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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.