat you instruction a little firmer. Then use the controls as a last resort.

For a more experienced learner, it's often a case of not giving any instruction to slow down at all, but simply watching how they deal with a hazard, assessing their approach, and using the controls if necessary to keep the car safe.

Again, your trainer should give you plenty of practice at this.

Why Use the Controls?

We use the controls for a variety of reasons, the main one being safety. Safety is the top of your list of priorities. Safety overrides everything on a driving lesson.

You may also use the controls to prevent the learner committing a criminal offence or from causing damage to the vehicle.

How to Use the Controls

This is a very quick run down of how to use the controls. Your trainer will go into this in more depth and give you plenty of practice.

Steering wheel - with a driver in the early stages of training, it's quite possible that you'll need to use the steering wheel. You would do so by taking hold of it with your right hand. If you want to turn the car to the left, take hold of the top of the wheel. If you want to turn the car to the right, take hold of the bottom of the wheel.

The reason for this is that you'll then be pulling the wheel towards you, rather than pushing. This is much easier to achieve and you won't end up having to stretch you arms out unreasonably.

Also consider telling your learner what you're doing as you do it. You don't want to end up in a fight for control of the wheel.

Hand brake - it may be necessary for you to apply the hand brake to keep the car safe if the learner has failed to do so.

Indicators - you may need to apply or cancel an indicator signal as appropriate, if the learner doesn't signal, or signals causing danger.

Gears - there could be a situation in which you have to use the gear stick. If you are driving at 30 mph and your learner manages to get the car into 1st gear, you could be in for a loud surprise and a bill for a new engine.

With a very new learner, this is one to keep very much in mind. Missing this one could prove to be the most expensive instructor error you ever make. This is the only time I'd consider the use of the dual clutch, so that I could get the car into the correct gear.

For practical reasons, on a real lesson, never press the clutch down when a learner is revving the engine like a racing car. Some learners have the tendency to press the gas when in a panic. New engines are expensive. Allow the car to stall by using the dual brake only. If you press the dual clutch, you allow the engine to turn freely, and it could be a very expensive mistake indeed.

This discussion on the use of gears and clutch is unlikely to be a problem for you at part 3. The SE will never do anything that could potentially damage the car, so it's very unlikely that you'll have to use the gear stick. Be aware of the possibility though.

Dual brake - you can use the dual brake to bring the car to a complete stop, or to adjust the speed as necessary. The dual brake is without question the most often used of the controls, and there's a fuller description later in the page.

After You've Used the Controls

It's important when you use the controls that you tell the SE why you used them, and how your use of them could have been avoided. Use all of your communication skills on this one, as you could demoralise the learner unnecessarily. Try to keep the learners morale and motivation high.

Practical thoughts

The following is an extract from an article I published, which was read by several hundred instructor trainees. The content may give you some food for thought on your use of the dual foot brake.

* * * * *

I've had a couple of trainee's out this week on part 3 'recovery' work, and it struck me that they had both developed the same little habit . . .

They both became completely relaxed and at ease in the 'instructor' role, so much so that they both stretched out their legs into very comfortable positions. No problem . . . but is there?

I noticed that they both placed their feet underneath the dual control pedals with legs outstretched, so that any attempt to use the pedals would have a slight delay whilst they got their bearings. They had to move their legs back into position, lift their feet, then press down again on the brake pedal.

Not a great deal of extra movement, and perhaps only a delay of less than half a second to an experienced instructor.

But is your sense of exactly what is happening ahead so good that you can afford that delay?

Is the short delay the important thing in this? or could the effect you have on your learner have even greater importance?

What I mean is this . . . you sit with legs outstretched under the pedals, your learner drives into busy traffic but everything is fine and you are both happy. Then it happens . . . a car pulls out, a kid runs out, whatever . . . your learner starts to panic . . . you have to pull your feet back suddenly to go for the pedals . . . your learner sees this and reacts by panicking more . . . oh dear.

By pulling your legs back suddenly you are sending a crystal clear, instant message to your learner that all is not well with the world.

How much better to leave your right foot, at least, within very easy reach of the dual brake, so that your learner gets completely used to it being there and you can cover the brake without your learner even noticing the movement?

In fact, if your learner reacts well, you may not even have to use the brake at all, and your learner may not have any idea of your preparation to use it.

A principle of communication between human beings is that we . . . 'cannot not communicate'

What this tells us is that every sigh, every groan, every deep breath, every smile, every gesture, every sudden movement to go for the brake . . . they all communicate our inner feelings to our learners.

Your learners will react to anything you do. Sudden movements for the brake won't inspire them with confidence.

On part 3 the SE will be well aware of the position of your feet. He or she may just use it to test you. Part 3 is enjoyable, and you should ensure that your time with the 'learner' is as relaxed as you can, but an old saying springs to mind . . ."walk softly and carry a big stick . . ."

Your 'big stick' on part 3 is being prepared for anything at any time. Look well ahead, anticipate the road and what your learner may do, and be prepared to be on the brake whenever necessary.

Never forget that we teach our learners to use MSM for hazards, so why not use the mirror yourself before you even move for the brake? Trainees not using the interior mirror before using the brake is quite common. If I notice it as a trainer, I'm certain that the SE's will.

Why not develop the habit of having a quick glance in the mirror as you are giving route directions to your learner or even just before? That way, you will have done your own checks and can concentrate on making sure that your learner does theirs.

Always expect the unexpected and be prepared to use the dual brake with hardly any movement accompanied by a big smile and relaxed reassurance.

In a bit of a panic scenario the SE will not crash your car, although he or she may crash your hopes of qualifying.

In the real world of teaching learners there is no such guarantee. There are no guarantees at all.

Use of the dual's is quite an involved topic that is often not covered, or covered poorly, in ADI training. Try to get plenty of practice with your trainer.

Your use of the dual's is a very wide ranging subject, and you need to get plenty of practice with your trainer. I hope that this page has given you some insight into how you can use the dual's effectively.

ADIT Team