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.

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.

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.

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 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.