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Second, the student tells as the instructor does. In this step, the student actually plays the role of instructor, telling the instructor what to do and how to do it. Two benefits accrue from this step: the student, being freed from the need to concentrate on performance of the maneuver and from concern about its outcome, is able to organize his or her thoughts regarding the steps involved and the techniques to be used. In the process of explaining the maneuver as the instructor performs it, perceptions begin to develop into insights. Mental habits begin to form with repetition of the instructions previously received. Plus, the instructor is able to evaluate the student’s understanding of the factors involved in performance of the maneuver.
According to the principle of primacy, it is important for the instructor to make sure the student gets it right the first time. The student should also understand the correct sequence and be aware of safety precautions for each procedure or maneuver. If a misunderstanding exists, it can be corrected before the student becomes absorbed in controlling the aircraft.Student Tells—Student Does
Application is the third step in this method. This is where learning takes place and where performance habits are formed. If the student has been adequately prepared and the procedure or maneuver fully explained and demonstrated, meaningful learning occurs. The instructor should be alert during the student’s practice to detect any errors in technique and to prevent the formation of faulty habits.
At the same time, the student should be encouraged to think about what to do during the performance of a maneuver, until it becomes habitual. In this step, the thinking is done verbally. This focuses concentration on the task to be accomplished, so that total involvement in the maneuver is fostered. All of the student’s physical and mental faculties are brought into play. The instructor should be aware of the student’s thought processes. It is easy to determine whether an error is induced by a misconception or by a simple lack of motor skills. Therefore, in addition to forcing total concentration on the part of the student, this method provides a means for keeping the instructor aware of what the student is thinking. The student is not only learning to do something, but he or she is also learning a self-teaching process that is highly desirable in development of a skill.
The exact procedures that the instructor should use during student practice depends on factors such as the student’s proficiency level, the type of maneuver, and the stage of training. The instructor must exercise good judgment to decide how much control to use. With potentially hazardous or difficult maneuvers, the instructor should be alert and ready to take control at any time. This is especially true during a student’s first attempt at a particular maneuver. On the other hand, if a student is progressing normally, the instructor should avoid unnecessary interruptions or too much assistance.
A typical test of how much control is needed often occurs during a student’s first few attempts to land an aircraft. The instructor must quickly evaluate the student’s need for help, and not hesitate to take control, if required. At the same time, the student should be allowed to practice the entire maneuver often enough to achieve the level of proficiency established in the lesson objectives. Since this is a learning phase rather than an evaluation phase of the training, errors or unsafe practices should be identified and corrected in a positive and timely way. In some cases, the student is not able to meet the proficiency level specified in the lesson objectives within the allotted time. When this occurs, the instructor should be prepared to schedule additional training.Positive Exchange of Flight Controls
Positive exchange of flight controls is an integral part of flight training. It is especially critical during the demonstration-performance method of flight instruction. Due to the importance of this subject, the following discussion provides guidance on the recommended procedure to use for the positive exchange of flight controls between pilots when operating an aircraft.
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When the flight instructor wishes the student to take control of the aircraft, the instructor says to the student, “You have the flight controls.”Positive Exchange of Flight Controls2. The student acknowledges immediately by saying, “I have the flight controls.”3. The flight instructor again says, “You have the flight controls.”
Figure 8-6. During this procedure, a visual check is recommended to see that the other person actually has the flight controls. When returning the controls to the instructor, the student should follow the same procedure the instructor used when giving control to the student. The student should stay on the controls and keep flying the aircraft until the instructor says, “I have the flight controls.” There should never be any doubt about who is flying the aircraft.incredibly strong and usually exhibit reactions inappropriate to the situation. If a recovery is necessary, there is absolutely nothing to be gained by having the student on the controls and having to fight for control of the aircraft. students should never be allowed to exceed the flight instructor’s limits. Flight instructors should not exceed their own ability to perceive a problem, decide upon a course of action, and physically react within their ability to fly the aircraft.
　
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