WORKING LESSON PLAN 2003/2004 School Bus Driver Trainers Inservice

Transcription

1 WORKING LESSON PLAN 2003/2004 School Bus Driver Trainers Inservice TITLE OF LESSON: The Commentary Drive Effective Evaluation Tool For Today s School Bus Driver OBJECTIVES: Name the three components of driving. Explain why a driver s attitude affects his/her driving ability. Explain why multi-tasking is essential for today s school bus drivers. Explain how a commentary drive is an effective evaluation tool. EQUIPMENT FOR LESSON: Overhead Projector Television and VCR Handouts Instructor s Note: The first portion of the lesson plan requires that the group be broken into groups of six. INTRODUCTION: School bus drivers are expected to multi-task by following the basic rules of the road, observing, and maneuvering through traffic in varying weather conditions. In addition, drivers are expected to maintain radio communications and be familiar with the routes and bus stops. All of these expectations occur while they simultaneously drive the bus and manage the behavior of the students. The driver trainer s role is to successfully develop positive attitudes in the trainee while integrating the multi-tasks required of today s school bus driver. Throughout this lesson plan the driver trainer will be given tools relating to the components of driving, common distractions, reading the road, and the commentary drive. All training requires an evaluation to access student comprehension. The commentary drive is an evaluation process that enables both the trainer and the student to review and identify strengths and weaknesses. Both the Washington State Patrol and Traffic Safety Educators use commentary 1

2 drives on a regular basis. The goal is to train our school bus drivers for error free driving. 2

3 PRESENTATION: Instructor s Note: Class discussion on each of the three items in components of driving. Give them 5 minutes to complete. Appoint a scribe, and have a group discussion of the outcome while writing them on a flip chart or board. I. Components of Driving The components of driving are Awareness, Space Management and Collision Avoidance. To achieve error free driving it is necessary to learn and understand the role of each. These components play a significant part in our day-to-day driving. Instructor s Note: Define the characteristics pertinent to each one of the components and have classroom discussion. Use the numbered points under each heading to assist classroom discussion. A. Awareness 1. Defensive driving. 2. Familiarity with equipment. 3. Anticipating what might occur. 4. Examination of your mental state. 5. Distractions. B. Space Management 1. Four second rule. 2. An adequate visual lead/looking ahead. 3. Controlling the invisible space cushion around the exterior of your bus. C. Collision Avoidance 1. Identification of situations early enough to avoid them. 2. Reading the Road: Drive according to what you can see. Do not drive faster than your ability to stop. Be aware of various road conditions, ice, potholes, etc. Understand characteristics of different road surfaces and how they affect the buses ability to respond. 3

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5 II. Attitude A. Definition: Attitude is defined as the posture of a person, showing his/her mental state or mood, or a person s manner of acting, feeling, or thinking that shows his/her disposition. T-1 B. Attitude plus emotions dims and blinds the powers of observation creating tunnel vision. T-2 C. Tunnel vision reduces the field of vision. When the driver is experiencing tunnel vision they will drive where they are looking. T-3 Instructor s Note: Instruct the groups to make a list of all attitudes, strengths or weaknesses that can affect their driving. Give them 3 minutes to complete. Have a group discussion of the outcome while writing them on a flip chart or board. Please use these examples to open the discussion. Attitude Factors Strengths Enjoys coming to work. Take good care of equipment. Courteous to the motoring public. Shows pride in their job. Interacts well with students. Maintains a positive/safe environment on the bus. Willing to work with students, parents and staff in a cheerful manner. Weaknesses Over confident knows it all. Hostile aggressive or angry drivers. Not focused-inattentive-uncaring. Emotional drivers-upset-personal issues. Rushed-alarm didn t go off-bus outof-service. Complacency-I don t care-this is the way we have always done things. 5

6 Attitude is the biggest factor that effects driving, it takes self-discipline, desire and hard work to change an attitude. A driver must be evaluated to address attitude problems. Please note, this may fall under your jurisdiction or your findings may be passed onto your supervisor. 6

7 III. Multi-tasking Definition: Many tasks or functions that are to be performed or conducted at the same moment. T-4 Instructor s Note: Have the groups select a recorder. Instruct the groups to make a list of all of the functions a bus driver may have to perform at the same time while on the bus or while driving the bus. Give them 5 minutes to complete. Have a group discussion of the outcome while writing them on a flip chart or board. IV. Commentary Drive Definition: The trainee talks, verbalizes (two or three word phrases), or in other words gives a commentary on everything they are doing while driving. They also verbalize everything they see pertaining to driving such as traffic, speed limit signs, crosswalks, traffic conditions, weather conditions, railroad crossings, condition of roadways, the width of the shoulders, pedestrians, danger areas, escape routes, etc., anything they see during the drive. T-5 The commentary starts from the point and time the instructor tells them to start and or stop. The driver will be evaluated on his/her general driving habits. The driver will be expected to follow the basic driving rules of the road, using proper hand and seat position. Drivers being evaluated tend to go back into the training mode when the instructor/evaluator is in the vehicle. It takes awhile for a driver to let their guard down. Distraction with conversation can divide attention enough so that bad habits return. Determine if the driver is displaying complacency, over confidence or if there is a true skill issue. Retraining is contingent on the basis the driver has demonstrated proficiency in their driving skills. Upon completion of the commentary drive the instructor will critique the exercise with the driver. This is the time to point out some deficiencies or bad habits the driver may not be aware of and suggest a plan of 7

8 improvement. Positive comments need to be made on the things that are done correctly. * Show Film 8

9 Instructor s Note: Break the groups of six into groups of three and explain the expectations for this class exercise. Allow each person to participate in each of the rolls. Start the video tape and stop at the end of each scene, rotate participants within their group repeat process until all participants have completed each role. The instructors need to role-play the first scenario for the class. The commentary drive evaluation form is an example of a form listing general driving maneuvers. Multi-tasking and Commentary Exercise Instructions: Each person will select the role of a, driver, and evaluator/recorder/observer. Instruct the trainee to sit in a chair. Instruct the evaluator/recorder, using the evaluation/recorder form, observe and take notes. The driver will continually verbalize what they see on the video. It will be the evaluator/recorders responsibility to evaluate the driver s ability to verbalize what they see. Rotate roles until all have participated in each role. Instructor s Note: Upon completion of the group s rotation in each role, have a brief (3 minute) discussion within your group of the commentary process and how it could be incorporated as an enhancement to your existing behind the wheel-training SUMMARY: School Bus Driver s are expected to multi-task by following the basic rules of the road, observing, and maneuvering through traffic in varying weather conditions. All of these expectations occur while they simultaneously drive the bus and manage the behavior of the students. This is why it is important to remember to gradually introduce elements related to actual situations that may occur on the road. The attitude of the driver can greatly affect their overall ability to drive. Attitude plus emotion can dim the powers of observation, creating tunnel vision. The components of driving are awareness, space management and collision avoidance. These components include: defensive driving, distractions, 9

10 controlling visual space around the bus and reading the road. Identifying these components during the commentary drive enables a driver trainer to see and to hear the ability of a school bus driver behind the wheel. Utilizing the tools of verbalization and documentation gives both the trainer and the school bus driver the ability to identify both strengths and weaknesses. The goal is to train our school bus drivers for error free driving. EVALUATION: 1. Explain multi-tasking. 2. Explain why a driver s attitude affects his/her ability to drive. 3. Name the components of driving. 4. Explain what a commentary drive is and how it may be a useful training tool. 1. Answer: Many tasks or functions that must be performed at the same time. 2. Answer: It could dim or blind the power of observation creating tunnel vision. 3. Answer: Awareness, space management and collision avoidance. 4. Answer: The driver verbalizes everything they are seeing and doing while they are driving. Utilizing the tools of verbalization and documentation gives both the trainer and the school bus driver the ability to identify both strengths and weaknesses. 10

11 Mh/Am 4/03 ATTITUDE Attitude is defined as the posture of a person, showing his/her mental state or mood, or a person s manner of 11

12 acting, feeling, or thinking that shows his/her disposition. T-1 12

13 Attitude plus emotions dim and blind the powers of observation creating 13

14 Tunnel Vision T-2 14

15 Tunnel vision reduces your overall field of vision 15

16 16 T-3

17 MULTI-TASKING Many tasks or functions that are to be performed or conducted at the same moment. 17

18 18 T-4

19 COMMENTARY DRIVE The trainee talks, verbalizes, or in other words gives a commentary on everything they see pertaining to driving. 19

20 20 T-5