William Kershner, the respected training authority and author, writes in his student pilot manual that "The instructor will usually introduce you to the idea of wind drift corrections by choosing a road or railroad that has a crosswind component and having you fly directly over it and then alongside it." He then introduces the rectangular course and S-turns across a road prior to solo. Turns about a point are introduced after the student solos. This teaching sequence is used in every bona fide training program that I know of.
S-turns across a road, Kershner says, "... like the rectangular course, are good maneuvers for getting you used to dividing your attention between the airplane and the ground. The primary purpose, however, is to show you how to correct for wind in a turn. There was a brief introduction to this idea in the rectangular course, but S-turns give you a chance to acquire finesse."
Next, you should compare Kershner's correct presentation with the FAA's Flight Training Handbook (FTH), which I also use. The content is excellent, but the book's sequence for introducing ground reference maneuvers can mislead new instructors and thereby create the incorrect training beliefs.
FTH Chapter 6, "Basic Flight Maneuvers," starts with integrated flight instruction and then progresses to straight-and-level flight, turns, climbs, and descents. Chapters 7, 8, and 9 deal with airport traffic patterns, takeoffs, departure climbs, landing approaches, and landings. The reader must wait until Chapter 11, "Proficiency Flight Maneuvers," to learn about rectangular patterns, S-turns across a road, and turns around a point.
Speaking of integrated flight instruction, we should dump this method. This technique, where students learn to fly by integrating outside visual references with instrument indications, is the primary cause of stall/spin accidents.
Student pilots must focus on the stick and rudder skills of flying, not the instruments. Today's simulated flight training capabilities, using flight training devices or personal computer aviation training devices, is the best way to meet and exceed integrated instruction's objectives.
When I was a chief instructor, I interviewed many CFIs, and some were misinformed. That's not surprising if you consider the confusion created by publications like the FTH and the opinions that often conflict with sound teaching principles, practical experience, and common sense.
I could never teach flying over a road, flying parallel to a road, rectangular patterns, S-turns across a road, and turns about a point in one lesson. And, I most certainly would never teach turns about a point prior to solo.
Being aware of and compensating for the wind are two critical piloting skills. Tracking over a road introduces the basic concept. Tracking parallel to a road introduces the importance of picking known surface references and flying over them - a prerequisite for flying good traffic patterns. The rectangular course adds turns and the effects of ground speed and bank angle.
S-turns concentrate on the relationship between ground speed, bank angle, and track. The primary objective is to have the wings parallel to and level with the road when you cross it and to turn without using steep banks. When you master this objective, your turn radii will be equal and you will have the proper insights. Contrary to popular belief, equal turn radii is not the maneuver's primary objective.
If the wind is not blowing, do what you can prior to solo, but plan a few flights to areas where wind exists and review and practice ground reference maneuvers. Yes, this might require more time, but the student wants to be a competent pilot, and this cannot happen unless he receives proper basic training.
