Advise a pupil that they should never overtake on the approach to a junction. The driver they're following may decide to turn right at the last moment. Other vehicles may arrive quickly at the junction and turn left into your road without taking effective observation.

Officially, the flashing of headlights has the same meaning as sounding the horn - a warning of the presence of a vehicle. However, drivers sometimes flash their headlights for other reasons. Make sure you know what's meant by the signal before acting on it.

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.

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.

The safest rule is never to drink and drive. Alcohol seriously affects judgement and concentration. It will reduce driving ability, give a false sense of confidence and slow down reactions.

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.

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.

Some people find learning to drive easy, while others struggle with the challenge. It's important that lessons are matched to the pupil's ability. Mismatching lessons and ability can lead to loss of confidence, disinterest and dissatisfaction.

When planning and delivering a lesson, it's important to remember that we all learn in different ways. Continuing to deliver in the same way, when the pupil is clearly not engaging or making progress, may reduce their motivation even further.

When stopping a car, a gear change is often not needed. Modern cars have powerful brakes and tyres with good grip. This makes it generally unnecessary to select a lower gear before stopping.

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 is far more effective when a pupil can identify for themselves the reason why something has gone wrong. If they can't work it out, you can help them to understand with an explanation or a diagram. When they understand the problem, the pupil should then practise this manoeuvre.

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.

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.