"How will I be Assessed?"

In assessing your performance, the Examiner will take into account:   the method, clarity, adequacy and correctness of instruction given;

 the observation, analysis and correction of faults committed by the 'pupil';

 your general manner. You will be expected to maintain control of the lesson, be patient and tactful and give encouragement to the 'pupil' at all times. "What sort of things might I fail on?" Among the many reasons for failure, the most common are:

 too long a briefing or one which is muddled or repetitive;

 expecting too high a standard from the 'pupil' in the beginner or parttrained stage;

  not instructing at a level appropriate to your pupils needs (over or under instructing)

 inability to recommence instruction at a different point or to go back and explain again;

  failure to detect faults;

  treating a 'pupil' as a novice in the trained stage;

 inability to adjust the content level of the lesson to match the 'pupils' knowledge;

  dealing with pedestrian crossings; and giving correct signals in a clear and unmistakable manner; and

 overtaking, meeting, crossing the path of and allowing adequate clearance for other road users. It is essential that you understand what is required in this test . You should listen very carefully when the Examiner exp lains what is required for each part. If you don't understand, say so and the Examiner will repeat his explanation.

Remember during the exercises the Examiner is role-playing the part of a pupil. You need to forget that he is really an experienced driver. Once the test starts the examiner will remain in character in order to maintain, as far as possible, an air of reality. This is to help you forget he is an examiner. However, there may be times that s/he has to come out of role to clarify instructions or for road safety reason.

The instruction you give should be tailored to the time available. (ie about 30 minutes for each part) and to the standard of the pupil being role-played by the Examiner. You will probably find it helpful to establish the depth of the pupil's knowledge in each phase, by asking questions and observing the pupil's performance as you would with a real pupil you had not taught before.

 You should remember that asking how many lessons a pupil has had previously does not establish their ability. You are allowed to use lesson plans and training aids and you may refer to brief notes or subject headings. You should not read at length, word for word from notes or books. The 'pupil' must be given a chance to demonstrate what has been taught, and any faults must be corrected. You should note that because there is only a short time for each part you should limit the amount of stationary instruction and pre-briefing. You should also be prepared for the 'pupil' to ask questions.