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The FAA website is not the only source of aviation or education-related information on the Internet. The aviation instructor can access aviation-related publications at other government or non-government websites via published web addresses or by using the search function of the web browser. Keep in mind that most sites on the Internet are updated periodically, but some are not. In addition, new sites are added and old sites are discontinued on a regular basis. The aviation instructor can become more adept at obtaining information by entering and navigating around the Internet to become informed about the contents and how to best locate desired information. The more familiar aviation instructors become with the Internet, the better they are able to adapt to any changes that may occur.
Professional aviation instructors must continue to expand their knowledge and skills in order to be competent instructors. The field of aviation is advancing, and the instructor also must advance. Instructors can best do this by taking advantage of the wide variety of materials available from the FAA, other government agencies, commercial publishers and vendors, and from industry trade groups. These materials are available at training sessions and seminars, from printed books, papers, magazines, and from the Internet and other electronic sources. Instructors who commit to continuing education are able to provide the highest quality instruction to their students.
Chapter Summary
This chapter discussed the responsibilities of aviation instructors to the student, the public, and the FAA in the training process. The additional responsibilities of flight instructors who teach new student pilots as well as rated pilots seeking add-on certification, the role of aviation instructors as safety advocates, and ways in which aviation instructors can enhance their professional image and development were explored.
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8-1Techniques of
Flight Instruction
Chapter 8
Introduction
Certificated flight instructor (CFI) Daniel decides his student, Mary, has gained enough confidence in flying that it is time for her to develop personal weather minimums. While researching the subject at the Federal Aviation Administration (FAA) website, he locates several sources that provide background information, such as the fact that, statistically, weather often poses some of the greatest risks to general aviation (GA) pilots, regardless of their experience level. He also finds charts and a lesson plan he can use.
Daniel’s decision to help Mary develop personal weather minimums reflects a key component of the flight instructor’s job: providing the student with the tools to ensure safety during a flight. Every flight instructor can agree that everyone wants to be safe, but what does “safety” really mean? How can a flight instructor ensure the safety of flight training activities, and also train clients to operate their aircraft safely after they leave the relatively protected flight training environment?
According to one definition, safety is the freedom from conditions that can cause death, injury, or illness; damage to/loss of equipment or property, or damage to the environment. FAA regulations are intended to promote safety by eliminating or mitigating conditions that can cause death, injury, or damage. These regulations are comprehensive, but there has been increasing recognition that even the strictest compliance with regulations may not be sufficient to guarantee safety. Rules and regulations are designed to address known or suspected conditions detrimental to safety, but there is always the probability that some new combination of circumstances not contemplated by the regulations will arise.
8-2
Figure 8-1. Teaching tips from veteran flight instructors.
Teaching Tips from Veteran
Flight Instructors192345678101112Use a tape recorder and/or video camera to rehearse preflight briefings until delivery is polished.Find a mentor to provide a second opinion on how well a student is performing during critical phases of flight training (such asfirst solo) for the first few PTs. Encourage a high standard of performance.Just because it’s legal, doesn’t make it safe. Maintain a high level of supervision of PT operations.Develop a safety-culture environment.Assign organized, specific, appropriate homework after each flight session. Use all available tools to supplement teaching and assignments: online sources, seminars, flight simulators, etc.Know the background, credentials, security issues, medications, etc., of the student before climbing into the cockpit with himor her.Thoroughly and carefully document all training events as though the National Transportation Safety Board (NTSB) were going to read them.Postflight debriefing after an FAA checkride is an excellent opportunity for additional learning.Encourage each student to establish personal minimums.Include a review of NTSB accident reports during advanced instructional activity.
The recognition of aviation training and flight operations as a system led to a “system approach” to aviation safety. Since flight instructors are a critical part of the aviation safety system, this chapter introduces system safety—aeronautical decision-making (ADM), risk management, situational awareness, and single-pilot resource management (SRM)—in the modern flight training environment. It also provides methods flight instructors can teach students to use practical risk management tools and discusses how to evaluate student decision-making. The chapter begins with practical strategies flight instructors can use to enhance their instruction, the demonstration-performance training delivery method of flight instruction, integrated flight instruction, positive exchange of flight controls, use of distractions, obstacles to learning encountered during flight training, and how to evaluate students. After an intensive look at ADM, it closes with a discussion of CFI recommendations and endorsements. Flight Instructor Qualifications
　
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