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

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.

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.

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.

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 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.

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.

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.

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.

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.

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.

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.

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.