loader
11
Nov

HOW TO STOP TEENAGERS TEXTING AND DRIVING, BEFORE THEY EVEN START

Posted by andrewt

blog 4

There is one tool available that can stop teenagers texting when driving and prevent other distracted driving behaviours before they even start and that’s Education.

The main reason that teenagers still use their smartphones when behind the wheel, despite all the warnings, is that they simply don’t understand that the risk level is  equivalent to drunk driving. They certainly don’t grasp the fact that the consequences can be fatal.

Teenagers may have been given all the reasons and rationale not to text and drive, but maybe the terms that are used are just not personally compelling for them.

LEARNING-STYLE BASED DRIVING LESSONS

Young people’s learning styles vary, so the approach to make sure that lessons stick, both in the head and in the heart, should be based on their own unique personality.

We have provided below, examples of how lessons for teenage drivers, based on each of the seven learning styles, can be used to encourage safe driving.

Parents who are serious about education their teenagers of the dangers of distracted driving could begin by having them complete tasks such as these before they even begin their driving lessons.

It’s important to know that learning styles are blended, and that no one learns exclusively via one method, although many young adults generally prefer one or two styles that assist them the most:

VISUAL

A ‘visual learner’ prefers images, pictures and spatial recognition in order to master a particular concept. Try this tactic if your child is a visual learner:

•  Watch a compelling YouTube video that demonstrates the consequences of the risk associated with distracted driving.    There are some great videos showing how texting is more dangerous than even drink driving such as this one:

AURAL

An ‘aural learner’ will find that their understanding is enhanced when education incorporates sound and music. To help this type of learner try:

• Having an open and honest conversation with them before they get in a car, explaining safe driving strategies.

• Listening to a podcast about the dangers distracted driving such as this useful US link.

VERBAL

A ‘verbal learner’ will best absorb and relay information using written words and speech. Try these approaches if your child is a verbal learner

• Read a study about the risks of distracted driving such as this one by RoSPA.

• Search Google and read a true story about a teenager involved in a distracted driving tragedy.

• Ask your teenager to explain the dangers of distracted driving to you.

PHYSICAL

A ‘physical (or kinaesthetic) learner’ will prefer using movement and external stimuli such as their sense of touch in their learning environment. Try the following activities to communicate the physicality of the risks of distracted driving:

• The average time a driver’s eyes are not on the road during looking at a text message is five seconds. Close your eyes and count off that time with your teenager.

• The distance that a car traveling at 50mph covers in those five seconds is 366 feet. Walk that distance with them.

LOGICAL

A ‘logical learner’s’ understanding of a concept is helped by using judgment, reasoning, and systems.

This type of teenager will benefit from:

• Reading an article that includes many reliable statistics and cites studies about the risks of texting and driving such as this one from the road-safety charity Brake.

• Determine how their attitude in respect of the potential consequences of distracted driving such as, “It will never be me,” or, “I’m much better at multi-tasking than other drivers,” are illogical. Discuss the logical fallacies at play.

SOCIAL

A ‘social learner’ will take in information best when they are learning with other people or within a group. Social learners benefit from:

• Being with a parent, friend or group of friends whilst researching the dangers of distracted driving.

• Spending time over a family meal discussing distracted driving risks and prevention.

• Speaking with a community police officer, driving instructor or ambulance driver about their experiences with the risks and consequences of distracted driving and how it can be prevented.

SOLITARY

A ‘solitary learner’, unlike a social learner, will prefer to learn in isolation. If your teenager is a solitary learner, you should try try the following:

• Set them a task to research distracted driving until they discover what they think is the most convincing case for the risks of texting and driving.

• Set them a task to research distracted driving until they find the most convincing real-life story that will deter the most people from distracted driving

The key to stopping texting and driving before it starts is education. However, creating the most convincing messages that really reaches teenage drivers and makes a lasting impression significant enough to create good driving behaviour is more difficult.

We really hope that these concepts and examples of ways to work with different types of learners will help some of you better educate your teenagers of the perils of distracted driving.

Parents who want to go one step further and provide a failsafe solution  to protect their teenage drivers can learn more from Cellcontrol

SAfescreen

 

 


Cellcontrol UK is distributed in the UK by; G2M Technologies, Suite 30, Pure Offices, 4100 Park Approach, Leeds, LS15 8GB - info@g2mtech.co.uk www.g2mtechnologies.com
2015 Cellcontrol - obdEdge, LLC / Privacy Policy / Site Terms & Conditions