Private driving practice

Private driving practice: a plan for accompanying drivers

Help learners practise familiar skills, build routines and gain confidence between driving lessons. A practical guide for accompanying drivers in Switzerland.

A woman reaches for the seat belt inside a car.

Your practice plan at a glance

Your next practice drive, step by step.

Ready to start?Car control leaves enough attention for traffic.Read more Choose one taskPractise a familiar skill. Let the learner help decide.Read more Give them roomStay attentive. Keep necessary prompts short and clear.Read more Reflect when parkedHear the learner’s own view before giving feedback.Read more

Explained in the video

Dario explains private driving practice · AI avatar

Start at the right time and build reliable routines

This plan is for people accompanying category B learner drivers of any age in Switzerland. It helps you consolidate skills between lessons. The four stages apply to individual topics: a learner may move off independently but still need guidance when parking. They are neither an official training syllabus nor confirmation of test readiness.

Open the practice drive journal · Find a driving lesson

When to start

From his teaching experience, Dario Lichtensteiger reports that private practice often starts too early. If moving off, steering, braking or using other controls still demands so much attention that observation suffers, first develop those basics further with the instructor. What matters is having enough attention left for traffic.

What practice gives you

The main benefit of private practice is applying familiar skills in many traffic situations that suit the learner’s ability. Repetition builds reliable routines and helps develop confidence. A private drive does not have to reproduce a driving lesson: the accompanying driver provides a safe setting in which the learner can try out familiar skills and make their own decisions. They do not need to take on the instructor’s role.

Plan a suitable route. Once safely parked, discuss what worked independently and which task would be useful next. The learner should have a say in choosing it.

In short

Begin private practice in traffic only once vehicle control is sufficiently automatic for the learner to move the car safely while observing traffic. Choose a task they already know from a driving lesson together. Give them room to act and make decisions themselves; provide prompts when they are needed. Repetition can then build reliable routines and confidence.

Recognising a suitable starting point

Agree with the driving instructor on a specific route and task that can already be practised privately. “Let’s just go for a drive” leaves open whether the car, traffic and learner’s ability fit together. A clearer example is: “We’ll practise preparing early for junctions on a familiar route.”

If the learner still needs an instruction for every control, adding traffic makes the task harder. If they can carry out familiar actions while keeping their attention on the surroundings, practice can focus on building routines. This assessment applies to the chosen task and current conditions; it is not clearance for every route. If uncertain, use the instructor review described below.

Settle the seat, belt, mirrors and unfamiliar controls before moving off. Preparation should become familiar to the learner so these actions do not need extra explanations during the drive.

Before setting off: are the people, car and task ready?

Eligibility: The learner needs a valid category B learner’s permit. The accompanying driver must be at least 23, have held the relevant driving licence for at least three years and no longer hold it on probation. Display a white “L” on a blue background clearly at the rear and remove it after the learner drive. Learner’s permits and requirements.
Fitness to drive: Both the learner and accompanying driver are subject to an alcohol prohibition. Both need to be alert and fit to drive. Tiredness, medication that impairs driving or severe stress are reasons to postpone.
A suitable car: The accompanying driver must be able to reach the handbrake easily. Confirm that the specific car is suitable beforehand; a model name or an old report is insufficient for an electronic brake. Do not test emergency braking functions in public traffic. Vehicle suitability and electronic handbrakes.
An appropriate setting: Busy roads require sufficient training; motorways and expressways require test readiness. Practising hill starts, turning around, reversing and similar exercises is prohibited on busy roads and should be avoided as far as possible in residential areas. Choose a suitable place where the exercise is permitted. An apparently empty car park does not automatically allow driving practice.

As a rule, the accompanying driver sits beside the learner. The law provides exceptions for practice areas, reversing and parking; the parking section below explains a useful way to apply that exception. Remain attentive to your safety responsibilities: “independent” does not mean supervision can stop. The legal basis is article 15 SVG and articles 2a and 27 VRV, in German. Ask the relevant cantonal road traffic office about the specific vehicle.

Agree on a manageable task

Before setting off, discuss:

Goal: Which familiar task would the learner like to consolidate today? They should suggest suitable exercises and help choose them. For example, preparing early for a familiar type of junction.
Setting: Which route, traffic conditions and visibility suit it? Avoid arrival-time pressure and plan suitable opportunities to pause.
Prompts: Which brief, timely instructions do you both understand? Save extended explanations until safely parked.
Boundary: If attention to traffic is no longer sufficient, or the accompanying driver cannot manage the situation safely, stop at a suitable place as soon as it is safe. Decide on a simpler task or ending the session only after parking safely.

Start with one focus. The journal supports several learning goals, but you do not have to use them all. First develop new or unclear skills with the instructor. Choose the duration according to concentration, the task and conditions, rather than a target number of hours.

Three illustrated steps: agree on a task, practise with an attentive accompanying driver, then discuss the journal once parked. — A clear sequence creates room to learn. AI illustration; the three steps are also described in text below.

Prepare
The learner suggests a familiar task. Together, check that the route and conditions are suitable.
Practise independently
The learner carries out familiar actions. The accompanying driver stays attentive and gives necessary prompts.
Discuss when parked
Once safely parked, hear the learner’s assessment first. Record one observation and choose the next step together.

Turn a goal into a manageable exercise

A constructed example: the learner wants to prepare earlier for familiar junctions. Choose a known route, rather than adding a different car and a new setting at the same time. Before setting off, agree how directions will be given and where a safe break is possible. During the drive, keep prompts to what is needed. In the break, ask which junction was prepared well and where help was still necessary. Then decide together: repeat the task in suitable conditions, choose something simpler or finish for today. Adding difficulty is optional.

Four stages for choosing a task

Use the observation questions in the debrief. Do not turn them into a spoken test while driving. One successful attempt is not enough to justify adding demands.

1. Consolidate familiar vehicle control

Starting point: The basics have been introduced and vehicle control is sufficiently automatic. The learner can move the car safely while observing traffic on the chosen route.

Suitable task: Consolidate moving off, appropriate speed, lane position and safe stopping on a simple, familiar route. Clarify controls and settings beforehand while securely parked.

Ask afterwards: Which controls still demanded a lot of attention? Did you keep observing traffic? When was a prompt needed?

Move on when: Familiar actions work without continuous instructions and enough attention remains for traffic. If using the controls interrupts observation, continue developing the basics with the instructor.

2. Plan one familiar type of traffic situation ahead

Starting point: Vehicle control and observation work together on the chosen route. The particular task has already been introduced during lessons.

Suitable task: Choose one focus, such as preparing early for familiar junctions: recognise the situation, adjust speed and make the necessary decisions in good time. The applicable rules and all other road users remain important whatever the focus.

Ask afterwards: What did you notice in time? Which decision was prepared? Did a late prompt create a rush?

Move on when: Observation and decisions work together without constant reminders. Clarify an uncertain priority rule while parked and, if necessary, with the instructor; do not resolve it by trial and error in traffic.

3. Combine familiar tasks

Starting point: Individual tasks are reliably manageable in suitable conditions.

Suitable task: Combine a familiar junction, a previously practised turn and a known parking manoeuvre at a suitable, permitted place on a manageable drive. Do not simultaneously introduce an unfamiliar route, a different car and more demanding traffic.

Ask afterwards: Was there time to observe traffic when moving between tasks? What became rushed? Which additional demand was too much today?

Move on when: Familiar actions remain stable in combination. If they deteriorate, simplify the task and agree the next increase in difficulty with the instructor.

4. Manage a suitable journey more independently

Starting point: Familiar skills remain safe when combined. The route and conditions suit the learner’s ability.

Suitable task: Plan a drive together that the learner carries out with fewer prompts. If they miss a turn, continue along a safe, lawful path and reorientate afterwards. Avoid hasty turns, braking or lane changes to reach the intended destination.

Ask afterwards: Which decisions needed no prompt? Did you recognise uncertainty early? How did you handle a missed turn?

Next step: Take your observations to an instructor for an individual review. This stage does not automatically authorise motorway driving, dense city traffic or difficult visibility and weather conditions. The requirements for learner motorway driving still apply.

Feedback during and after the drive

A man’s eyes and face reflected in a car’s rear-view mirror. — Leave attention available for driving. Photo from the DriveLab collection. Unnecessary comments can interrupt concentration; discuss tension before the drive or during a break.

Support that helps

Less commentary.
More concentration.

Give necessary safety warnings promptly. Save longer explanations for a safe stop.

While driving: Avoid unnecessary interventions, constant commentary and prompting every step in advance. This helps the learner stay focused on driving and carry out familiar actions themselves. Keep necessary prompts brief, clear and timely; do not postpone immediate safety information until the debrief. Multiple instructions at once, extended explanations and arguments about mistakes compete for attention. The accompanying driver watches traffic rather than updating the journal.

Once safely parked: Ask the learner: “What went well? Where were you unsure?” Let them describe their experience first. Add a specific observation: “You still needed a prompt before the second junction.” Discuss why the prompt was needed, how it helped and which task would be suitable next. Describe the action without putting the person down.

Take tension seriously: Dario often observes accompanying drivers underestimating how tense learners feel. Something routine for an experienced driver may demand a lot from a learner. Before the drive and during breaks, ask about their level of tension and what support would help. More explanation is not automatically more help. Allow time for their own decisions while maintaining safety.

If overload or conflict develops: Stop adding tasks. Stop at a suitable, permitted place as soon as it is safe. Only then decide whether practice can continue in suitable conditions or whether to finish. Change drivers only after parking safely; the person taking over must be entitled and fit to drive. Discuss recurring conflicts or safety problems with the instructor before practising the affected task again.

Useful questions for the discussion

These conversation examples are for preparation and when safely stationary. Choose one question and allow time for an answer.

Moment	Possible question	What it helps with
Before the drive	“What would you like to try yourself today that you already know from lessons?”	The learner helps choose the task.
During a break	“Was my prompt useful, too late or too much just then?”	The accompanying driver also reflects on their support.
After the exercise	“What did you notice yourself, and what would you like to repeat?”	Self-observation comes before someone else’s assessment.

“That’s easy” describes the accompanying driver’s experience, not the demand on the learner. Stay with the specific situation. A calm response is more helpful than several extra explanations at once.

Give the learner space to practise parking independently

Choose a suitable exercise

The accompanying driver may get out while the learner practises parking. The exception to sitting beside the learner is set out in article 27 paragraph 2 VRV, in German. For a manoeuvre already introduced in lessons, at a suitable and permitted place, this can be helpful: the learner tries the sequence themselves and then assesses the result.

Stay nearby and attentive

For this exercise, the accompanying driver stays nearby, attentive and available. They remain outside the vehicle’s path and watch the situation. Questions are answered with the vehicle stationary and secured. If a safety warning is needed, they do not wait until the manoeuvre is over. The exception does not mean leaving the learner unsupervised.

Let the learner assess the result

After parking safely, let the learner assess the result first: Is the car where I intended it to be? Are its position and clearances appropriate? What would I change on the next attempt? The visible result provides feedback of its own. The accompanying driver adds only what is still needed, instead of prescribing every steering movement. The location, manoeuvre and degree of independence must suit the learner’s actual ability.

A white car with DriveLab branding in a marked parking space. — Assess the result yourself. This DriveLab photo shows the parking space and vehicle position. Once safely parked, examine your own position and clearances. The photograph does not recommend this location for practice.

Consider the process and the result separately: a suitable final position does not tell you whether the surroundings were observed throughout the manoeuvre. Also ask what the learner noticed and when they felt uncertain. Only then decide whether a repeat would be useful. A photograph can support the discussion, but cannot replace observation at the scene or the required supervision.

Bring the existing journal

One observation is enough to start.

Choose an appropriate goal in the DriveLab practice drive journal before the drive. Afterwards, record the date, duration and topics. For each topic, honestly indicate the support needed: “With lots of help”, “With occasional prompts” or “Independently”.

In “What went well? What would you like to practise again?”, add one specific situation and an open question. This is a constructed example, not a customer case:

Familiar junctions. Mostly independent; a prompt was needed before one junction. Question for the next lesson: How can I recognise earlier that I need more time to assess the situation?

Entries stay in this browser and are not automatically sent to DriveLab or your instructor. Use “Print overview / save as PDF” to bring them to the lesson yourself. Avoid names and sensitive details. The journal is a personal learning aid, not an official record or confirmation of test readiness.

Open the practice journal

Discuss six situations together

Discuss these constructed examples before the drive or once safely parked. Do not deliberately create the situations as exercises.

A. A control draws attention away from traffic

Operating a switch repeatedly interrupts observation. Do not add a harder route. Pause safely and clarify the controls while securely parked. If the problem persists, consolidate the basics with the instructor. Quiet traffic still requires full observation.

B. A direction arrives too late

The accompanying driver gives a direction just before the turn. Continue along a safe, lawful path, reorientate later and agree earlier directions. “Continue” does not necessarily mean straight ahead: signs and lane markings determine the permitted path.

C. Two people explain it differently

The accompanying driver expects a different approach from the instructor. Give necessary safety information now; save the disagreement until safely parked. Then clarify the difference with the instructor. Never withhold an immediate safety warning out of politeness.

D. Conditions no longer suit the task

Visibility deteriorates and traffic becomes harder to assess. The learner struggles to process prompts. Set the practice goal aside and stop safely. Assess a suitable continuation, driver change or end to the session. Do not turn it into an improvised adverse-weather exercise.

E. The parking space is too demanding

A familiar manoeuvre is proposed in a tight space with poor visibility and people nearby. Choose a more suitable permitted place. If already manoeuvring and unsure, stop safely and reassess. Knowing the technique does not make every space suitable. Use the existing parking trainer for preparation before the drive or once safely parked.

F. “Independently” does not match the observation

The journal says “independently”, but important decisions repeatedly depend on prompts. Once parked, discuss one concrete example and the actual support needed. Bring the topic to an instructor review. Missing a turn alone is not a safety failure; repeatedly failing to observe traffic requires a different response.

When an instructor review is useful

Resolve the affected problem before continuing private practice of that task if a safety concern remains, an intervention was not understood or basic skills deteriorate when combined. Conflicting instructions, repeated overload and an accompanying driver who feels unable to supervise safely are further reasons.

Bring a concrete observation from the journal and establish:

What already works safely and independently?
Which task, route and conditions currently suit private practice?
What needs further professional instruction first?

Ask beforehand whether the accompanying driver can join the discussion. This lesson is an individual assessment, not a promise of a fixed number of remaining lessons or a test pass. Find a driving lesson and agree your goal beforehand.

If nobody can accompany you, or no suitable car is available, use the existing plan without private practice. For recurring difficulties, see the discussion tools in no progress in driving lessons.

Sources and scope

Legal sources checked on 1 October 2026: SVG, article 15 and VRV, articles 2a and 27, in German. Methodological background: BFU recommends coordinating driving lessons and private practice; its guidance on the GDE matrix and coaching discusses reflective conversations in a stationary vehicle. The four stages and six cases are editorial learning aids. Guidance on when to start, tension, independence and parking practice draws on Dario Lichtensteiger’s practical contributions of 1 October 2026.

Explainer video transcript

Dario explains the key points using his HeyGen avatar. The voice and presenter footage are AI-generated; the photographs are from DriveLab’s own image collection. Clear step cards summarise the guidance. Read the complete narration below.

Private driving practice is most useful when the basics are already familiar. Start practising in traffic only when operating the car is automatic enough to leave sufficient attention for your surroundings.

Choose a familiar task from driving lessons and a suitable route together. Let the learner help decide what to practise and try out what they have learned. Repetition builds routines and confidence.

As the accompanying driver, you do not need to recreate a driving lesson. Stay observant, but avoid commenting on every step. Give necessary safety warnings early and clearly. Save longer explanations for a break. Do not underestimate tension: something that feels routine to you may take real effort for the learner.

During a suitable parking exercise, you may step out. Stay nearby, attentive and clear of the car's path. Discuss questions with the car stationary and secured. Let the learner assess the parked position first.

Afterwards, record one specific observation in the practice journal. Clarify any uncertain basics with the driving instructor before practising that task again.

Agree the next learning step together

Bring a specific observation and ask before the lesson whether the accompanying driver can join the discussion. Check the price, duration and terms of the individual offer.

Find a driving lesson