Ten useful tips for the Part 3 examination

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One
At the end of part three the examiner always ask the same question. Am I ready for a driving test and your thinking I don't know. Be like a politician and put the question back and say well what have you learned from to day are there anything that your not to sure of. That way it gives the examiner a chance to say what you have missed and you a great opportunity to correct any bits missing. Its a great way of getting the decision put in your favour.

Two
Using question and answer technique
Always ask a question that the pupil will be able to answer.More importantly one you can answer. Always use a question from what you have just talked about or from a previous lesson.

Example
You have fully explained roundabouts and now your approaching a roundabout you could ask how far back from the roundabout will you select 2 gear. Because you have explained it before but you are thinking they might forget to select 2 gear two cars lengths from the roundabout. Then by asking that question you have remembered them without telling them.
EXAMPLE
A pupil came from another driving school and was totally confused with them. They kept asking questions she didn't know the answer to so she felt confused and left that driving school. What was wrong. The instructor kept asking her questions that had not been fully explained in a previous lesson like what type of road are we driving on which is a good question if previously had been explained what types of road we have IE one way streets single carriageway etc.What she thought he meant was is it black tar or red tar now the instructor thinks shes LOOPY but really its him.

Three
Listen carefully to the description of each pre-set test on which you will be asked to give instruction, and to the description of the ‘pupil’ that the examiner intends to portray. Should you have any queries about the format of the examination, ask the examiner before they go into role.

Four
Generally speaking, the beginner or partly-trained ‘pupil’ will need positive instruction and guidance to establish correct driving procedures, whereas the trained ‘pupil’ often benefits more from thought- provoking questions. This process is often referred to as the question and answer technique.

Five
The test consists of two half-hour phases. The length of briefings should be appropriate to the ‘pupil’s’ knowledge and geared to that time. This may mean that you will need to adjust your normal briefing time. Briefings should ‘brief’ and be given when appropriate. They should clearly relate to the subject matter expected to be covered.

Six
Remember that you are in charge of the lesson; watch how the ‘pupil’ is responding to your instruction and adjust your instruction to meet the ‘pupil’s’ needs.

Seven
It is important that you respond to pupil performance. You will be expected to correct other driving faults in addition to those included in the specific exercises.

Eight
It is not always necessary to stop to deal with some driving faults. Consider what will need to be the appropriate level of instruction for your pupil. Some faults can be corrected more effectively on the move.
Remember pupils will benefit from appropriate praise and encouragement.

Nine
There are no tricks or traps in the Part 3 examination. The examiner is playing the part of a pupil; their job is to test your instructional ability. Listen carefully to questions and comments when they are in pupil role; if they suggest ‘getting on the move’ for example; ask yourself whether you are giving too much stationary instruction.

Ten
Ensure that you have had plenty of training and practice at giving instruction at varying levels of pupil ability. You should be able to give a lesson on any aspect of the learner driver-training syllabus. In doing so you should be more than just familiar with any of the pre-set tests that you may be asked to cover.