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the angle of bank. The rate at which the aircraft rolls
depends on how much aileron deflection is used. How
far the aircraft rolls (steepness of the bank) depends on
how long the ailerons are deflected, since the aircraft
continues to roll as long as the ailerons are deflected.
When the desired angle of bank is reached, neutralize
the ailerons, and trim as appropriate.
• Lead the roll-out by approximately one-half the
number of degrees of the angle of bank. Use
coordinated aileron and rudder control pressures.
Simultaneously begin releasing the back pressure so
aileron, rudder, and elevator pressures are neutralized
when the aircraft reaches the wings-level position.
• Leading the roll-out heading by one-half the bank angle
is a good rule of thumb for initial training. However,
keep in mind that the required amount of lead really
depends on the type of turn, turn rate, and roll-out rate.
As a pilot gains experience, he or she will develop a
consistent roll-in and roll-out technique for various
types of turns. Upon reaching a wings-level attitude,
reduce power and trim to remove control pressures.
Student Tells—Instructor Does
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
　
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