]Episode summary:

In this episode, Diana Todd is joined by Kat Tomkinson (Driving Instructor Kat) to discuss PDA (Pathological Demand Avoidance) and how it can show up in driving lessons when autonomy feels threatened. Kat shares practical ways to reduce demand, build trust, and keep learning non-judgemental — including using hypothetical scenarios and adapting communication. The conversation also covers Kat’s standards check: what the pressure felt like, how she reframed it positively, and how she prepared for success.

What we cover:

1. Kat’s journey into instructing after the COVID period and what she enjoys most about the job
2. Why many pupils / Instructors experience “resistance” that may actually be a nervous system response
3. PDA explained as autonomy threat → fight/flight/freeze/fall response
4. How seemingly neutral questions (“What could be improved?”) can sometimes trigger defensiveness
5. Practical lesson tools: visual aids, whiteboard scenarios, “future-focused” coaching
6. When offering choice helps — and when choice can feel like pressure
7. How to build rapport and trust so learners feel safe enough to self-reflect
8. Standards check experience: nerves, mindset, communication, and preparation
9. Preparing for the 40-minute “snapshot” when your normal lessons are much longer

Key takeaways:

1. Reduce perceived judgement; keep language neutral and future-focused
2. When someone is triggered, “backing off” can be the most productive move
3. Trust and rapport can be the difference between resistance and reflection
4. Standards checks are easier to handle when you keep CPD ongoing and reframe it as a positive check of your service

Guest links / contact:

1. Kat Tomkinson — Driving Instructor Kat (Facebook & Instagram)
2. Website/contact: drivinginstructorkat.blogspot.com

In this first episode of the new look Inspire Instructor Training Podcast, host Diana Todd chats with Sarah Baldock, founder of SB Driving School in Maidstone, Kent. Together they explore what it means to be a driving instructor in today’s world — balancing life, learning, and the love of helping others succeed.

Sarah shares her journey from redundancy to independence, how she uses dashcam footage to reflect on her teaching, and the unexpected lessons learned from her students. The pair also discuss social media — both the opportunities it creates and the challenges it brings — and how instructors can show up authentically online without feeling the pressure to “keep up with the Joneses.”

Key Topics:

- Using lesson recordings for self-reflection and CPD

- Creating a safe, accountable space for pupils to give feedback

- Managing negativity and staying kind on social media

- Building your confidence as a mentor and ordinary instructor

- The importance of compassion and community in the industry

Best Quotes:

“You don’t have to write a book, you don’t have to go to expos — just reflect on yourself and do the best you can. That’s enough.” – Sarah Baldock

“Being ordinary isn’t a small thing. It’s being real, relatable, and making a difference — one learner, one PDI, one mentee at a time.” – *Diana Todd*

“I watched my lessons back because I wanted to know what made me feel like that — why did that lesson go so well?” – *Sarah*

“Creating an environment where your pupils can hold you accountable is no small feat.” – *Diana*

“We need more compassion in this industry — more walking in each other’s shoes.” – *Diana*

🎧 Episode Summary:

In this powerful episode, Phil sits down with driving instructor and course creator Kate Monk, the founder of My Learner Driver – an online course designed to help parents of learner drivers become active participants in creating safer, more prepared drivers.

Kate shares her emotional ‘why’ behind the course, following the devastating loss of four young people in her local area. She highlights the untapped potential of parents to model safer driving habits, support structured private practice, and open up life-saving conversations at home.

👤 About Kate Monk:

• ADI based in West Devon
• 10+ years of experience in driver training
• Mum of two, passionate about road safety
• Creator of My Learner Driver, aiming to empower parents

🎯 Key Topics Discussed:

• Why instructors and parents must work together to create safer drivers
• The alarming reality of youth road fatalities – and why "something must change"
• How My Learner Driver helps parents:
• Refresh and upgrade their own driving attitudes
• Learn how to guide private practice safely and effectively
• Build awareness of risks and road behavior before a young person starts driving
• The idea of a "Family Graduated Driving Licence" – a personalised, voluntary contract between parent and teen
• Encouraging parents to develop commentary driving skills and model road scanning techniques
• Long-term plans to expand into school-age resources, creating early awareness
• Challenges Kate faced creating the course – from tech hurdles to battling camera nerves
• The course as a collaborative tool for instructors, not a replacement

🛠️ Instructor Takeaways:

• My Learner Driver can enhance your learners’ private practice experiences
• Support parents to become safer drivers themselves, improving outcomes for pupils
• Use the course to bridge the communication gap between home and lesson
• Consider involving parents in lessons early (including reverse roles!)

🧭 Learn More & Access the Course:

🌐 www.mylearnerdriver.co.uk

💸 Early bird price: £14.75 (75% off while course builds)

🧠 Instructor guide version also coming soon!

• Episode Theme:
• Stepping into the learner’s role to sharpen your instructor skills, and practical tactics for easing driving-related anxiety.
• Why Play Learner?
• Gain fresh perspective on your own training style
• Spot best (and worst) teaching habits to adopt or ditch
• Try something outside your comfort zone—gym theory, workshops, etc.
• On-the-Move vs Pullover Corrections:
• If safe and the student can process, correct as you go
• If they’re distracted or the situation is complex, pull over for focused feedback
• Proactive Support Level:
• Give clear options (“I’ll prompt you for the next three starts…”) instead of “Jump in if I’m wrong”
• Use scales or student-chosen checkpoints to quantify confidence
• Managing Driving Anxiety (3 Pillars):

1. Physical Tension (arms/shoulders) → “Lower your suitcases” relaxation drill
2. Racing Heart → “Smell flowers / blow bubbles” breathing
3. Frozen Feeling → ABC technique (Acknowledge–Build evidence–Calm strategies)

• Quick Wins:
• Reframe “anxiety” as “uncomfortable” for more control
• Use scaling (1 = Zen guru…10 = straightjacket) to track progress
• Offer word banks or flash-cards to help students label feelings
• Takeaway:
• Continual CPD gives you a toolbox of techniques—mix and match them to meet each learner’s needs.

We dig into the DVSA Consolation on changes to the test booking system.

https://www.gov.uk/government/consultations/improving-car-driving-test-booking-rules/improving-car-driving-test-booking-rules?utm_source=dvsa&utm_medium=email&utm_campaign=improving-driving-test-booking-rules&utm_content=adi

In this Book Club edition of the Inspire Instructor Training Podcast, Phil is joined by Terry Cook (The Instructor Podcast), Andy Sinker, and Kev Lynes to explore Start With Why by Simon Sinek. But this isn’t just a book review — it’s a deep, personal dive into why we teach, why we care, and how purpose shapes every lesson we give.

The conversation touches on:

• How your “why” evolves over time
• Why purpose-driven instructors build better drivers
• Personal stories of learners whose lives changed because their instructor had a mission
• What your pupils might say your why is (and why that matters)

If you're feeling stuck, burned out, or just want to reconnect with your passion — this one’s for you.

🧠 Key Takeaways:

• “People don’t buy what you do, they buy why you do it.”
• Your why can develop over time, through both challenge and reflection.
• Aligning your work with your values makes tough decisions easier — and more meaningful.
• Your learners feel your why — and that builds trust, loyalty, and deeper impact.

Episode Summary:

In this heartfelt and reflective episode, Phil is joined by returning guest and mentor Sam Harper (filling in for Diana) for an open and honest conversation about the personal and professional journey of being a driving instructor.

Together, they explore:

The importance of shifting from “doing” to “learning” in lessons.

How to dig deeper into both successful and unsuccessful moments to help PDIs and pupils grow.

The power of mindset, confidence, and human connection in driving development.

How neurodiversity, fear responses, and backgrounds affect the way learners experience lessons.

Why empathy, patience, and presence are game-changers in instruction.

Reflections on how their teaching style has evolved over the years, and advice they’d give their past selves.

A live Q\&A moment from Chris around supporting decision-making skills in anxious learners.

Plus, they touch on the value of business education, being your authentic self, and the famous 'Let Them' Theory by Mel Robbins.

🔍 Key Topics Discussed:

🧠 Learning vs. Doing: Why instructors should focus more on what’s being learned rather than just what’s being done.

🪜 Stepping Stones & Goal Setting: Helping pupils visually and mentally map out their learning progress.

🗣 Coaching vs. Instructing: The struggle of shifting from giving solutions to creating space for pupils to find their own.

🧩 Neurodiversity Awareness: How understanding ADHD, autism, and dyslexia has reshaped their approach.

🤝 Trust & Belief: Why self-belief and internal confidence matter more than external praise.

🧠 Fear Responses & Lived Experience: How learners' behavior can often be misunderstood, and why empathy is crucial.

🧾 Business & Boundaries: The importance of learning business skills early and setting healthy personal boundaries.

📚 Books Mentioned:

The Power of Now by Eckhart Tolle

The Let Them Theory by Mel Robbins

🎓 Upcoming Workshop Mentioned:

Client-Centred Learning Workshop — Walsall

🗓 Sunday, 20th July | 🕘 9:00 AM – 4:30 PM

💷 £120

✅ Coaching, rapport building, GDE matrix, road safety, experiential learning — and much more!

🎤 Interactive, practical, and engaging — no roleplay, just real talk.

📣 Join Us:

✨ Become a Member of Inspire Instructor Training

🤝 Join Support — where Sam is one of our valued mentors

📚 Access 100+ hours of CPD and business development resources

💬 Weekly check-ins, real support, and constant growth

🎧 Listen, Learn, Reflect

Thank you for tuning in to the Inspire Instructor Training Podcast — where the learning never stops.

🌐 Visit www.inspireinstructortraining.com

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