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A CFI must be thoroughly familiar with the functions, characteristics, and proper use of all flight instruments, avionics, and other aircraft systems being used for training. This is especially important due to the wide variety in global positioning systems (GPS) and glass panel displays.
It is the personal responsibility of each flight instructor to maintain familiarity with current pilot training techniques and certification requirements. This may be done by frequent review of new periodicals and technical publications, personal contacts with FAA inspectors and designated pilot examiners (DPE), and by participation in pilot and flight instructor clinics. Additional information can be obtained from veteran flight instructors. [Figure 8-1] The application of outmoded instructional procedures or the preparation of students using obsolete certification requirements is inexcusable.Practical Flight Instructor Strategies
During all phases of flight training, CFIs should remember they are role models for the student. The flight instructor should demonstrate good aviation sense at all times:
• Before the flight—discuss safety and the importance of a proper preflight and use of the checklist.
• During flight—prioritize the tasks of aviating, navigating, and communicating. Instill importance of “see and avoid” in the student.
8-3
Figure 8-2. The assignment of impossible or unreasonable goals discourages the student, diminishes effort, and retards the learning process.
I said 3,000 feet...
not 2,990!
• During landing—conduct stabilized approaches, maintain desired airspeed on final, demonstrate good judgment for go-arounds, wake turbulence, traffic, and terrain avoidance. Use ADM to correct faulty approaches and landing errors. Make power-off, stall-warning blaring, on centerline touchdowns in the first third of runway.
• Always—remember safety is paramount.
Flight instructors have the responsibility of producing the safest pilots possible. For that reason, CFIs should encourage each student to learn as much as he or she is capable of and keep raising the bar. When introducing lesson tasks, flight instructors should not introduce the minimum acceptable standards for passing the checkride. The Practical Test Standard (PTS) is not a teaching tool. It is a testing tool. The overall focus of flight training should be on education, learning, and understanding why the standards are there and how they were set. The minimum standards to pass the checkride should not be introduced until the 3 hours of preparation for the checkride.Obstacles to Learning During Flight Instruction
Certain obstacles are common to flight instruction and may apply directly to the student’s attitude, physical condition, and psychological make-up. These include but are not limited to:
• Feeling of unfair treatment
• Impatience to proceed to more interesting operations
• Worry or lack of interest
• Physical discomfort, illness, fatigue, and dehydration
• Apathy due to inadequate instruction
• AnxietyUnfair Treatment
Students who believe their instruction is inadequate, or that their efforts are not conscientiously considered and evaluated, do not learn well. In addition, their motivation suffers no matter how intent they are on learning to fly. Motivation also declines when a student believes the instructor is making unreasonable demands for performance and progress. [Figure 8-2]
Assignment of goals the student considers difficult, but possible, usually provides a challenge and promotes learning. In a typical flight lesson, reasonable goals are listed in the lesson objectives and the desired levels of proficiency for the goals are included in statements that contain completion standards.Impatience
Impatience is a greater deterrent to learning pilot skills than is generally recognized. For a student, this may take the form of a desire to make an early solo flight, or to set out on cross-country flights before the basic elements of flight have been learned.
The impatient student fails to understand the need for preliminary training and seeks only the ultimate objective without considering the means necessary to reach it. With every complex human endeavor, it is necessary to master the basics if the whole task is to be performed competently and safely. The instructor can correct student impatience by presenting the necessary preliminary training one step at a time, with clearly stated goals for each step. The procedures and elements mastered in each step should be clearly identified in explaining or demonstrating the performance of the subsequent step.
Impatience can result from instruction keyed to the pace of a slow learner when it is applied to a motivated, fast learner. It is just as important that a student be advanced to the subsequent step as soon as one goal has been attained, as it is to complete each step before the next one is undertaken. Disinterest grows rapidly when unnecessary repetition and drill are requested on operations that have already been adequately learned. Worry or Lack of Interest
　
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