So point 10 really is about - Did you deliver the training in a style the engaged the pupil?
A few years ago, we were doing the cockpit and controls lesson and the trainee, was talking about how the seatbelt works, he then proceeded for approximately the next 15 minutes, to go into great detail about the seatbelt and its inner workings.
Kinetic energy, Newtons third law, then, how The central operating element in this mechanism is a weighted pendulum. When the car comes to a sudden stop, the inertia causes the pendulum to swing forward. The pawl on the other end of the pendulum catches hold of a toothed ratchet gear attached to the spool.
To this day, I have no idea what any of this actually relates to, nor indeed what most of those terms meant,
So as you can imagine, I sat there totally bewildered and wondering why we were going into this, when I just needed to know how to put it on and take it off.
The trainees style of teaching was clearly not suited to my style of learning or technical ability.
You need to be able to recognise what style(s) of teaching your learner prefers
Did they understand it?- Not just in your opinion, but to the outside eye (particularly the one in the back seat).
If the pupil isn’t working one way, switch it up and find another. Use diagrams, commentary, visual pointers, rhymes, rhythm…
The second half – don’t let it slip by unnoticed – Does it suit their current ability?
On the day ability, and we all have ‘bad days’ when we need to take a step back, and equally good ones where we are ready to learn. What you are trying to teach them on that day, are they ready to progress, are they in the right frame of mind to take it in? Have they had a bad night? Are they so nervous they can barely speak?
This is what need to be taken into account