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.

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.

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).

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 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.

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

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.

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.

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.

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.

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.

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.

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.

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.