Free ADI Band 4 Theory Test

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.

In client-centred learning, there should be lots of opportunities for you to observe how your pupil's learning is going. You should provide frequent feedback on their progress, based on these observations, and talk to your pupil about how they view their progress. Then you can adjust the lesson content to meet your pupil's learning needs.

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.

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.

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.

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.

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.

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.

The fuel in your vehicle can be a dangerous fire hazard. A strong smell of petrol may indicate a fuel leak and needs investigating. Don't use a naked flame near the vehicle if you can smell fuel, and don't smoke when refuelling your vehicle.

Avoid drinking and driving. Just one drink could dangerously impair your judgement and reactions, as well as put you over the legal drink-drive limit.

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.

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.

When teaching your pupil the turn-in-the-road exercise, you should explain that having the car under control is only part of the procedure. They also need to be aware of other road users and know how to deal with them safely.

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.

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.