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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.