This first book, now revised, addresses HOW to learn rather than WHAT to learn. 

I hope it will be of interest to:

• Driving Instructors and those considering Training;
• Drivers who know of my work and are interested in why I have developed the approach I take;
• Learners who may not really understand why they are struggling;
• Educationalists who are interested in how people learn;
  Trainers who are interested in different approaches;
• Successful clients who have benefited from my methods.

Read reviews of this book                 View the Contents

I began teaching people to drive whilst I was still tutoring students with Specific Educational Needs and was disappointed to find that ADIs were  expected to use the 'one-method-fits-all' System of Instruction, rather than the Psychological-Learning approach which I was successfully practising as a teacher. For many people, learning to drive is the uniquely stressful experience of being in a one to one relationship, whilst having their performance critically observed in a physically dangerous environment. Under such conditions I felt it was even more important that the learner’s personal needs were met.

For a number of years I implemented Driving Development, rather than Driving Instruction and observed how individual problems were compounded by the system advocated by the Driving Standards Agency (DSA.) Most of my clients came from having experienced failure after first attempting to learn under the set system, but they so flourished when they were taught by the methods they personally found best, that I was often asked to write down my thoughts in the form of a book.

When one woman wrote that she had been, “financially and emotionally abused by driving instructors for twenty years” and begged me to publish my thoughts in order to help others, I began to think more seriously about it. The wide ranging needs of the learners who come to me have been so great that it has taken imposed rest, following an operation, to force me to have the time to write down a few of these overflowing ideas in the hope that Learners, Instructors and the DSA will begin to look at a more effective and less financially impoverishing approach to improving safety on our roads. My second book looks at the many aspects of disability, especially covering perceptual problems and is entitled:

Driving is turning Disability into Ability

One of the official road safety slogans is THINK and I would like to adopt this to encourage us all to think about how we are teaching, as well as learning and to link this with my educational motto;

If he does not LEARN the way you TEACH,
Can you TEACH the way he LEARNS?