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.

Learning isn't always a continuous 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 agree how to move on.

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.

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.

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.

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.

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.

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.

If a medicine you need to take is making you feel drowsy, get advice from your doctor before driving.

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.

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.

Having your car registration number etched on all your windows is a cheap and effective way to deter car thieves.

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.

A pupil needs time to react to an instructor's directions. It's recommended that an instructor uses the Alert - Direct - Identify procedure. For example, 'At the roundabout' (alert them and gain their attention); 'take the road off to the right, it's the third exit' (direct them); 'it's signposted to Bristol' (identify).

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.

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.

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.

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.

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.

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.

All-round observation is essential throughout any manoeuvre in the road. A pupil should be trained to look particularly in the direction in which they're moving, to look out for vulnerable road users and to check their blind spots.

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.

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.