Insights from HPDE instructors wanted
08-06-2012, 10:05 PM
#46
Rennlist Member
08-07-2012, 02:31 AM
#47
As I read these awesome comments there is one that has shown up a couple of times that I'd reinforce a million times over... Have fun! Or in the case of instructing, make it fun for your students.
Another big "conceptual" thing: The job of the instructor is to balance a student's belief/confidence with his/her skill. If you've got a student with more confidence than skill, you know what's going to happen soon. In that case you either need to quickly build the student's skills to a level that matches his/her confidence, or you need to knock their confidence down a little (through some demonstration, an honest conversation, etc.). This is a big judgement call, for if you think you can build the skills up fast enough, and you don't... well, you know the result. But if a student has more skill than confidence, then your job is to build up his/her belief in themselves. For me, the best way to do that is to ask what I call "right questions" - like "What's working for you right now?", "That felt great, didn't it?", "How did that feel to you - pretty darn good, right?", "What are you doing well?", and so on. The goal is to get the student to feel good about what they're doing without you just sounding like a cheerleader (although cheerleading is valuable at times).
Great instructors have the ability to read their student, and know whether they need to focus on building confidence or building skills, and then they have the ability to keep them balanced.
Fun stuff!
Another big "conceptual" thing: The job of the instructor is to balance a student's belief/confidence with his/her skill. If you've got a student with more confidence than skill, you know what's going to happen soon. In that case you either need to quickly build the student's skills to a level that matches his/her confidence, or you need to knock their confidence down a little (through some demonstration, an honest conversation, etc.). This is a big judgement call, for if you think you can build the skills up fast enough, and you don't... well, you know the result. But if a student has more skill than confidence, then your job is to build up his/her belief in themselves. For me, the best way to do that is to ask what I call "right questions" - like "What's working for you right now?", "That felt great, didn't it?", "How did that feel to you - pretty darn good, right?", "What are you doing well?", and so on. The goal is to get the student to feel good about what they're doing without you just sounding like a cheerleader (although cheerleading is valuable at times).
Great instructors have the ability to read their student, and know whether they need to focus on building confidence or building skills, and then they have the ability to keep them balanced.
Fun stuff!
08-07-2012, 07:23 AM
#48
Rennlist Member
Well put Ross. My student Friday sent me this on Saturday:
Good Morning Van,
I drove home yesterday with curves of Lime Rock distorting my real-time vision. I couldn't seem to shake the track learning from reality, but no I was not speeding.
While it is disappointing to have to be honest with ourselves when we are far less than perfect at driving quickly/smoothly, it is a joy to realize that there is so much technique that we can learn.
So even though the ego takes a beating, it is wonderful to have someone skilled open your eyes to the possibilities of actually driving well some day. You have my sincerest thanks for your time and tutoring.
I drove home yesterday with curves of Lime Rock distorting my real-time vision. I couldn't seem to shake the track learning from reality, but no I was not speeding.
While it is disappointing to have to be honest with ourselves when we are far less than perfect at driving quickly/smoothly, it is a joy to realize that there is so much technique that we can learn.
So even though the ego takes a beating, it is wonderful to have someone skilled open your eyes to the possibilities of actually driving well some day. You have my sincerest thanks for your time and tutoring.
08-07-2012, 09:13 AM
#49
Learning to drive a car well can be a challenge. It's not just mashing the loud pedal. I try to impress upon students that learning to drive never stops. You won't learn it all this weekend, but if we work together you'll get better. I use a "piano analogy". You start with 1 finger and one note. Then you learn cords. Eventually you don't think about notes and chords but you play music. (did I steal that analogy? I don't honestly know)Drving will eventually be that but first you have to learn the notes and chords and put it all together seamlessly. And for most people it takes lots of practice but practice should be fun!
08-07-2012, 09:29 AM
#50
Rennlist Member
I've been instructing in our Region for 5 years now. I really enjoy both the challenge of helping someone "see the light", as well as learning myself by being observant and looking for better ways to convey the information.
The "one" thing that took me several events to get the hang of, was trying to provide instruction in advance of each upcoming track maneuver. At speed, its easy to get in a situation of "catch up" where you're conveying information about what just happened. As the student is now proceeding towards another manuever, its hard for them to also focus on critiques of the past. Trying to get "in front" of the student's driving, really made a difference in my ability to instruct them. When something in the past needs critiquing, it try to do it immediately and keep it short. Long discussions about an issue are better left for the paddock, or in the hot grid if you need to get them off the track for few moments.
The "one" thing that took me several events to get the hang of, was trying to provide instruction in advance of each upcoming track maneuver. At speed, its easy to get in a situation of "catch up" where you're conveying information about what just happened. As the student is now proceeding towards another manuever, its hard for them to also focus on critiques of the past. Trying to get "in front" of the student's driving, really made a difference in my ability to instruct them. When something in the past needs critiquing, it try to do it immediately and keep it short. Long discussions about an issue are better left for the paddock, or in the hot grid if you need to get them off the track for few moments.
08-07-2012, 10:40 AM
#51
Rennlist Member
Other thoughts
1) I keep asking a student what his/her objectives are for the session. Often I only get a vague answer, but if I keep asking, they start to think about it, themselves.
2) I frequently ask them whether they want more or less input.
3) I like to use hand signals in addition to verbal
4) I tell them that if they don't hear or understand, they need to tell me!
5) I try to make sure I have told them when they have done something well.
And...as others have said...vision from the very beginning...I like Van's suggestion re: watching the wheel.
08-07-2012, 10:55 AM
#52
Nordschleife Master
NASAAZ and ProAutoSports
I'm a Nationally certified instructor with NASA AZ and ProAutoSports/ASA Racing.
I've been instructing HPDE and DO for close to 7 yrs now. Prior to that my teaching background comes from being a software training and installation specialist.
I usually begin with a brief background of myself and how I came to be an instructor.
I usually then ask if they have track experience and what are their intentions are in taking the class. What goals do they have.
From there, I offer a brief insight on my instruction style and the do's and dont's of the first session out.
I them ask for questions or concerns.
I try to make this a fun experience for them as they are paying good money to be there. I also never stop communicating to them while they are in the car, I offer step by step instruction from every single aspect of the track from going green to the checker.
Finally - before we leave grid ... I always review the key elements that are taught in the classroom
1. Look down the track - always be planning your next move
2. Be consistent and predictable
3. Smooth inputs for throttle, steering and brake
4. Stay on line
5. Don't drive in your mirrors
6. Know your apex's - early, geometrical or late.
6. Have Fun !!
Edit:
7. NEVER get upset with the student
8. Alway meet your student at the classroom or at their car prior going to grid (at first)
9. Always offer positive reinforcement
10. When going out for the second rotation - perform a recap of the first session and again ask questions. What are your concerns for this next session? Etc ....
Of course there is WAY more to it but you cant overload a newbie at first. If it becomes work or challenge - wheres the fun in that?
Not all students learn in the same capacity so I feel its very important to adapt to that student and to adjust your instruction in a manner that individual can understand.
Also - Some of my BEST students have been Women!
Hope this helps !!
I've been instructing HPDE and DO for close to 7 yrs now. Prior to that my teaching background comes from being a software training and installation specialist.
I usually begin with a brief background of myself and how I came to be an instructor.
I usually then ask if they have track experience and what are their intentions are in taking the class. What goals do they have.
From there, I offer a brief insight on my instruction style and the do's and dont's of the first session out.
I them ask for questions or concerns.
I try to make this a fun experience for them as they are paying good money to be there. I also never stop communicating to them while they are in the car, I offer step by step instruction from every single aspect of the track from going green to the checker.
Finally - before we leave grid ... I always review the key elements that are taught in the classroom
1. Look down the track - always be planning your next move
2. Be consistent and predictable
3. Smooth inputs for throttle, steering and brake
4. Stay on line
5. Don't drive in your mirrors
6. Know your apex's - early, geometrical or late.
6. Have Fun !!
Edit:
7. NEVER get upset with the student
8. Alway meet your student at the classroom or at their car prior going to grid (at first)
9. Always offer positive reinforcement
10. When going out for the second rotation - perform a recap of the first session and again ask questions. What are your concerns for this next session? Etc ....
Of course there is WAY more to it but you cant overload a newbie at first. If it becomes work or challenge - wheres the fun in that?
Not all students learn in the same capacity so I feel its very important to adapt to that student and to adjust your instruction in a manner that individual can understand.
Also - Some of my BEST students have been Women!
Hope this helps !!
Last edited by Drewster67; 08-10-2012 at 05:36 PM.
08-07-2012, 11:19 AM
#53
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The ONE thing? Make it less about ME (as an instructor and coach) and more about THEM.
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-Peter Krause
www.peterkrause.net
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"Combining the Art and Science of Driving Fast!"
Specializing in Professional, Private Driver Performance Evaluation and Optimization
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-Peter Krause
www.peterkrause.net
www.gofasternow.com
"Combining the Art and Science of Driving Fast!"
Specializing in Professional, Private Driver Performance Evaluation and Optimization
Consultation Available Remotely and at VIRginia International Raceway
08-08-2012, 04:11 PM
#56
Racer
All good comments..my 2 cents: Stay ahead of the student..all instructors, even newbies, have a lot of information to give to their student, but you do not have to give it all in Turn #1 ..Session One
Pete
Pete
08-09-2012, 11:57 PM
#57
Rennlist Member
Lots of great comments...
I haven't seen this stated yet....make sure that you, as the instructor, can see what's in the right hand mirror as you will have to help (or you should be) your student with managing traffic. It is annoying to see a train build up behind a car that has an instructor in the right seat. Also, remind the student not to follow the car in front of them. They need to drive their own line because they can't be assured that the car in front will drive the correct line.
I haven't seen this stated yet....make sure that you, as the instructor, can see what's in the right hand mirror as you will have to help (or you should be) your student with managing traffic. It is annoying to see a train build up behind a car that has an instructor in the right seat. Also, remind the student not to follow the car in front of them. They need to drive their own line because they can't be assured that the car in front will drive the correct line.
08-10-2012, 01:44 AM
#58
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It took me some time to dial it down when I started instructing. This was mostly due to the abundance of feedback opportunities with some of my students. I would add I find it very helpful to have a track map copy on me for the intro/debrief before/after each session, and the intercom is a must!
Not sucking up, but your books have given me tools that help me communicate better with both my students and my crew chief. Thanks!
08-10-2012, 10:33 AM
#59
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What I needed to figure out is how I could effectively teach the student (I'm not a teacher by trade):
- Learn how to teach via different styles. While I find I learn well from a certain teaching method that doesn't mean my student will. I started with the usual talking while the student is driving, but then started experimenting with other methods such as giving visual pointers (putting a piece of tape on the windshield to help lift up their vision), doing detailed study of track maps (giving the homework to tell me what kind of corners are those on the track - increase / decreasing apex and the like), driving my own car in their session with them following me (put their wheels in my track), giving pre discussed steering corrections from the passenger seat through a certain corner, etc. What happened is it became a fun game to me to teach so I was always mixing things up. I learned that instructing doesn't have to be boring at all.
- Related to the above was that fact that I'd have students with inconsistent learning or they'd not repeat successful inputs in the same corner on back to back laps during the same session. That perplexed me for a bit then I experimented with those students to talk and tell me what they are doing while they were doing it. Gas (i.e. accelerate), brake, turn in, apex, track out, gas, brake...and so on. What I found with those students is that when they were doing great their timing of what they were saying they were doing while doing it was spot on...but when the inconsistencies showed up the timing was off. We would then work on why that was happening and correct that.
Oh - btw - thanks for the training I had several years ago. Especially the mental prep for starting the race and getting a reputation as a great starter that others in my class are wary of me.
Joel
- Learn how to teach via different styles. While I find I learn well from a certain teaching method that doesn't mean my student will. I started with the usual talking while the student is driving, but then started experimenting with other methods such as giving visual pointers (putting a piece of tape on the windshield to help lift up their vision), doing detailed study of track maps (giving the homework to tell me what kind of corners are those on the track - increase / decreasing apex and the like), driving my own car in their session with them following me (put their wheels in my track), giving pre discussed steering corrections from the passenger seat through a certain corner, etc. What happened is it became a fun game to me to teach so I was always mixing things up. I learned that instructing doesn't have to be boring at all.
- Related to the above was that fact that I'd have students with inconsistent learning or they'd not repeat successful inputs in the same corner on back to back laps during the same session. That perplexed me for a bit then I experimented with those students to talk and tell me what they are doing while they were doing it. Gas (i.e. accelerate), brake, turn in, apex, track out, gas, brake...and so on. What I found with those students is that when they were doing great their timing of what they were saying they were doing while doing it was spot on...but when the inconsistencies showed up the timing was off. We would then work on why that was happening and correct that.
Oh - btw - thanks for the training I had several years ago. Especially the mental prep for starting the race and getting a reputation as a great starter that others in my class are wary of me.
Joel
08-10-2012, 10:52 AM
#60
The Penguin King
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Never forget that at the end of the day, what we are doing is enabling our clients to have fun. No matter how talented or talentless your student is, you have the responsibility and capability to make sure they have a smile on their face.