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brief autobiography which includes any experience with
the subjects being taught. However an instructor gathers
information about students, the information helps the
instructor allow for not only personal learning goals for the
course, but also the goals and motivations of the students,
their background in aviation training, as well as their learning
preferences. An instructor armed with this information can
make the learning experience beneficial to all involved.
Maintaining Motivation
Motivation is generally not something that can be transferred
from one person to another. Instructors must become skillful
at recognizing problems with motivation and at encouraging
students to continue to do their best.
Rewarding Success
Positive feedback encourages students. Practice positive
feedback frequently by:
• Praising incremental successes during training.
• Relating daily accomplishments to lesson
objectives.
• Commenting favorably on student progress and level
ability.
For example, as the student progresses through training,
remark on the milestones. When a student first performs a
task alone, congratulate him or her on having learned it.
When that same skill reaches an intermediate level, point
out that the student’s performance is almost consistent
with the requirements of the PTS. When performance is
equal to the PTS requirements, comment favorably on the
skill acquisition. When student performance exceeds PTS
requirements, point out what a benefit this will be when the
student must perform under pressure during a practical test
or on the job.
Presenting New Challenges
With each declaration of success, be sure to present students
with the next challenge. For example, when a student begins
to perform a skill consistently to PTS requirements, challenge
him or her to continue to improve it so the skill can be
performed under pressure or when distracted. Instructors can
also present new challenges by presenting the student with
new problems or situations.
2-32
Drops in Motivation
Instructors must be prepared to deal with a number of
circumstances in which motivation levels drop. It is natural
for motivation to wane somewhat after the initial excitement
of the student’s first days of training, or between major
training events such as solo, evaluations, or practical tests.
Drops in motivation appear in several different ways.
Students may come to lessons unprepared or give the general
sense that aviation training is no longer a priority. During
these times, it is often helpful to remind students of their own
stated goals for seeking aviation training.
Learning plateaus are a common source of frustration,
discouragement, and decreased student motivation. A first
line of defense against this situation is to explain that learning
seldom proceeds at a constant pace—no student climbs the
ladder of success by exactly one rung per day. Students
should be encouraged to continue to work hard and be
reassured that results will follow.
Summary of Instructor Actions
To ensure that students continue to work hard, the instructor
should:
• Ask new students about their aviation training
goals.
• Reward incremental successes in learning.
• Present new challenges.
• Occasionally remind students about their own stated
goals for aviation training.
• Assure students that learning plateaus are normal and
that improvement will resume with continued effort.
Memory
Memory is the vital link between the student learning/
retaining information and the cognitive process of applying
what is learned. It is the ability of people and other organisms
to encode (initial perception and registration of information),
store (retention of encoded information over time), and
retrieve (processes involved in using stored information)
information. [Figure 2-24] When a person successfully
recalls a past experience (or skill), information about the
experience has been encoded, stored, and retrieved.
Although there is no universal agreement of how memory
works, a widely accepted model has three components:
sensory memory, short-term memory, and long-term
memory.
Sensory Memory
Sensory memory is the part of the memory system that
receives initial stimuli from the environment and processes
them according to the individual’s preconceived concept of
what is important. Other factors can influence the reception
of information by sensory memory. For example, if the input
　
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