![]() In a test situation I encourage my pupils to verbalise the flash by saying something like: “He/she flashed his lights, so I’m going to check it’s for me and that it’s safe to go”, while making cautious progress. So I’d say it’s certainly worth practising this type of decision making, as well as discussing such situations, especially the dangers and when you may choose to not go when flashed. The difference between you and I and the candidate is that we can do all of that in a second or two, while our pupils tend to take that little bit longer and so the situation can sometimes change quickly if the other driver feels they are not taking advantage of the good will. ![]() I would encourage the candidate to confirm the flash was given as a beckon and proceed with caution if it’s safe to do so. If, on test, another driver flashes a pupil, do they go (assuming they checked it’s safe or clear to do so), or would this be a fail?Īnswer: I teach mine to do what I would do make my own assessment of the situation. A good chat first, and before the practical lesson begins, sets the scene for the lesson ahead. It’s also likely you will talk about the skills needed with regard to roundabouts and allows you to set her up to “show me” how she will use these same skills on the relatively short drive to your roundabout route. ![]() This means that before the engine even turns on you will be having a chat about roles and responsibilities, so it makes sense that this is also linked into the level of instruction for the planned lesson. Once the examiner gets in the car, it’s good to know you have a few minutes to settle everyone in, recap previous learning and set out the plan for the drive. We have covered mini roundabouts and she’s ready to deal with larger roundabouts on the Standards Check lesson.Īs part of my Standards Check lesson, should I give her the briefing on roundabouts (diagrams, explanation of lanes and signals) at the test centre before we set off, or should I stop her before we reach the area where the roundabouts are and explain it there?Īnswer: I would suggest the talking bit should come at the beginning, and before any driving happens. The pupil I am taking to my Standards Check has had eight lessons and is progressing well. Do you stop at every junction? I doubt it. I think it’s important that we teach our pupils to drive like drivers… not like learners. This really helps with their forward planning and anticipation skills, as well as eco driving and money saving. ![]() It’s a great way of getting them used to clutch control and creating time for looking and assessing. By encouraging them to bring the speed of the car down to what’s appropriate for the junction and selecting the correct gear, you are encouraging them to prepare the car, ready to take opportunities to make progress as the situations allow. You are correct in feeling this is inefficient. This seems to be inefficient practice I would usually teach the change of gear on approach, but both pupils insist this is what they have previously been taught. Both pupils stop at most junctions, including roundabouts, then apply the hand brake, then change to first gear. I have two new pupils who’ve had lessons previously with other instructors.
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