All Questions

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As people age, their reactions tend to slow and they can take longer to assess hazards. Don’t try to rush them, but be tolerant and patient.

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Motorcycles are small vehicles and can be difficult to see. If the rider wears bright clothing, it can make it easier for other road users to see them approaching, especially at junctions.

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It’s important to reduce direct instruction and transfer the responsibility for learning to the pupil as quickly as possible. You must ensure that the pupil understands what they need to do and how they need to do it. Once they have this knowledge, they should be allowed to practise and develop their competence without constant instruction.

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In client-centred learning, there should be lots of opportunities for you to observe how your pupil’s learning is going. You should provide frequent feedback on their progress, based on these observations, and talk to your pupil about how they view their progress. Then you can adjust the lesson content to meet your pupil’s learning needs.

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If a serious incident occurs that requires you to use the dual controls, it’s vital that the pupil fully understands what happened and how they could have avoided the situation or dealt with it better.

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Taking time to establish a pupil’s learning goals and needs provides you with the information you need to make an effective learning plan. It involves the pupil in the planning process, so the final product is something they have agreed to and engaged with.

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All-round observation is essential throughout any manoeuvre. Drivers should use their mirrors and pay particular attention to the direction in which they’re moving, to vulnerable road users, and to what might be happening in any blind spots.

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Learning is far more effective when a pupil can identify for themselves the reason why something has gone wrong. If they can’t work it out, you can help them to understand with an explanation or a diagram. When they understand the problem, the pupil should then practise this manoeuvre.

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Demonstration, where appropriate, is a valuable tool in the learning process. However, for it to be effective, a pupil must have an opportunity to raise any questions and check their understanding. They then need to practise this new skill.

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Learning isn’t always a continuous process. Sometimes pupils simply need time to consolidate learning before moving on. On other occasions there may be something blocking progress. You should work with the learner to understand what’s happening and agree how to move on.

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If your usual techniques or methods don’t appear to be working, you should discuss the matter with your pupil, and explore alternative ways of getting the point across.

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When teaching a pupil how to move off on a downhill gradient for the first time, the instructor will have to tell them which gear to use. However, as the pupil’s skill develops, they should be encouraged to think for themselves and to make decisions based on their knowledge and experience.

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A transfer of knowledge is when links are made between previous experience and the new skills to be learned. For example, a pedestrian who can judge appropriate gaps in the traffic to cross the road can link this skill to turning right into side roads when they learn to drive. A good instructor will identify these links.

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Detailed instruction should decrease as the pupil’s ability increases. An instructor shouldn’t be controlling the pupil all of the time. This takes the initiative away from the pupil and could be considered over-instruction.

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Simply telling a pupil that they’re driving too fast isn’t sufficient. Explanations need to be given, highlighting what may occur if they repeat the fault. More importantly, they need to know what to do to prevent it from happening again.

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Learning isn’t always a continuous upward process. Sometimes pupils simply need time to consolidate learning before moving on. On other occasions there may be something blocking progress. You should work with the learner to understand what’s happening and decide how to proceed.

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You should agree a plan with your pupil at the start of a lesson. However, as the lesson progresses it may become clear that the plan needs to be adapted – for example, if there’s a gap in the pupil’s knowledge that needs to be filled before they can proceed. You should agree with your pupil how to deal with that gap, even if it means changing the original lesson plan.

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The key attitude to develop in driving is active responsibility. For most pupils, and adolescents in particular, exercising responsibility needs to be learnt. You should encourage and give learners the opportunity to practise taking responsibility.

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Sometimes another road user will use a signal whose meaning is open to interpretation. When this happens, learner drivers should make sure they understand what the other driver intends before taking any action.

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When stopping a car, a gear change is often not needed. Modern cars have powerful brakes and tyres with good grip. This makes it generally unnecessary to select a lower gear before stopping.

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Any medical condition that would affect your driving must be reported to the DVLA Drivers Medical Group or, in Northern Ireland, the DVA Drivers Medical Section. If you have any condition or you have to take any medication that you think might affect your driving, it’s worth checking the information available on http://www.gov.uk

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Once identified, driving faults should be addressed at the earliest opportunity. A fault should be looked upon as a chance to teach the point and to encourage a change for the better in the pupil’s driving.

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A good instructor will be able to teach in a variety of different ways, and adjust their method to suit the individual needs of each pupil. Pupils will come with all levels of ability and different learning styles, and training should be planned and delivered accordingly.

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Psychomotor activities relate to practical skills. When driving a vehicle, a pupil will need to learn how to use each control competently. The next stage of learning will be to combine the use of these controls and coordinate actions smoothly to complete a task. In the early stages of learning, an example would be to move away smoothly without stalling.

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To design an effective programme of learning, it’s important to understand what a pupil brings to the process. This will enable you to decide the level at which instruction can begin. It will also encourage the pupil to engage with the learning process if they’re not forced to go over material they already know.

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Agreeing learning should be a two-way process. You can contribute your understanding of what has to be achieved and the learner can contribute their objectives and understanding. At the end of a lesson, both you and the pupil will be better placed to evaluate progress.

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When planning and delivering a lesson, it’s important to remember that we all learn in different ways. Continuing to deliver in the same way, when the pupil is clearly not engaging or making progress, may reduce their motivation even further.

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Regardless of a driver’s experience, the Mirrors –

Signal – Manoeuvre (MSM) routine should be an integral part of their driving. The Manoeuvre part is broken down into

P – Position – Position your vehicle correctly and in good time.

S – Speed – Adjust your speed as necessary for the manoeuvre.

L – Look – Look for other traffic or road users when you reach a point from which you can see. Assess the situation, then decide whether it’s safe to proceed and act accordingly.

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While a driving instructor should have a prepared plan for each lesson, there needs to be flexibility in how it’s delivered. If one teaching method isn’t successful, then other methods need to be tried to find one that works for the pupil.

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Everyone learns at a different rate, so you’ll need to adapt your teaching to the ability of each pupil. Building confidence is an important part of teaching someone to drive. This can be hard to build but easy to lose, so be realistic in your expectations of a pupil.

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An interested pupil is likely to be well motivated and should retain information better than one who has lost interest. Everyone has different abilities, so instruction needs to be varied to suit the individual.

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Some people find learning to drive easy, while others struggle with the challenge. It’s important that lessons are matched to the pupil’s ability. Mismatching lessons and ability can lead to loss of confidence, disinterest and dissatisfaction.

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It’s important that instructors explain that safety checks aren’t just a test requirement but are a vital part of keeping safe on the road. Explaining the reasons behind safety checks should help pupils to think for themselves and become safe drivers.

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The key attitude to develop in driving is active responsibility. For most pupils, and adolescents in particular, responsibility needs to be learnt. You should encourage learners to practise taking responsibility at the earliest opportunity.

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This is important because, when a learner encounters something on the road for the first time, they may not be able to decide whether it represents a risk. So they might not take the right action. With experience, they’ll use the information available and get better at assessing risk.

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Feedback is vital to help a pupil understand whether they’re competent. It can take many forms. Sitting quietly and not saying anything can be just as effective for feedback as talking all the time. The skill is in judging how and when to provide feedback so that it has a positive learning impact.

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The decisions we make when driving are shaped by our attitude, norms and motivation. But we’re not always aware of these. Open questions can be used to explore these issues without making the pupil defensive. You can then work with the pupil to address any unhelpful attitudes.

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If you’re involved in a collision, a correctly adjusted head restraint will reduce the risk of neck and back injury. It may not be effective if it’s not properly adjusted.

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Insurance companies are likely to charge a higher premium for people who have been convicted of driving while unfit through drink or drugs. This is because they’ve shown that they’re a risk to others on the road.

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If a medicine you need to take is making you feel drowsy, get advice from your doctor before driving.

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If you’re taking medication that’s likely to affect your driving, don’t drive. You mustn’t put other road users, your passengers or yourself at risk.

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Only drive if you’re fit to do so. Some medication can affect your concentration, your ability to stay awake and your judgement when dealing with hazards. Driving while taking such medication is highly dangerous.

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All your concentration should be on your driving. Any pain you feel will distract you, and you should avoid driving when drowsy. The safest course of action is to wait until you’ve rested and feel better.

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The fuel in your vehicle can be a dangerous fire hazard. A strong smell of petrol may indicate a fuel leak and needs investigating. Don’t use a naked flame near the vehicle if you can smell fuel, and don’t smoke when refuelling your vehicle.

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Avoid drinking and driving. Just one drink could dangerously impair your judgement and reactions, as well as put you over the legal drink-drive limit.

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Never drive if you’ve taken medicine without first checking what the side-effects might be. Many over-the-counter medicines carry a warning that they may cause drowsiness. They can affect your judgement and perception, and therefore your ability to drive safely.

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Traffic congestion is an inevitable consequence of the increasing volume of traffic on the road. To help reduce the volume of traffic, you could try

• sharing a car

• walking or cycling

• using public transport.

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If you’re feeling upset or angry, your concentration and judgement will be affected; this will increase your risk of an incident while driving. You should therefore wait until you’ve calmed down before you start driving.

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The cost of insurance varies with your age. Usually, the younger you are, the more expensive it is – especially if you’re under 25. Some post-test training schemes are recognised by insurance companies, and new drivers who complete this form of extra training may benefit from a reduced first premium.

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If you have to leave valuables in your car, always lock them out of sight. If a thief can’t see anything of value to steal, they’re less likely to break in.

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Having your car registration number etched on all your windows is a cheap and effective way to deter car thieves.

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The safest rule is never to drink and drive. Alcohol seriously affects judgement and concentration. It will reduce driving ability, give a false sense of confidence and slow down reactions.

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Always check the label on any medication you take, as some medicine can make you feel drowsy and slow your reactions. Your doctor or pharmacist will be able to give you advice about possible side-effects of both prescribed and over-the-counter medicines.

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If you’re driving at night or in poor visibility, tinted lenses will make everything appear darker. This will make it more difficult for you to see in what are already difficult conditions.

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If you need to use the dual controls, you must make sure the pupil understands why you’ve done so. If you need to use the dual controls often, it suggests that you’ve overestimated your pupil’s ability and are asking too much of them. If you don’t recognise this, your pupil may lose confidence and the trust between you may begin to break down.

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If your pupil’s driving is below the required test standard, it’s your responsibility as a professional instructor to advise them not to take the test. As soon as you become aware of a possible problem, you should discuss this with your pupil and positively encourage them that, in their interest, and for other road users as well, it would be far better to postpone the appointment. If you can’t dissuade them, then you should withhold the use of your vehicle. Ultimately, it’s the pupil’s test and an instructor can’t prevent them from taking it in someone else’s vehicle.

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A pupil needs time to react to an instructor’s directions. It’s recommended that an instructor uses the Alert – Direct – Identify procedure. For example, ‘At the roundabout’ (alert them and gain their attention); ‘take the road off to the right, it’s the third exit’ (direct them); ‘it’s signposted to Bristol’ (identify).

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You may need to check your pupil’s understanding by asking questions. If they offer a partially correct answer, you should confirm the correct parts and, to complete their understanding, give them feedback on where they went wrong.

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Learning targets should be realistic and attainable; reaching a learning target will reinforce a pupil’s progress. Setting objectives that are too ambitious or too complex is more likely to demotivate pupils.

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At the correct stage in a pupil’s development, it’s beneficial to practise steering the vehicle with one hand. They should then find it easier to change gear, operate another control or give arm signals as and when appropriate. Any tendency to drive with one hand without good reason should be strongly discouraged.

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Most people with hearing difficulties will have developed communications strategies that work for them. For example, they may be able to use a simple system of hand signals. However, if you’re unable to work out a way of communicating effectively, you should consider referring the pupil to another driving instructor who has the necessary skills.

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At junctions where the view is restricted, you need to make sure your pupil has time to assess the situation. Teach them to approach slowly and get a good look at the traffic situation before making a decision.

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If a pupil isn’t responding to a particular part of the learning programme, with a bit of help they’ll normally be able to say what’s going wrong. In saying what’s wrong, they’ll often be able to tell you what it will take to get over the problem.

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When teaching your pupil the turn-in-the-road exercise, you should explain that having the car under control is only part of the procedure. They also need to be aware of other road users and know how to deal with them safely.

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When booking a driving-test appointment, it’s important to declare if the candidate is deaf. This will ensure that appropriate arrangements are made for the test.

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If the number of points on a new driver’s licence (including any points gained as a learner) reaches six or more within two years of passing their first practical driving test, their licence will be revoked. To regain a full driving licence, both the theory and practical tests will have to be retaken.

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It’s important that driving faults and errors are dealt with promptly. Learning will also be more effective if the pupil can spot their own errors and come up with their own strategies for ensuring the errors don’t happen again. If the pupil doesn’t recognise the fault, you’ll need to tell them. Even then, the pupil can still work on developing strategies themselves.

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All-round observation is essential throughout any manoeuvre in the road. A pupil should be trained to look particularly in the direction in which they’re moving, to look out for vulnerable road users and to check their blind spots.

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Questions that require a simple ‘yes’ or ‘no’ are of limited value. To be effective, you should ask searching questions based on ‘what’, ‘when’, ‘where’, ‘why’ and ‘how’. The power of effective questioning as an aid to learning is sometimes overlooked; it can help to motivate pupils.

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Officially, the flashing of headlights has the same meaning as sounding the horn – a warning of the presence of a vehicle. However, drivers sometimes flash their headlights for other reasons. Make sure you know what’s meant by the signal before acting on it.

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Drivers and riders should proceed with caution at a junction where the traffic lights have failed. They should treat the situation as if it were an unmarked junction. As no-one has priority, everyone should be prepared to stop.

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Advise a pupil that they should never overtake on the approach to a junction. The driver they’re following may decide to turn right at the last moment. Other vehicles may arrive quickly at the junction and turn left into your road without taking effective observation.

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Overtaking on the approach to a junction is fraught with danger and shouldn’t be attempted. Particular guidance needs to be given about the unusual course a large goods vehicle may need to take in order to negotiate the junction safely.

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The closer a driver gets to the vehicle in front, the less they can see of the road ahead. The safety aspects of keeping well back to gain a better view need to be emphasised and practised. It takes a long time to overtake a long vehicle and a good view of the road ahead is necessary to see that there’s enough room to overtake safely.

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Always start the Mirrors – Signal – Manoeuvre (MSM) routine well before you intend to change lanes. On motorways, vehicles are travelling at much higher speeds, so they may come up behind you very quickly. By checking the mirrors early, you’ll have a chance to plan and give any necessary signals in plenty of time, so that other drivers have advance warning of your intended actions. In turn, they’ll have more time to expect a change in traffic pattern and be able to prepare and act accordingly.

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The safest way to communicate and give instructions to a profoundly deaf pupil is when the vehicle is stationary. You’ll need to communicate slowly and distinctly, using a combination of methods, including the use of diagrams and gestures.

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If a pupil is to make effective progress, they must have an accurate idea of how well they’re doing. It would be dangerous if they moved on to a more complex driving task before mastering all the competencies required to perform that task successfully. Ideally, the process should start with you encouraging the pupil to identify their own weaknesses.

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Giving the pupil a chance to reflect on their own performance helps them to consolidate their learning and to raise any issues that are concerning them. It gives the instructor a clearer insight into what the pupil is thinking and provides a good foundation for agreeing what to do in the next lesson.

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Never leave the vehicle documents inside the vehicle. They would help a thief to dispose of it more easily.