What do you call blockers?

In our first ever live podcast (streamed on Facebook for members), we dive into practical strategies for driving instructors to take control of what they can—and thrive despite DVSA test‑booking challenges. Plus, Diana shares two “Digs Deeper” coaching moments, and we explore clever learner‑driven terminology for blockers, hazards, and reflection over perfection.

0:00 – Welcome & Live Format

- Introduction to the live‑recorded video cast for members

- How to watch future live recordings on Facebook (membership required)

3:15 – Workshop Announcement

- Date & Time: Sunday 20 July, 9:30 – ~16:30

- Location: Walsall

- Cost: £120 per person, group discounts available

- Focus: client‑centred learning, CPD for driving instructors

7:00 – Phil’s thoughts: “Control the Controllables”

1. The DVSA Waiting‑List Problem

- Five‑plus‑month waits, scarcity of cancellations

- Common reaction: moaning on Facebook—unhelpful

2. Taking Action for Change

- Write to your MP and the DVSA (mobilise your pupils to write, too)

- Drip‑feeding pressure at scale can move ministers

3. Working the System Today

- Hire a test‑finder or virtual assistant and charge a small management fee

- Pre‑book tests early (e.g. on theory‑pass day), then adjust as needed

- Build in “re‑assessment” checkpoints two months out

4. Maximizing Learner Hours

- Encourage private practice between lessons

- Consider mini‑intensives if finances/time allow

5. Pricing & Service Models

- Offer “test‑management” as a premium add‑on

25:00 – Diana’s “Digs Deeper” Coaching Moments

1. Reframing “Blockers” → “Gap‑Makers”**

- Instead of calling oncoming vehicles “blockers,” ask learners what they’d name them

- Shift from negative framing (“blockers”) to positive (“gap‑makers”)

2. Perfection vs. Reflection

- Encourage “reflection, not perfection” as a mantra for analysis

3. Mini‑Roundabout Design Exercise

- Role‑play as the “traffic‑flow engineer” to explore pros/cons of signals vs. roundabouts

- Pitch solutions to “road‑safety teams” and “road‑users” to deepen conceptual grasp

- Follow up with real‑world practice, then debrief on muscle‑memory vs. theory

38:30 – Learner‑Driven Terminology

- **Hazard Traffic‑Light Game:**

- **Green hazards:** unlikely to affect your path

- **Amber hazards:** may require slowing or manoeuvring

- **Red hazards:** will definitely require action (stop, change lane)

- Origin: inspired by Hazard Perception Test colour cues

42:00 – Handling Second‑Guessing on Test Day

- Is doubt a sign they really “owned” the learning?

- Build true understanding, not rote responses

- Use controlled “wrong‑way” practice (with safety caveats) to reinforce correct choices

- Wean off instructor “micro‑affirmations” (mhm/mhmm) so learners trust their own judgment

- 🎙 Join our Facebook membership to watch live Q&As

- 🏫 Book your CPD workshop on 20 July (group discounts available)

- ⭐ If you found this episode helpful, please rate & review on your podcast app