There is a big difference between creating a stimulating, challenging practice versus setting your pupil up to fail. It's not big, and it's not clever.
Pupils rarely deliberately make mistakes.
It is natural (to be expected) to observe mistakes with the introduction of a new driving action. It is overbearing conduct to express impatience towards a pupil due to a driving error.
Consider who is to blame should an accident occur on a driving lesson. Is it reasonable to point a finger of blame upon a pupil who is learning to drive? Of course not. Accidents occur when driving instructors are not properly managing safety. I would be unhappy if one of my sons returned from a driving lesson, informing me of an accident on a driving lesson with a DVSA registered driving instructor.
Should a pupil repeatedly, habitually drive over the maximum speed limit, a calm, balanced analytical conversation is warranted. It may stem from external pressures not obvious to you, but the behaviour may be related to beliefs and attitudes. Applying brakes with a raised voice of "slow down" will prove futile. Who is the professional in this relationship? Is your role one of hammering a round peg into a square hole, or facilitating effective learning?
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