Take DRTS Instructor Theory Practice Questions - Botswana DRTS Driving Instructor Theory Test Exam

QUESTION 1 / 25

What is the generally accepted three-part structure of a well-delivered practical driving lesson?

Choose one answer below.

ATheory lecture, written test, homework assignment✓BBriefing, guided practice, debriefing✓CWarm-up drive, motorway drive, parking drill✓DDemonstration, written notes, final exam✓

QUESTION 2 / 25

When teaching a new skill such as moving off and stopping, an instructor should generally structure practice so that the learner progresses:

Choose one answer below.

AFrom simple tasks in quiet areas to more complex tasks in busier traffic✓BFrom the most difficult situation first, so easier ones feel simple afterwards✓COnly on the exact roads used in the DRTS practical test✓DAt whatever level of traffic the learner says they prefer on the day✓

QUESTION 3 / 25

What is the correct instructional role of dual controls in a training vehicle?

Choose one answer below.

AThey should be used routinely to steer the car so the learner can relax✓BThey allow the instructor to demonstrate every manoeuvre from the passenger seat✓CThey are a safety back-up, used only when necessary to prevent danger or damage✓DThey are mainly for use during the DRTS practical test✓

QUESTION 4 / 25

The classic three-stage model for dealing with a learner's driving fault is:

Choose one answer below.

APunish, repeat, ignore✓BIdentify, analyse, remedy✓CObserve, record, report✓DWarn, demonstrate, test✓

QUESTION 5 / 25

Why is question-and-answer (Q&A) technique valuable during a driving lesson?

Choose one answer below.

AIt lets the instructor check the learner knows the Highway Code word for word✓BIt fills quiet moments so the learner does not get bored✓CIt replaces the need for the learner to practise physically driving✓DIt checks understanding, encourages self-analysis and keeps the learner actively involved✓

QUESTION 6 / 25

The main purpose of the briefing at the start of a lesson on a new topic is to:

Choose one answer below.

AExplain the objectives, key points and procedure before the learner attempts the task✓BGive the learner a complete theory lecture covering every possible road situation✓CTest the learner on the previous lesson's homework✓DAllow the instructor to complete the paperwork for the lesson✓

QUESTION 7 / 25

In 'commentary driving' used as a teaching tool, the learner is asked to:

Choose one answer below.

ARead road signs aloud and nothing else✓BCriticise other drivers' behaviour while driving✓CDescribe aloud what they see and intend to do while driving, to reveal their observation and planning✓DRepeat the instructor's directions back word for word✓

QUESTION 8 / 25

A learner becomes visibly anxious and makes repeated errors when lessons move to busy multi-lane traffic. The most professionally appropriate instructor response is to:

Choose one answer below.

AInsist the learner continues in heavy traffic because avoidance reinforces fear✓BReduce the demand by returning to quieter conditions, rebuild competence and confidence, then reintroduce busier traffic gradually✓CEnd the course and advise the learner that driving may not suit them✓DTake over with the dual controls for the rest of every lesson in traffic✓

QUESTION 9 / 25

When giving directions to a learner who is driving, the instructor should:

Choose one answer below.

AGive directions clearly and early enough for the learner to plan and act safely✓BGive directions at the last moment to train quick reactions✓CStay silent so the learner learns independence✓DAlways give directions in technical terminology to build vocabulary✓

QUESTION 10 / 25

The most effective way for an instructor to demonstrate a manoeuvre such as a reverse park is to:

Choose one answer below.

ADescribe it verbally while the learner drives, without any demonstration✓BHand the learner a diagram to study while driving✓CPerform it at normal speed with no commentary, then ask the learner to copy✓DDrive it slowly with a clear commentary of each step, then let the learner attempt it with guidance✓

QUESTION 11 / 25

Which of the following is the best example of a well-formed lesson objective?

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ADrive around for an hour and see how it goes✓BCover as many topics as possible in one lesson✓CBy the end of the lesson, perform moving off uphill safely and smoothly with minimal prompts✓DImpress the learner with advanced driving skills✓

QUESTION 12 / 25

Why should an instructor begin a lesson by briefly recapping and linking to the previous lesson?

Choose one answer below.

AIt is a tradition with no real instructional value✓BIt reinforces prior learning, checks retention and connects new material to what the learner already knows✓CIt uses up time when the instructor has not planned anything new✓DIt allows the instructor to criticise the learner's earlier mistakes again✓

QUESTION 13 / 25

As a learner's competence in a skill grows, the instructor's level of support should normally:

Choose one answer below.

ADecrease progressively from full instruction through prompting to independent practice✓BIncrease, because advanced learners need more direction✓CRemain identical throughout the course for consistency✓DStop completely after the very first lesson✓

QUESTION 14 / 25

For a learner's very first lesson on moving off and stopping, the most suitable practice environment is:

Choose one answer below.

AA busy dual carriageway✓BThe main road through a shopping district✓CA quiet road or off-road area with minimal traffic✓DThe route to the learner's workplace during rush hour✓

QUESTION 15 / 25

The debrief at the end of a lesson should primarily:

Choose one answer below.

AList every error the learner made in detail✓BBe skipped if the lesson went well✓CConsist of the instructor talking while the learner listens silently✓DReview what went well and what needs work, involve the learner's own assessment, and agree goals for the next lesson✓

QUESTION 16 / 25

A learner performs a manoeuvre correctly only when the instructor talks them through every step. What does this indicate, and what should the instructor do next?

Choose one answer below.

AThe learner has mastered the skill; move to a new topic✓BThe skill is prompt-dependent; gradually withdraw verbal support until the learner performs it unaided✓CThe learner is not trying; repeat the same full instruction unchanged✓DThe manoeuvre is too hard; abandon it permanently✓

QUESTION 17 / 25

A learner-centred approach to driving instruction means the instructor:

Choose one answer below.

AAdapts the pace, methods and content to the individual learner's needs, ability and progress✓BTeaches every pupil the identical lesson in the identical order regardless of progress✓CLets the learner decide everything, including whether safety procedures matter✓DFocuses on finishing the syllabus as fast as possible✓

QUESTION 18 / 25

When explaining a new concept to a learner, the instructor's language should be:

Choose one answer below.

AAs technical as possible to sound professional✓BDeliberately vague so the learner thinks for themselves✓CClear, simple and matched to the learner's level of understanding✓DIn a foreign language to test concentration✓

QUESTION 19 / 25

Visual aids such as diagrams, model cars or a sketch of a junction are most useful to an instructor when:

Choose one answer below.

AUsed to replace all practical driving practice✓BShown only during the debrief at the end of the course✓CWaved at the learner while the car is moving✓DUsed during briefings to clarify road layouts, positioning and procedures before the learner attempts them✓

QUESTION 20 / 25

An instructor has planned to teach independent rural driving, but the learner arrives exhausted after night shift work and is visibly unfocused. The best professional decision is to:

Choose one answer below.

AProceed with the full plan regardless, since the syllabus must be covered✓BAdapt the lesson to a lighter, shorter or more supervised session, or rearrange it, because fatigue undermines learning and safety✓CLet the learner drive the planned demanding route anyway to build resilience✓DCancel all future lessons with this learner✓

QUESTION 21 / 25

When teaching the MSM (Mirrors, Signal, Manoeuvre) routine, the instructor should emphasise that mirrors are checked:

Choose one answer below.

AAfter signalling, so others know first✓BBefore signalling, so the decision to signal is based on what is around the vehicle✓COnly when changing lanes on a highway✓DOnly when the examiner is watching✓

QUESTION 22 / 25

Which is the best example of constructive feedback after a learner stalls twice at a junction?

Choose one answer below.

AYou are hopeless at clutch control✓BEveryone stalls sometimes, do not worry about it✓CThe stall happened because the clutch came up too quickly before the biting point was set; let's practise finding the bite on a quiet road, then retry the junction✓DIf you stall in the test you will fail, so stop stalling✓

QUESTION 23 / 25

When introducing roundabouts for the first time, the most effective instructional sequence is:

Choose one answer below.

AStart at a large multi-lane roundabout in rush hour✓BBrief with a diagram, demonstrate, practise on a small quiet roundabout, then progress to busier and multi-lane roundabouts✓CLet the learner discover roundabout technique by trial and error✓DTeach roundabouts only in the week before the test✓

QUESTION 24 / 25

The main reason for an instructor to keep brief written records of each lesson is to:

Choose one answer below.

ASatisfy curiosity about the learner's private life✓BTrack progress against the syllabus, plan the next lesson and show what has been covered✓CHave evidence to blame the learner if they fail the test✓DIncrease the price of future lessons✓

QUESTION 25 / 25

A learner with previous driving experience abroad (right-hand traffic) enrols for Botswana lessons. The instructor's best approach is to:

Choose one answer below.

AAssume full competence and skip all basics✓BStart from zero as if the learner has never driven✓CAssess existing skills first, then target the differences — left-hand traffic positioning, roundabouts giving way to the right, and local rules — building on what transfers✓DRefuse to teach anyone with foreign experience✓