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

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.

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.

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.

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.

If the number of points on a new driver's licence (including any points gained as a learner) reaches six or more within two years of passing their first practical driving test, their licence will be revoked. To regain a full driving licence, both the theory and practical tests will have to be retaken.

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.

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 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.

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.

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.

An interested pupil is likely to be well motivated and should retain information better than one who has lost interest. Everyone has different abilities, so instruction needs to be varied to suit the individual.

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.

To design an effective programme of learning, it's important to understand what a pupil brings to the process. This will enable you to decide the level at which instruction can begin. It will also encourage the pupil to engage with the learning process if they're not forced to go over material they already know.

A transfer of knowledge is when links are made between previous experience and the new skills to be learned. For example, a pedestrian who can judge appropriate gaps in the traffic to cross the road can link this skill to turning right into side roads when they learn to drive. A good instructor will identify these links.