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Discover the 
The building blocks of good instruction ?
This is a brief introduction to the sub skills you really need to develop, not just to pass part 3, but to become a very good instructor for the rest of your career
You'll find links to each of the sub skill areas in the margin at the left of the page
The sub skill areas comprise of the following key skill areas, under the three main headings:
Core Competencies
This area concerns the ability of the instructor to identify all the faults committed by the pupil. Clearly, you cannot be an effective instructor if you can't recognise driver errors. We need to recognise that something has gone wrong before we can fix it
This covers the instructors ability analyse the cause of the fault. Your analysis needs to be complete and accurate, or you may give the wrong cure for the problem
The pill that cures the ill. Remedial action refers to your ability to give corrective advice and instruction. It is no use identifying a fault if you don't do something about it
Instructional techniques
Relates to the level of instruction and the level of ability of the pupil. Avoid over instruction where your learner is doing things mainly for themselves, but also avoid under instruction where your learner is struggling badly
This covers your overall lesson plan. Your strategy for how you want to meet the aims and objectives of the lesson
This area covers your skills of lesson control. You need to remain in control of yourself, the lesson and the learner at all times. It also covers your use of the time allocated to you. A briefing which runs on too long may attract a mark for control, as you won't have allocated the time properly within the lesson
Is concerned with learners understanding of your instruction, your use of language, and the use of jargon
This area deals with your ability to use effective question and answer techniques, both on the move and during the initial briefing
Feedback and encouragement are very important to learning. Adult learners need to know that they've done something wrong, but they also need to know when they've done something right
Instructors use of the controls
The controls should only be used by the instructor when absolutely necessary, and the pupil should be told when and why they have been used
Instructor characteristics
Is concerned with the skills used by the PDI to create a friendly learning environment, without barriers to the learners progress. You should aim to display a professional attitude at all times. No swearing or over familiarity. Any unnecessary physical contact with the pupil will be reflected in the marking. You must display a high level of commitment to road safety throughout your career. Part 3 is no exception
Very similar to the above. You need to be friendly and helpful, creating a good relationship between yourself and the learner. Avoid being over friendly at all times. You should always give the learner the distinct impression that you are keen for them to learn, and you should display patience yet remain in firm control
The above is an outline of the sub skills. Follow the section links above or in the left margin for much more information . . .
The sub skills of good instruction fit together like the pieces of a jigsaw. With great training, they'll fall into place, one piece at a time, until you build the full picture
So many times, ADI training is based on nothing but repeating the pre set tests over and over again, parrot fashion, in the hope that everything will somehow 'fit' together
This is almost always a mistake, and is without question at the root cause of a great many ADI part 3 failures. Many do go on to pass part 3 by repetitively practicing the pre set tests, but how many of them really understand the skills needed for good instruction?
Fun, effective training in the sub skills needed for part 3 success, and for a fantastic career as an instructor, are at the very heart of our superb instructor training packages
ADIT Team
