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Real-life manoeuvres

Hopefully, this example will illustrate how various reflective practices helped me internalize my cultural standpoints to become more sensitive about linguistic, grammatical and discursive specifications of Western culture. During my doctoral studies, I was assigned to reflect on my literate practices and language teaching perspectives through second-language L2 writing specifically, poetic inquiry Hanauer , reflective journaling and free in-class writing. I attempted to internalize my psychological, emotional and cognitive facets, thus distinguishing the position I occupy as a member of the multicultural community.

In this regard, this paper seeks to synthesize how reflective journal writing may facilitate EFL students with exploring their ethnocentric framing of learning activities while studying internationally. My discussion will shed light on some possibilities for EFL students to become sophisticated intercultural observers, and reflective practitioners, capable of interpreting their ethnocentric assumptions. Those possibilities may build a substantial ground for developing skills necessary to become intercultural mediators Byram ; Elizarova Hence, the paper proceeds as follows.

Firstly, sociocultural theory of learning Vygotsky , coupled with intercultural educational objectives, is used to interpret EFL students in the zone of intercultural development Fig.

How to Write a Reflective Journal with Tips and Examples

The following four thematic subsections systematize what is known about productivity of reflective journals for meaningful self-exploration of any group of students: 1 addressing personal and cultural unconscious beliefs and assumptions, 2 analyzing sophistication levels in reflective journals, 3 applying specific skills for reflective journaling, and 4 journal writing according to guided instructions.

The review findings are organized in the feature matrix Fig. Finally, the study implicates how reflective journaling may be utilized to identify and interpret ESL students' ethnocentric viewpoints through their rigorous cultural self-examination. Generally, sociocultural theory rests on the premise that learning is mediated in social and cultural interactions with the intermediary of semiotic or physical tools artifacts, signs , thus modifying the nature and dynamics of those relations Lantolf ; Vygotsky , accordingly.

As Lantolf suggests, individuals may integrate thinking patterns with emblematic artifacts into linguistically organized written forms by internalizing learning events p. True, culture may represent a symbolic artifact to assist students in scrutinizing their personal and cultural peculiarities, coded in shared public systems and identified through deep interpretations Byram ; Geertz ; Elizarova Thus, Geertz defines culture as:.

Consequently, semiotic and communicative nature of culture is saturated in cultural practices and unconsciously perceived by all its representatives Elizarova However, having problematized Geertz's concept of 'culture' as static, Byram calls for equipping students with skills of sociocultural competence. With respect to language learning in an international guise, EFL learners are expected to participate in written and oral modes with the target culture, being increasingly aware of their unique cultural framing to modify their behavioral and ideological patterns accordingly.

Importantly, EFL students may develop a critical perspective over time to become empathetic and sensitive towards some aspects of the target culture by engaging in their cultural self- examination. Those motives are developed within activity theory Leontiev , a visible hallmark of the sociocultural landscape. Specifically, particular goal-oriented and meaningful events encapsulate motives under certain temporal conditions by means of suitable semiotic tools Lantolf Therefore, the same endeavor may be approached differently by virtue of miscellaneous tools.

Similarly, different cultures may interpret objects and ascribe motives to actions according to multilayered system of frames shared by their cultural communities Elizarova 16 - In this regard, situating multicultural students in ZPD will equip them with the necessary tools to negotiate a shared meaning with other classroom practitioners or artifacts. ZPD, originally created by Vygotsky in , has become a widely adopted sociocultural constituent in international educational settings.

As a result, sociocultural theory considers learning as a semiotic conduit through which learners stimulate their metacognitive planes to participate in socially mediated events, eventually constructing a collaborative meaning with the target. With regards to the current study, this framework will naturally create and correspond with the educational process in order to reduce ethnocentric perspectives of EFL students while studying internationally.

As follows, the next section seeks to tie sociocultural understanding of learning with interculturally meaningful educational objectives. As previously stated, sociocultural understanding of learning objectives by EFL students while studying abroad via a set of educational objectives necessary for acquiring intercultural skills of interpreting ethnocentric perspectives. I limit the discussion to conceptualizing intercultural educational goals in relation with EFL students' learning experience while study abroad.

Due to space constraints, I have to leave out conceptual analyses of concepts like 'study abroad' in relation to idiosyncratic intercultural understanding of these students. The intercultural skill of interpreting and relating is a constituent of the diagrammatic model of intercultural communicative competence ICC , proposed by Byram Originally, the framework consists of five dimensions i.

Therefore, learners need abilities to situate themselves within cultural boundaries for creating empathetic relations with other cultures. In this regard, EFL students, when studying in English abroad, may find themselves under pressure absorbing enormous amounts of cultural information, sometimes unable to discover the streams of thoughts and impact of the events that they are to enter. Therefore, students prerequisite skills of interpreting and relating to 'read' documents e. According to Byram , educational objectives for teaching the skills of interpreting and relating should be considered for students to be able to:.

To stay in focus, the discussion will draw upon these issues in a way to review how EFL students can evaluate their cultural self-engagement as an indicator of readiness, openness, and intercultural maturity for mediating learning documents and events when studying abroad. In the section to follow, the discussion will examine reflective journaling as a conduit for measuring students' cultural self-examination for appropriate and adequate interaction with the target culture. Consequently, I will delineate the ways in which EFL students might utilize the tool for critically examining their ethnocentric stances, while maintaining their multicultural nature.

Originally, Dewey defines reflection not as a mere sequence of idle ideas and beliefs, but as a properly organized consequence of those to discover evidence to be admitted pp. Then, Kolb determines that reflection facilitates a learning cycle in gaining new knowledge by means of reapplying and evaluating basic assumptions p. He argues that this type of existing knowledge shapes the learning process, and emancipates the individual from unconscious webs of taken-for-granted assumptions.

In other words, Dewey and Kolb define reflection in terms of problem solving activities, but Mezirow strongly believes in its enriched effectiveness by means of transformative learning practices. Hence, those theoretical endeavors may provide a pathway to discuss reflective written practices in two possible ways.

First, such written practices may stimulate students' self-analysis of ethnocentric effects detected in interaction with intercultural artifacts and interlocutors. Second, they may facilitate the process of intercultural maturity permitting learners to meaningfully comprehend emerging purposes and circumstances in order to act based on them. Prior to discussing reflective journals in terms of developing intercultural skills of interpreting and relating, it is worth defining a reflective model used within the spectrum of the current paper.

In the scope of the current study, those particular areas are critical for identifying ethnocentric motives, interpreting intercultural differences, and relating relevant aspects from different cultural backgrounds:. Supposedly, such orientations will interpret ideological and cultural schemes through reflective writing conceived from a critical perspective.

It is also important to outline criteria for assessing reflective efficacy. Specifically, 'Five Point Reflection scale' Bain et al 60 ranges from descriptive "retells. Both research cases clarify that critical relection style corresponds to participants' open-mindedness and systematic interrogation of learning practices. The following section delineates possible ways for incorporating reflective journals into EFL students' international learning settings with the purpose of exploring and interrogating students' ethnocentric standpoints.

Later on, I endeavor to apply the findings discovered in relation to EFL students' skills of cultural self-inspection in international educational settings. As follows, the following synthesis is organized around four thematic sub-sections to reveal how reflective journals could facilitate EFL students with cultural and personal self-exploring.

Those sub-categories are as follows: 1 addressing personal and cultural unconscious beliefs and assumptions, 2 analyzing sophistication levels in reflective journals, 3 applying specific skills for reflective journaling, and 4 writing according to guided instructions. The schemes may be filtered on the levels of professional, personal or cross-cultural performance. For instance, methodologically wise, Watson reports about the academic writing course with the target group of first- and second-year Bachelor of Education B. Interestingly enough, during the entire process especially, when introducing reflective journaling [Week 2] , they received guidelines, and feedback to recycle professional knowledge and skills in follow-up academic writing.

The actual process of reflective journaling in Watson's study seems quite applicable, because the students interpreted learning experiences consistently and profoundly. Hence, the current study, built on Watson's findings, seeks to facilitate EFL students' with autonomous reflective practices that they would be willing to do for the sake of uncovering their ethnocentric premises.

Conceived from another research angle, Andrew investigates students' self-commitment by linking current personal perceptions to their autoethnographic experience Pavlenko during the community placement journal project. Contrary to Watson , Andrew analyzes how learners embody learning, and literacy practices in their out-of-school settings, by presenting cultural observations as heterogeneous in nature.

In other words, their observations were tied with their unique meaning making practices. Johansen and Spinthourakis enact the same research idea by contrasting students' experiences with one another, taken into account the extent of their self-exploration.

In other words, the researchers internalize the process of self-inquiry on the basis of contrastive analysis. Indeed, Johansen empirically constructs a collaborative deep-learning environment in the Web CT program to inspect how students reflected on personal frames of reference by comparing them with alternative perspectives. Accordingly, Spinthourakis discovers that dialogical reflective journals enhanced the extent of self-engagement in order to recapture personal cultural peculiarities to construct a shared cross-cultural meaning.

Based on the literature examined, I believe that the conceptual focus of encountering reflective journals in academic settings may be shifted from conquering the level of assessment Issa et al to the level of individualized self-exploration in particular cultural situations in line with personal linguocultural meaning making Andrew , but still keeping them in the dialogical format Johansen ; Spinthourakis ; Watson As previously stated, there are five levels of sophistication to analyze the depth of reflexivity in writing Bain at al by means of discourse and logical analyses.

However, the other researchers established the reverse empirical results of using reflective journals. Consequently, the purpose of implementing this tool into teaching extensively depends on teachers' agenda. However, if the purpose is to provide in my case, EFL learners with opportunities to inquiry personal ethnocentric stances in light of international educational experiences, then scholars should not feel obligated to increase the level of sophistication, rather than create a fruitful trustful atmosphere for students' self-inquiry Andrew ; Genc , as well as to discover new perspectives on the same phenomena see Byram Andrew in reflecting journaling.

Best Reflective Journal images in | Notebook, Caro diario, Journaling

For instance, Issa et al demonstrates how postgraduate students managed to synthesize multipurpose research activities through reflective writing p. Moreover, based on the empirical evidence, the participants emphasized that reflective journals facilitate applying new knowledge, and improving academic writing skills.


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From a cross-cultural perspective, reflective writing fosters students to apply relating, contrasting, and revising skills of cross-cultural aspects Andrew ; Spinthourakis in relation to the academic, and personal experiences. To accomplish this goal, students should be considered not as deficient, but as sensible and multicultural in new compelling cross-cultural circumstances.

By definition, a "syllabus" is a list of subjects to be taught, but you can only know if they HAVE been taught if there is a "test" to assess the acquired knowledge. If they're not going to be tested for, then they will end up not being taught at all.


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  • In some cases, they will specifically NOT be taught for any test occurring on or after 4 December Comment by Ramesh Versani posted on on 09 July From all the information published, There is no explanation as to what will be the standard procedure if the test route encounters traffic during independent driving. Additionally none of the advice published indicates the density of traffic the candidate will be required to negotiate in order to park on the right side of the road.

    As is the current practice, if traffic is busy this will be managed by the examiner. In exceptional circumstances, the route will be adjusted without the integrity of the test being compromised. The road used will be a general main road that would be expected to carry light to moderate traffic. There isn't a requirement to have any other traffic around and, if it is too busy, the exercise will not be carried out at that time to prevent any unnecessary delays. Comment by Paul Cunningham posted on on 09 July When driving forward into a bay would this be to the right or left?

    Would this be next to another vechicle or between two cars? Parking in a bay will be conducted in a car park where there are a variety of options for the candidate to select a suitable bay. The examiner will avoid car parks where only single bays are available. The candidate will then choose a bay either with or without vehicles on either side. The wording given by the instructor will depend on the layout of the car park - if bays are available on both sides then their instructions will reflect this.

    The examiner will adapt their instructions if bays are only available in one direction. Comment by Douglas Templeton posted on on 09 July You suggest that we use "consideration" when practicing reversing in supermarket car parks and yet ALL the test centres in my area, West Lancs, Blackpool, Preston, Heysham etc zealously refuse access for practice in their car parks.

    Is it fair to use private car parks when we are refused time in your. Comment by Mike Gillin posted on on 09 July The above is a quote from your latest despatch blog. My questions are: 1. Is the sound on while the sat nav is on during the non independent part of the drive? If the pupil asks for the sound to be turned off for the independent drive part of the test your words how will they hear the directions or are they supposed to follow the sat nav screen only?

    The sound won't be on during the rest of the test. If the pupil asks for the sound to be turned off during the independent drive, they'll use the directions on the sat nav screen as a visual aid. Comment by Graeme Rolfe posted on on 09 July I am under the impression that it is illegal to pull up on the right-hand side of the road in a number of EU countries and so surprised that you are introducing it into the new format driving test! Comment by luigi Iennaco posted on on 10 July Another change which was suggested was the introduction of motorway driving in a dual controlled car.

    I noticed that this new change has not taken place. As many young drivers will travel long way soon after passing their tests it would have been ideal to introduce this change at the same time. Will the DVSA introduce this additional facility in the near future??? The government has recently consulted on proposals to allow learner drivers to have driving lessons on motorways with a fully qualified driving instructor.

    While it's desirable that anyone using motorways should have received instruction in their correct use, it's not feasible to require this of all learner drivers. Some areas are simply too far from a motorway for this to be practical and not all learner drivers will wish to take a motorway lesson. Comment by Barry Mason posted on on 10 July When the pupil is asked to park on the opposite side of the road in poor visibility, and vehicle lights are needed, our driver may temporarily be parking without lights ie.

    Will this manoeuvre still be carried out in such poor conditions? Pulling up on the right is not a parking exercise. The candidate will be asked to pull over to the right to conduct a manoeuvre rather than parking. As this manoeuvre will be conducted on 1 in 4 tests or 1 in 3 in DTCs without reverse park car parks the examiner has the flexibility to choose when the manoeuvre is conducted depending on suitable circumstances at that time. Comment by Ivan Westley posted on on 10 July As an instructor and a very experienced driver and learned how to read maps in the boy scouts. I feel Sat nav is a big step backwards.

    Most of my pupils get left and right mixed up. They would resort to visually checking sat nav which is as dangerous as a mobile phone in text mode. We want to ensure that new drivers have the best possible preparation for driving on their own after they have passed. Sat navs are now in common use and reflects real life driving situations. Using sat navs should also enable the introduction of better routes, over a greater distance, with more of the test taking place away from side roads. Increasing the independent driving section from 10 to 20 minutes will enable examiners to access higher risk roads, where statistically, new drivers have the most crashes.

    For example, high speed rural roads, which were often inaccessible due to the need of appropriate traffic signs for independent driving. Furthermore, using a sat nav during this section of the test will encourage a wider range of training, not only preparing new drivers to drive safely on rural roads, but also to manage distractions. It doesn't matter which sat nav you use for practice. It could be a built-in sat nav, mobile phone or stand alone sat nav. It's up to ADIs to choose the product that will works for them and their pupils.

    Comment by Graham Carroll posted on on 10 July I'm really struggling to find something positive to say about this blog, but it has a few mixed messages ie ' inadvisable but legal'??. It also suggests that current independent driving is carried out on quiet rds??. Try Middlesbrough 's A, A19 and A66, as presently used on test, all fast busy dualcarraigeway 's. Pulling over on the right will be aborted if a car pulls up behind, why?? The reversing part is the safest and easiest part of that manoeuvre, it's the pulling in and driving out that's the issue.

    With regard to removing outdated manoeuvres, I've just returned from a driving holiday in France and carried out at least 2 turns in the road. As a passionate and enthusiastic ADI, I simply 'dont get it'. Will candidates be asked to pull up on the left, before moving across to the right hand side of the road to perform the manoeuvre, or will the instruction be given while the candidate is driving? The examiner will give the instruction to carry out the manoeuvre while the candidate is driving.

    Can you arrange that at each test centre a Sample TomTom route is available for download to help instructors explain to each pupil what the Examiners TomTom will show??? We won't be providing a sample sat nav as any device that gives audible directions and a visual active map can be used for training purposes. The Satnav will remain on throughout the test.

    Test routes are not published and sample routes are not available. Comment by john philp posted on on 10 July Comment by nige posted on on 10 July Lets not follow the safe things the highway code says because nobody takes any notice of it.


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    • Such as driving into a bay or parking on the right.. Just because lots of people do it doesn't make it the right thing to do or the safe thing to do Roads signs are far more of a challenge. Comment by colin adi posted on on 11 July Are the DVSA aware that the tomtom start 52 asks people to drive across a roundabout. How will this be marked when person on the tests, follows the instructions of the sat nav and drives across a roundabout.

      Comment by John Lewis posted on on 11 July Many instructors have voiced concerns be it good or incorrect advice, but the reality is, the people who are authorising these alterations to the driving test, must also be prepared to accept the increase in driver deaths, including the unfortunate driver who was acting within the rules of the Highway Code.

      Comment by Gavin J Caldicott posted on on 11 July I would really love to voice all my concerns and real fears regarding the changes that will take place within the driving test from the 4th of December, however, I genuinely believe no one in authority will read them, analyse them, value their worth and certainly not act on them!

      Cynicism, or fact? Either way, 'it' will hit the fan on the 4th! I must say, many of the points I have read, from my Instructor-colleagues, are well founded and I concur with many of them. Comment by Nick evans posted on on 11 July I have to say that I am not in favour of your 'Improvements' to the driving test. Like other comments above, changing the way new drivers are examined with manoeuvres are that are potential quite dangerous, just because that's the way other drivers do it, is no reason to change the test. Drivers where I work Chichester completely ignore mini roundabouts, so do you want us ADI's to teach that as well?

      I think you have forgotten what the name of your department is. Instead of spending money on a new test, perhaps you could run some advertising campaings to educate qualified drivers on the correct use of indicators as this seems to be another one of those actions that many driviers don't do, and would certainly make a far bigger contribution to road safety and driving standards, than trying to reverse out of a parking bay and trying to move off from the wrong side of the road. I heard this from another Instructor a few weeks ago.

      Make the test an hour long, and drop the fail mark down to either 12 or 10 minors. If the Health and Safety Executive were responsible for road safety, would they recomend driving into a parking bay? Or parking facing on-coming traffic? Comment by John Clark posted on on 13 July What statistics will the DVSA be collecting to demonstrate one way or another whether or not there is a statistically significant difference in the results obtained by those candidates asked to perform independent driving by following road signs and those asked to perform independent driving using a SatNav, and where and when will those statistics be published?

      Comment by David Dansky posted on on 14 July Key to encouraging more cycling is ensuring that cyclists are welcome and equal road users. Key to this is how car drivers interact with people riding cycles. It is a shame that the changes did not include a suggestion from many cycling groups that new drivers are tested interacting with cyclists where they are present in the environment. Observing a driver decide whether or not to overtake the cyclist s , choosing to remain behind the cyclists s if overtaking would be unnecessary, illegal or risky. Should the driver decide to overtake we would expect them to give the rider at least as much space as they would if overtaking a car, and to pass at a speed only slightly faster than that of the rider.

      Should the driver encounter a cyclists at a place where there is a chance that they may need to swerve to the right, such as when passing parked cars where a door may open or a pedestrian step out between the parked cars, the driver should be observed deciding not to overtake or demonstrate overtaking taking into account the possibility that a rider may swerve right. Similarly when moving through a location where the road narrows, a driver should be observed remaining behind the cyclist. The experience of dangerous and close overtaking will put some people off cycling. Young riders, through the government Bikeability scheme are taught to ride away from parked cars and away from the kerb, to ride in positions where they are more visible to drivers.

      In many cases they will be safer riding centrally in a lane. Had this driving test revision included the elements above that would likely help drivers appreciate how people ride cycles and perhaps minimise some drivers frustration about cyclists being 'in their way'.

      Comment by Reece Nixon posted on on 14 July Hello, I'm 17 and currently learning to drive. I'll probably only have 1 or 2 attempts at the current 'old' driving test before it changes in December.

      How to Write a Reflective Journal with Tips and Examples

      Does this mean I will have to re-learn how to do the driving test, as I will have to be taught these new skills and forget about the old ones? Or am I expected to learn both driving tests simultaneously? This seems unfair to pupils sitting their driving tests just before they change. Comment by Angus McFadden posted on on 26 July First of all, December is a long way off, and you shouldn't be thinking in terms of just "having a go". There is no reason why you shouldn't pass first time if you've been trained properly. Just be positive about it and you will be fine.

      I don't know how many lessons you have had, or what you are like as a driver, but if you're having one or two hours a week you may easily be ready well before December. If it turns out that you ARE taking the new test at some point then again you shouldn't worry. Your instructor should teach you what is necessary, and in theory that will just mean two new "manoeuvres" - neither of which comes even close to reversing around a corner in terms of complexity - and following directions from a satnav instead of the examiner.

      Two of the manoeuvres you already know will disappear from the test. In all honesty, if you hadn't seen this story then you'd would hardly have realised anything was changing unless your instructor was making a song and dance over it to you. The main concerns are for instructors. You haven't got to "unlearn" anything. DVSA says that instructors should teach everything exactly as before including the manoeuvres which will no longer be tested and then tack the new bits on.

      The reality is likely to be that many instructors will quickly start teaching only the new manoeuvres - so you'll actually be a better driver than those who learn in future who will likely not be shown the old manoeuvres at all. The syllabus for learning to drive is not changing and, as a learner driver, you should not be taught how to pass a driving test, but how to drive safely and competently to ensure a lifetime of safe driving. The skills that you are taught will be assessed on the new test as well as the current test but, as all driving tests will be the new style after the 4th December, then it is essential that you are prepared.

      Comment by Ian Larkin posted on on 16 July If parking forwards into a bay is selected by the examiner, will the candidate be directed to a car park and told to drive forwards into any bay they like, or will they be directed around the car park and told to drive forwards into a specific bay?

      If so will they be asked to park between two cars or will it be a bay that is clear on both sides? Also if parking on the right is selected, will the candidate be told where to park on the right and reverse for 2 car lengths, or will they be told to "pull up at a convenient spot on the right"? If it becomes apparent that the opportunity to pull up somewhere suitable no longer exists then the examiner will control this situation with the possibility of aborting the exercise and choosing another location later in the test.

      Comment by Ian Larkin posted on on 28 July Thanks for that Chris. It all seems perfectly fine to me and does seem to reflect realistic driving in today's times. As a retired Driving Examiner I am appalled by some of the nonsense put forward by the DVLA , the driving test in my day was quite fair and worthwhile, especially as it was a test to assess the drivers suitability to drive safely, and above all then to gain experience and learn to drive and improve.

      We had plenty of dual carriageways for candidates to drive at speed which was the same for motorways and above all was FAIR. Yes, advanced driving skills including IAM still mean that I am still learning. Much of what I have read here will not help but hinder matters. Comment by Trevor Smith posted on on 19 July How interesting to read the comments of many cynical driving instructors who seem to reject any changes from the good old days when they learnt to drive.

      I think the DVSA should be applauded in trying to make the test more relevant to todays driving environment. I don't own a sat nav but have used them. I think it would be useful if it was emphasised that sat navs are designed to give directions, and any other information they give, for instance the speed limit should be regarded with some cynicism as they are not always correct. Also that some of the directions they give can be confusing, one only has to look at the ever increasing numbers of drivers who drive the wrong way up a motorway because they believe that is what the sat nav told them.

      On another note are there any demonstrations of the new test being conducted online. I am a licenced driving instructor until , however I am not currently conducting driving lessons for new drivers. If I were to decide to return to teaching new drivers I would like to see something which would allow me to update myself on the new test and tailor my teaching practices to reflect these changes.

      Comment by charles Owens posted on on 21 July It does not matter how the DVSA tries to explain or promote the new driving test, if the overall concept is viewed to be negative by so many people. I feel it to be quite in order to suggest that regarding any proposed changes that safety should be paramount. Over the decades the DVSA have forced through changes. These changes are not progress, in fact I think that it is a giant step backwards. The New Test Extending the independent driveGood idea. Expect to see car insurances increase substantially.

      I have always promoted good sensible safe driving to send learner forward. I feel that this New Test is encouraging trainers to deviate away from such good standards? Comment by Kalps posted on on 24 July As many agree, it's the attitude of experienced drivers -like tailgating, pulling in front abruptly etc- are putting many ppl in danger. I see many experienced drivers not even indicating at the round abouts.

      These experienced drivers need to take driving practical tests once in a while to see if they really have standards to drive. How can dvsa expect learners to drive with same confidence as of 15yrs experienced? This is nuts and completely unreal. They should strive to make situation better on roads by improving older drivers' attitudes but not the other way round. The main reason for current road situations is experienced drivers attitude. Dvsa should try to eradicate the real problem and root cause for bad road situations.

      Current dvsa test standards only lead to much worse roads. Hi, I have a pupil who is on the Autism Spectrum. She cannot cope with a sat nav even though we've tried a few times. She gets very agitated by it and swears she will never use one. Will she be allowed to ask to not use it on her test or will there be no choice? The satnav will be used on 4 out of 5 tests, with the remaining 1 out of 5 following traffic signs.

      The examiner will do all they can to ensure the candidate is not disadvantaged during their test and will control it accordingly. I would suggest that you visit the local driving test manager well before the test date and discuss specific requirements with them so reasonable adjustments can be made if necessary. Comment by Raymond Bryant posted on on 25 July Satellite navigation systems have been blamed for causing around , people to crash in Britain, a survey has found.

      A further 1. One in five of the 2, motorists polled blamed the gadget for making them hesitate on a busy road and lose track of the traffic, while more than one in 50 said it had caused or nearly caused an accident. The BPA Ltd is not a Governmental organisation; it is paid for and run by its members for their benefit.

      So it 's no good liasing with then over parking in car parks. So where can I get a list of usable car parks in the Hornchurch area to practice bay parking. If you have made these arrangements with then or local authorities or carpark owners you must have copies of them to send me. After all you said they where going to be posted in test centres.

      I cannot wait for copies of these E-mail me them at your convienience. In answer to your question about car parks - we cannot produce a list of suitable car parks within certain areas, as the intention on the driving test is to use a variety of car parks over a wide area of test routes. The notices that will be provided in driving test centre waiting rooms is to offer similar guidance.

      For the "pulling up on the right" manoeuvre, it isn't clear how close to the kerb they will be expected to be. Will this be clarified when the DT1 document is updated, and when is such update likely to be published? As this is a manoeuvre, the candidate will be expected to pull up and keep reasonably close to the kerb. Will the manoeuvre be performed during the independent driving section? If not, due to time constraints, manoeuvres will have to be performed within a few minutes of the test centre.

      Skip to main content. The changes include: increasing the independent drive to 20 minutes following directions from a sat nav revising the manoeuvres answering a vehicle safety question while driving The changes will make sure new drivers have the skills they need to help them through a lifetime of safe driving. Pulling up on the right This manoeuvre involves pulling up on the right-hand side of the road, reversing for approximately 2 car lengths and then re-joining the traffic.

      Forward parking in a bay An essential part of everyday driving for most people is the ability to park safely. Following road signs Your pupils may still be asked to follow road signs during the independent drive rather than use a sat nav. Put your phone away during driving lessons. Comment by Tony Mihill posted on on 06 July Including Sat Navs on a test is a poor decision and not like real life driving as most people only use Sat Navs when going somewhere they don't know.

      Link to this comment.

      Reflective writing

      Comment by Dave w posted on on 26 July Sat nav bad idea more of a distraction than help Link to this comment. Comment by Tim Young posted on on 04 September Sat navs are a distraction in real life so it's vital we all know how to use them safely surely. Comment by Julie posted on on 06 July What about motorway driving, that should be included. Comment by Sam posted on on 25 July I'm hard of hearing and your asking me to follow a sat nav yet alone answer questions while driving surely enough you only took the people who can hear and say that test will be fine yet you probley not tested it on a deaf or hard of hearing person Link to this comment.

      Thanks, Chris Link to this comment. Comment by Paul Gill posted on on 06 July All for the better. Ever been taught how to react to a blue light Link to this comment. Comment by Roger Kingstone posted on on 06 July I feel there will be carnage when there is a significant hard frost or fall of snow as most drivers today have had no experience of really slippery road conditions.

      Comment by Jason mcfarlane Dvsa adi posted on on 06 July Will the speed be displayed on the sat nav on test? Comment by Chris DVSA posted on on 13 July Hello, The candidate should use the car's speedometer as that is the only speed that will be used during the test. Comment by Glyn Marriott posted on on 06 July During the new driving test manoeuvre to pull up on the right, you have mentioned that if a car pulls up in front then continue with the manoeuvre and if a car pulls up behind abandon the manoeuvre. Comment by Chris DVSA posted on on 25 July Hello, The examiner will give the necessary guidance to assist the candidate when pulling away if their view is restricted by vehicles pulling close in front or behind during the time it takes to complete the manoeuvre.

      I hope this answers your question. Comment by Stuart Taylor posted on on 06 July I still find it laughable that you are holding to this more reflective of real life line. We're making the changes following a: - public consultation that over 3, people took part in - trial of the changes involving over 4, learner drivers and over driving instructors The proposals were widely supported by those who responded to the consultation.

      The results of the consultation show that: - Comment by Brian de Ville posted on on 13 July Well said mate , i agree with every thing you have said, They keep pushing the Instructors. Comment by James Hinkins posted on on 06 July One of the show me questions is raising concerns with some instructors. Comment by Chris DVSA posted on on 18 July Hello, The examiner will ask this question in a suitable location to allow for use of the horn to be demonstrated. I hope that answers your question? Comment by Morena Devine posted on on 06 July The new test will not result in safer drivers on our roads.

      Comment by Trev Thomas posted on on 06 July Yes I think most things have been covered would like to add when night driving how to alter the interior mirror to stop dazzle from behind?

      Why You Should Make Time for Self-Reflection (Even If You Hate Doing It)

      It's dumbing down, plain and simple. Comment by Vic Francis posted on on 06 July Driving forward into a bay then reversing back does it matter if it's forward in and reverse straight back into an empty bay with all round observations or should it be reversing out part way then angling out to left or right as necessary not going into bay behind and full locking to right to move away.

      Wouldn't want a pupil to fail due to non approved test method Link to this comment. Comment by Chris DVSA posted on on 13 July Hello, The examiner will ask the candidate to choose either left or right reverse depending upon factors such as one-way traffic systems in car parks. I hope this answers your question, Chris Link to this comment. Comment by David Pinner posted on on 06 July Will the emergency stop still be used on new test. Comment by carol ann Cardwell posted on on 06 July I must admit having driven for 35years.

      Comment by Carl posted on on 27 July If you are following the national driver training standards you should Be doing sat navs anyway as it is in there? Comment by Steven Cabrelli posted on on 06 July I am concerned about how you refer to the changes as being 'reflective of how drivers drive today'. Comment by Peter posted on on 06 July The answer to the tyre condition is wrong. Kind regards Steve Fletcher Link to this comment. Comment by Chris DVSA posted on on 13 July Hello, Yes, the revised manoeuvres are instead of the old manoeuvres - pupils will no longer have to perform a turn in the road or reverse around a corner.

      They will still only have to perform one manoeuvre per test. Comment by Andrew Gill posted on on 06 July Does the examiner guide the pupil out if a car pulls up behind them when parking on the road facing traffic and they are unable to reverse the 2 car lengths back? Comment by Chris DVSA posted on on 20 July Hello, If the candidate has been prevented from reversing back, then the manoeuvre has not been completed, so the candidate will be asked to drive on and another exercise will be carried out later in the test.

      Comment by stephen pleasant posted on on 06 July I have been an A. Examiners have the easy job it is just "yes or know " Link to this comment. Comment by Anna Galan posted on on 06 July Will bay parking only consist of forward parking or will reversing into the bay also be required? Comment by Chris DVSA posted on on 13 July Hello Anna, Bay parking will be either driving forward into a bay and reversing out or reversing into a bay and driving out. I hope I've answered your questions. Comment by Ant posted on on 06 July yes I have to agree it is a legal manoeuvre , pulling up on the right side of the road.

      Comment by David Morley posted on on 06 July It's disappointing that the candidate cannot refuse to use satnav on the test, as some people, like myself, do not trust satnavs and hence won't use them in real life. Comment by Shivji Varsani posted on on 06 July What about rule Use off-street parking areas, or bays marked out with white lines on the road as parking places, wherever possible? If you have to stop on the roadside: do not park facing against the traffic flow Link to this comment.

      Comment by A nother posted on on 06 July Cat B driving test is far too easy and far too short, Might as well sit in an office and do it all on computer. Comment by Nick ebans posted on on 06 July With regard to the forward bay park exercise i have several concerns but primarily what if during the exercise the pupil hits another vehicle what action will the examiner take pkease dont say it wont happen as on more than one occasion my pupils have been allowed to hit a metal post outside the knaresborough test centre.

      I really dont think this has been thought through Link to this comment. Comment by Chris DVSA posted on on 17 July Hello, Driving examiners are trained to take control in these circumstances and will prevent any contact between vehicles. Comment by n evans posted on on 18 July Whilst i appreciate your reply if the examiner is trained as you say why is it then on a large number of occassions candidates have been allowed to hit metal posts at the knaresborough test centre causing damage to my own car on 2 occassions?

      I cannot therefore trust what you say as again you are not dealing with real life situations but sitting in an office Link to this comment. Comment by David Leonard posted on on 06 July When pupils are taking lessons and the driving tests they will conform to their instructors and examiners way of driving its when they are out on there own or with friends they may compromise there own safety and other road users. Comment by Rab Black posted on on 06 July What an absolute load of tosh!!!!!

      These changes will make no difference to road safety, again it's another way to try and explain why examiners have a job that is totally unnecessary, what a farce Link to this comment. Comment by Andrew Hebditch posted on on 06 July Some of this makes no sense! Comment by Andrew posted on on 06 July How will the sat nav be powered. Comment by Tony posted on on 26 August Hi Chris. Thanks Link to this comment. Comment by Ian Grisby posted on on 06 July So is the reverse around a corner, parallel parking and turn in road no longer required?

      Comment by Angus McFadden posted on on 13 July John, the ex-manoeuvres may well be bracketed under "SHOULD be taught" heading, but I can assure you that they won't be if there's no chance of them being tested for. Comment by Darrren posted on on 06 July Why we feel it's a good idea to contradict the Highway Code and actively encourage new drivers to park into oncoming traffic I will never understand. Comment by Roger I Ward posted on on 06 July pulling up on the right. Comment by Roger Outridge posted on on 06 July As many driving instructors agree the parking on the right side of the road is potentially a dangerous manoeuvre.

      I think that these manoeuvres are more commonly used than pulling up on the right hand side of the road which I as a driver for over 40 years very rarely do as I consider it a dangerous manoeuvre Link to this comment. Comment by Rob George posted on on 06 July Will the Bay Parking still be carried out in the test centre car park or will it be in a public or private car park, e. The instructions for pulling up on the right will be given while the candidate is driving.

      In a review of the literature, Gulliver, Griffiths and Christensen found that young people perceived embarrassment and stigma as barriers to accessing healthcare. Therefore, it could have been very easy for the patient to have avoided coming and seeking help. I felt a range of both positive and negative emotions during the consultation, and I think this re-affirmed for me that I enjoy nursing and enjoy helping others.

      It is important to genuinely care about patients and to provide them with the best care possible. This would be hard to do if you did not feel empathy for patients.

      U. S. National Educational Technology Plan

      The experience also helped me realise that I need to actively search out training and learning opportunities regarding working with young people with mental health issues. If the same situation was to arise again I think that I would approach it in a slightly different way. In particular, I would have offered to refer the patient to further support services. During the consultation the patient mentioned that he felt that the spots on his face made him unattractive to the opposite sex. In addition to providing medication to get to the biological and physiological roots of the problem, on reflection I think it would have been beneficial to the patient to have provided information about charities that offer self-esteem and confidence building.

      In retrospect, I also believe that I should have given the patient a longer consultation time in order for us to have explored the psychological impact of his acne in more detail. Coyne has found that young people are rarely involved in the decision-making process when it comes to their consultations. Therefore, giving the patient more time to discuss his problems may have improved his sense of wellbeing as he felt more involved in his care process.

      There are a number of elements to my action plan. Firstly, I will make sure that in the future the consultation room has leaflets and information pertaining to mental health problems in young people.

      Learning Objectives

      This way, young people can access the information if they perhaps feel too embarrassed to talk about it. Hayter has found that young people accessing health clinics put a high value on a non-judgemental approach by health staff. Therefore, in future I would be sure to be aware of my attitude and make sure that either subconsciously or consciously; I am not making any judgements about the patient.

      Hayter also found that young people had serious concerns regarding confidentiality, especially during busy times at the clinic. Therefore, in the future I would be certain to reassure young people that their details and consultations are kept completely confidential. To re-assure young patients, I may ask them to sign a confidentiality form, which I will also sign in front of them. Furthermore, my action plan will include improving my knowledge and awareness of working with young people as a nursing professional.

      This will allow me to increase the tools and skills I have for dealing with young people with complex needs. In the future, I will focus on being more objective when dealing with a patient who has been the victim of bullying. Coyne, I. International Journal of Nursing Studies , 45 11 , pp. Dunn, L. Dermatology Online Journal , 17 1. Gibbs, G. Oxford: Further Education Unit. Gulliver, A. BMC Psychiatry , 10 1 , pp. Hayter, M. Public Health Nursing , 22 4 , pp. Paget, T.