Page 1.35. (15,872)
Living with Mistakes
Return to Whittsflying Home Page
Contents : 1.35
Pilot Classes; ...Doing Wrong; ...Making
Mistakes; ...Learning from Your Mistakes;
…Accumulative Mistakes; ...Dealing
with Delays; ...Preparation; ...Decisions,
decisions, decisions; ...About Questions; ...It's
about judgment; ...Never Light Three Cigarettes on
One Match; ...Visualizing Your Training; ...Side
Notes; ...On Checklists; ...Mad as
Hell and Taking It; ... Student Certificates; ...Medical
Certification; ...Medical Certification Changes;
...Not making progress?; ...Recipe for
Failure; ...Quitting Training; ...Those
Who Quit; ...Areas
of Failure; ...Organizing Flying; …Conquering
Fear with Knowledge; …The Two-way Street of Flight
Instruction; …Learning Based on the Mistakes of
Others; …Changes That Are Among Us; …Anger
and Learning to Fly; …Flying the Good Flight;
…Landing Advice to Student; …Advice
to Student; …Advice to a Pilot; …I
Am Afraid to Fly Alone; …and Sin No More; …More
about Accidents; …Success; …VFR
into IFR; …Mistakes; …Times
When What You Do Will (May) Be the Wrong Thing to Do; …The
Nature of Fear; ...Pilot Personality; ...Pilot
Weaknesses; Things to Worry About;
Pilot Classes
---Those who make things happen
---Those who watch thinks happen
---Those who wonder what happened.
Doing Wrong
--The making of mistakes is a part of living. Your solving the problems
created by your mistakes is what separates you from everyone else.
--Accept the things you cannot change, you will feel better.
--26 percent of all accidents occur during the minute after initial landing
touchdown.
--The problem facing installation of a new piece of avionics is how to get it to
work with what you have.
--The use of better aircraft and avionics to fly into worse weather is not going
to lower the accident rate.
--The best teacher is also a student. (My fortune cookie 11-2-01)
--Remembering what you forgot is harder than knowing what you don't know.
--Pilot errors are either judgmental, skill deficiencies or a combination.
--Most pilots are unlikely to ask about what they don't understand.
--What you don't say to ATC/FAA you don't need to take back at an enforcement
hearing.
--When on instruments, one peek is worth a thousand scans.
--Like pregnancy, for icing and thunderstorms there is no 'just a little bit'.
--Some aviation standard radio terms are unfamiliar at certain stages of pilot
training. Ask when in doubt.
--Examples are "low approach', "go ahead", MORE
--How can you prove meeting your flight requirements without signatures in your
logbook? Buy gas.
--Actual IFR is easier than under the hood.
--Partial panel flying with uncovered failed instruments is extremely difficult.
Keep covers handy.
--Keep a frequency log on your cross-country flights so they can be used next
time.
--Flying is done in as is, not as should be situations nor as wished for, make
decisions accordingly.
--A pilot must have as much pride in his good judgment as he has in his flying
well.
--An essential of learning to fly is asking critical questions and getting
crucial information
--Jeppesen warns that there is no substitute for current aeronautical charts.
--Early in their training, students do not know enough to complain about poor
instruction.
--I’ve had a perfectly wonderful flight. But this wasn’t it
---What you are seeking is experience that will increase your capacity for
surviving with mistakes.
--The ideal would be to get all your new experiences without making mistakes.
Won't happen. Fact is you will learn more from the making of mistakes.
Making Mistakes
(Opinion)
As an instructor, I noticed a long time ago, that the students learn most
effectively when you allow them to continue a mistake until they recognize the
mistake themselves. When we get everything right the first time, the knowledge
fades quite rapidly. We never forget our embarrassing mistakes! I am glad to see
that you can accept it as a learning experience and not as a criticism of your
ability. That IS what it is!
HighFlyer
Learning from Your
Mistakes
A mistake is painful because we have been conditioned to experience
humiliation and shame. We expect ourselves to be able to perform. When we don't
or can't, our internal critics tell us that we should be able to do better.
Where an external critic adds to the internal embarrassment we react with fear
that all such mistakes will recreate the emotional trauma. Every flight is an
opportunity to learn from you mistakes.
Perhaps the biggest mistake in the exercise of good judgment is a failure to
hear the voice of your own experience. Your own experiences are not just what
happens to you, it's what you believe about what has happened to you. Your life
experience at play or work has prepared you for many of the coming flights.
Already you have had to unlearn, practice, study, relearn, and forget. You are
about to relive your life experiences again. A mistake is an opportunity to find
what works for you--and what doesn't. Recovery from a mistake should give you a
good feeling. You have recovered, learned and reflected. All of which will make
you a better pilot.
When a pilot enters a situation with uncertainty the chances are that his flying
skills will be lessened. He will be spending at least some brain cycles dealing
with stress and the fears caused by the uncertainty. Being told to relax by the
instructor is not going to help. Your ability to cope will only be achieved by
exposure and experience. The unexpected is always present as part of learning to
fly. Keep your priorities in order, fly the plane FIRST, navigate and then
communicate. You won't learn from your mistakes if you fail to acknowledge it as
'yours'. Denial of your part in creation of a flying mistake will only cause it
to be repeated. The most dangerous flying mistake is the one you 'get away' with
perhaps by not recognizing it as a mistake.
Flying is an art that takes knowledge, time, intensity, concentration and
self-discipline. In the beginning there are likely to be deficiencies in
knowledge and self-discipline. There will be excesses of intensity and
concentration. A student's perception of success and failure is often based upon
erroneous assumptions. Making mistakes is part of the process. Asking questions
is part of the process. Being upset with yourself and the instructor is part of
the process. A mistake is not a failure. It is a survivable learning experience.
The worse thing that can arise from a mistake in judgment or performance is for
the person to believe that he can 'get away' with it again.
Making mistakes is the "wake up call" part of the learning/flying
process. Mistakes are not an enemy of learning. A recognized mistake is a
learning success. Think of a flying mistake as an experiment that failed to
produce the desired result. With each mistake/experiment you can eliminate
procedures that don't produce desired results. The art of making flying mistakes
is to turn them into tools of learning and prevention. Efficiency in learning is
through remembering the results of your experiments. Student mistakes are what
instructors see best. This instructor critiques student mistakes to make sure
the cause, effect, and solution become apparent to the student. Instructor
"mistakes" are deliberate efforts to see if the student is paying
attention. Yeah!
The opportunity to make mistakes without fear of harm is an important part of
the training process. I prefer to let flying mistakes develop in the process of
flight training at least to the point of student awareness. I will then, if
conditions allow, take a moment to discuss the cause, result and correction. I
re-establish the mistake situation and help the student work it out more safely.
Otherwise, I save the problem for ground discussion and a next flight review. On
occasion, I will deliberately create a situation that calls upon the student to
correct a mistake. The safe correction of a potential problem is another
essential student skill. All good instructors let their students make mistakes.
All good instructors do not allow a specific mistake to become habitual or even
occasional.
When an instructor tells you of a mistake, resist the urge to defend yourself or
deny that a problem exists. Assume your critic to be right and of having the
best of intentions to help you. Learn to live with all your mistakes, especially
flying mistakes, without suffering. Use your internal critic to alert you of a
coming mistake, but don't allow it to influence your stress level. Always, the
instructor's premise is that you can do better next time.
Self-analysis of your flying is important. Develop a curiosity about what part
went right until it went wrong. Do this in terms of where you feel weak,
deficient, or insecure. Look for your mistakes. A few minutes reading, a short
instructional flight, or a solo flight directed to a specific area is money and
time well spent. If anxiety exists but you are uncertain as to the area or
cause, take a flight review. Proficiency is the best flying insurance policy.
You may not know what you don't know, but when you do know there is something
you don't know, get help. When you are working to do every-thing right it is
never boring.
You will better understand a difficulty or flying mistake by getting feedback
from other pilots. Share your experiences and listen to similar experiences
shared by others. You will never be able to create a unique flying mistake. Go
back to your instructor and review the series of events from beginning to end.
This changes a critic into a mentor. In a single-pilot operation, you know
there's no one else to remind you so you pay closer attention, or at least you
should.
There are good mistakes. A good mistake leads you into finding a better way of
solving or avoiding a subsequent mistake. Not every solution will work. Share
your solutions. Don't try to re-invent the wheel. Seek the opinion of others and
alternate solutions. Read as much as your time allows about the experiences and
mistakes of other flyers. Read their post-mistake advice. The advice that is
given to others is wiser than the advice we give to ourselves. The objectivity
of a story about a mistake allows others to see why specific mistakes are made
and how they can be avoided. The highest level of learning is when students
benefit from the experience of another.
Another quote, from a more contemporary aviation safety expert, C. O. Miller,
goes: "The most egregious error in aviation today is not altitude busts or
CFIT--it is the failure to fully benefit from the mistakes of others."
Lessons Learned.
Every mistake in flying, regardless of its significance is a learning opportunity if recognized as such
There's little question we learn best from our own mistakes, provided we recognize and accepted as our mistake and opportunity.
Learning from the mistakes and experiences of others has advantages, first we will not live long enough to make and survive the necessary mistakes, the lessons learned from others are the least expensive available.
I now find it relatively easy to come up with a ‘war story’ for every situation. A good story that fits the learning situation serves as the glue to keep it in the memory bank of the student. A very high proportion of my web site is based upon this premise.
Accumulative Mistakes
1. Personal Minimums must remain inviolate
2. In an emergency make an independent PIC decision
3. Have a contingency plan before you get into the plane
4. CRM should be a part of every flight
5. Accidents occur because of unrealized expectations by the pilot.
Dealing with Delays
One of the advantages of learning to fly in the fall is the greater probability
of weather delays. A pilot learns to live with and accept delays of any kind as
part of flying. The pilot who has an attitude problem that makes delay
unacceptable is heading for an accident. Some types of delay can be managed by
planning time allowances. Knowledge can be helpful, too. A flyer learns to
accept that everything cannot be controlled. Don't try to change those things
that can't be changed.
In a club, it is not unusual to arrive at the airport and find that the aircraft
is not fueled or may be low on oil. Know how to make a quick check and how to
make arrangements. What do you do if the aircraft is not there? Call the
answering service. Call the scheduling officer or maintenance. How long will it
take to get air into a tire? What if the air filter is loose? I lost my
sectional. I left my flashlight home. Allow extra time in your flight schedule
to flex with unavoidable delay. You must adjust, flex, and give up. On some days
you were just not meant to fly.
Preparation
The success of the instructional program is directly related to the willingness
of the student to study and prepare. It takes a minimum of two hours of study
for every hour of flight. Trying to learn too much material too fast is wasteful
of time and effort. However, it is important to survey all the material to get
an overview of what must be covered and eventually learned. We will not purchase
the FAA written test questions until after all the material is surveyed and then
studied. You want the latest edition of the FAA test to study.
As a student of flying you will learn in several ways, flying is but one of
them. You must talk to other pilots and ask questions. Visit ATC facilities and
become acquainted with the people you talk to on the radio. It will make a
difference in your desire to improve your radio procedures. Communicate with the
instructor as to what you have read and heard. Even misinformation has value
when it is perceived as wrong. The more you know the better you will be able to
control and predict the occurrences of flying. The highest level of learning is
making use of someone's prior experience.
The student or pilot having a flying problem will find that the best and safest
solution is a specific lesson from an instructor directed toward the problem.
However, more often than not, the student is unable to express or identify what
the trouble may be. The unconscious realization that a difficulty exists that
cannot be explained creates even more tension. The rapport between the student
and instructor must be such that even the weirdest concerns are freely
expressed. Often the cause of difficulty can be associated with lack of
preparation, turbulence, absence of a horizon, low visibility, or student
fatigue.
The intellectual/emotional overloading of a student is a very common and
enervating event early in flight training. It can occur because of pressures
from the instructor. More commonly it comes because of the student not being
able to select the important from the unimportant. What has occurred at home,
work, or on the way to the airport can affect the readiness of a student for a
flight lesson. It is far better for either the student or instructor to cancel a
lesson or at least cut it short if things are not going well or not expected to
go well.
You are normally capable of driving an automobile through dense traffic while
listening to the radio and carrying on a conversation. Preoccupation with one
aspect of flying such as one instrument can create problems. Flying requires
that attention be divided between inside and outside the cockpit. This attention
must never be so concentrated that radio communications are not recognized. A
part of the brain/attention effort must always be reserved for the radio.
Hearing alone is not enough. That which is heard must be recognized/analyzed for
its significance and appropriate action taken. Every communication has some
significance to the pilot. A student's ability to discriminate between the
important and unimportant spells the difference between safe and unsafe. The
competent pilot has developed his flight skills to the same level used while
safely driving a car. However, the student pilot is expending so much
intellectual and emotional energy into actual flying that it is not unusual for
the student to completely miss radio calls or even airports.
A given flight is more than an accumulation of planning facts. A flight is a
multiplicity of decisions, options and choices. Safe flying requires judgment
that extends beyond the facts and numbers of flying. A proficient pilot has a
sense and feel for the aircraft and flight conditions. A proficient pilot is
ready to admit insufficient knowledge, seek out experienced help and follow
local advice. What you learn in the pilot's lounge is often more valuable than
what is available from any other source.
Flight planning becomes a variable after liftoff. Your planning will undergo
constant revision. To do otherwise is dangerous because winds are rarely as
forecast. Weather forecasts are seldom on predictable time schedules and
aircraft performance will vary. You are far better off to adjust the flight to
the real time conditions as they occur. Being rigid in holding to your flight
plan can be more dangerous than allowing flexibility based on safety options
Mistakes are a part of living. They are endemic to flying. Treat flying mistakes
as learning opportunities. Early recognition of a mistake can prevent the
progression of wrong choices to an accident.
Decisions, decisions, decisions
Even the best instruction will not suffice if the student does not show good
judgment. The student must always be making a series of judgmental decisions at
every phase of flight. These decisions are made, just as while driving
constantly and instantaneously. This ability to judge is an intangible but
essential part of living and flying safely. What can you do to apply good
judgment to flying?
1. Learn by the highest application of knowledge. That is, learn from the
experience of others. Read, listen, and ask questions. (Year 200 Fortune cookie:
A wise man learns from his mistakes; A wiser man learns from the mistakes of
others.
2. Fly with other pilots at every opportunity. What you learn not to do is just
as important as learning what to do.
3. Gain your experience a little bit at a time. A few 100-mile flights are
better than one across the country.
4. Keep studying, learning and flying. Long pauses in studying, learning and
flying are quite wasteful of time and money.
5. Don't hurry a new aircraft checkout. Two flights are much better than one.
Develop your own checklist.
About Questions
A friend was hauling a body from a remote location in Canada. Only a caretaker
was around the strip. After considering the trees that lined the runway and the
fact that it was getting dark and that deer could be a potential problem, he
asked the old fellow about the deer. The ole fellow said" Naw! Don't have
no deer problem." This made my friend relax. As he was climbing into the
aircraft the ole fellow said" No deer but better watch out for the
moose." My friend always says " Remember, If you don't ask the right
questions how do you expect to get the right answers."
It's about judgment
In flying there are as many ways to gain skill and experience as there are
pilots. Time alone is a very poor criteria. Once pilot may gain 100 hours of
experience while another may gain twenty hours of experience five times.
It is not enough to have the requisite skill and judgment to perform a
particular maneuver, you must also have confidence in your ability to perform it
as well. Everyone has a particular confidence level in their abilities to
perform certain tasks. Through repetition you do certain rather complex
procedures without conscious thought, like driving to a nearby shopping center.
We have very little concern in doing this yet; statistically we are more likely
to have an accident close to home than while on a trip. Thus it is apparent that
familiarity and frequency of exposure reduces anxiety and increases confidence.
I have only one known one person who claimed to have no sense of fear. He was
supervisor of a ward for the criminally insane. He might, as well been one of
the inmates. Our inbred sense of fear is a survival kit. We do not push our
activity envelope beyond our comfort and confidence level. We prefer to test the
edges of anxiety under guidance and instruction. The ideal is to gain exposure
in relatively small adventures before testing the deeper water for ourselves.
Thus, we have a reasonable personal limitation. It separates our comfort zone of
experience and knowledge from the anxiety zone. Some flying students know the
line between these regions better than others do. Survival is the name of the
game.
Instructors set limits for student solo, often without explaining just why.
Limitations are part of flying. The setting of personal limits is part of every
flight we make for as long as we fly. The best pilots know their limits and
abide by them. Hair-raising experiences are best left to those who need hair.
(In-house joke.) Experience is just a process of expanding the range of your
limits.
We will expand our limits for takeoff conditions, crosswind conditions, and
every other aspect of our flying. As we grow in experience so will our limits
until they become a coherent image of our own comfort and confidence zone.
Still, there will be limits, when a pilot senses that the limits are approaching
he had better reach into his bag of alternative options. The best of all choices
although a most difficult one is to stay on the ground.
Never Light Three
Cigarettes with one Match
This is a truism made famous during WWI when it was discovered that lighting
two cigarettes could be safely done before the enemy could detect and aim and
fire on a target. The third light meant trouble. Much the same can be said about
a succession of flight difficulties. The wise pilot has developed sensitivity to
the weather, his airplane and himself. Regardless of the sequence these three
elements when any two of them go sour it is time to take action.
When things do not seem right and you have a sense of uneasiness you should not
take immediate action. Rather, you should spend a bit of time considering the
situation. Few things in flying require immediate action. Seek an explanation
that you can relax with. If you are still feeling uneasy, taking some action is
next in line. The sense of apprehension that can develop is usually based upon
our past experience. If this event is beyond our experience the best option may
be to get on the ground.
When a pilot comes under stress mental errors tend to accumulate. It is
important that every pilot develop a sensitivity to what can go wrong and the
succession of wrong events that can follow. Once you have made your
precautionary decision stick to it. Hopefulness always seems to run out of
energy at the wrong time.
Visualizing Your Training
A student pilot, or any other pilot for that matter, can practice flying even
while not in a plane. A situation can be visualized and simulated actions can be
practiced. Flying is not only with the mind but can and should be in the mind.
In your mind, plan ahead of a flight for the combinations of controls, attitudes
and maneuvers required to put the aircraft where you want it. Skill is best
demonstrated by the manner in which a particular maneuver follows your 'in the
mind' planning.
At some point in your training the instructor may cover the airspeed indicator
and have you "feel", sense and visualize the aircraft as it proceeds.
With allowances for the density altitude and wind you should be able to
"visualize" the aircraft around the pattern to a landing. Some flying
skill will be acquired subconsciously, but in the main the student will need to
rely on their physical senses to control the aircraft. Sight will always be the
primary sense for your flying. In the beginning maximize your use of the
external sight picture. There will be plenty of time to learn to relate the
sight picture to the instrument picture. The other senses have information that
is available in the noise, smell, and feel of pressure and vibration. We feel
changes in vibration frequency and amplitude. The senses combine to give the
pilot an over all feeling of what is both right and wrong with the aircraft.
Hearing is a neglected sense. A student wants to learn the several 'constants'
of engine rpm and airspeed sounds.
The sense of touch is the most neglected sense. You can only 'feel' an airplane
when holding it lightly, very lightly. The sense of smell is best utilized as a
danger sense. You can learn the smell of the aircraft when it is performing
well. Any other smell serves as a warning. A change in your sensory perception
of aircraft performance is the first alert to take precautionary action. You
should never spell fuel. The last sense to get the fine-tuning required to fly
well is the sense of sight. With practice of the right kind, you will begin to
see the nose and horizon relationship that exists in every flight situation. It
takes time.
Speed is set visually; touch and kinesthetic sensitivity sense speed changes. If
you do not sense these changes you are more apt to misuse the rudder. The body
can sense, and be ever more sensitive to the side pressures of a slip or a skid.
Modern aircraft make it possible for a pilot to fly dangerously well without
being sensitive to an uncoordinated rudder.
The ability to anticipate changes in control pressures required for a particular
maneuver must be developed. Failure to anticipate the rudder movement required
to move the nose as airspeed decreases is a most common flight error. The
behavior of instruments such as the airspeed indicator and vertical speed
indicator that lag in relation to sound and attitude changes must be expected
and understood. Chasing the airspeed indicator is a common student fault. Even
worse is not recognizing that the VSI takes about 12 seconds before giving
accuracy indications unless the control movements are exceptionally smooth.
Starting the trim from a known position and keeping track of its movements in
various flight configurations makes possible rapid/correct trim pressure
corrections.
You should accept every opportunity to review your basic skills by airwork and
ground reference. This is not a waste of time or money. Exercises that improve
your ability to make wind-drift corrections and timing will improve your airport
pattern work. You need to make adjustments by anticipation. The only reason your
instructor 'knows' when you are high. low, wide, too fast or slow is because of
his experience in anticipation. Do whatever it takes to place your aircraft
where you want it.
Do you fly around, below, above certain areas to avoid communications? Do you
try to enter a certain way into an airport and to avoid others? Do you avoid
crosswind-landing opportunities when they become available. Do you ignore
practice in ground reference, stalls, slow flight, and night proficiency?
Challenge your weaknesses until they become areas of strength.
Side Notes:
1. The Law of Firsts (Haviland's) , "The first time you do, you shouldn't
have, The first time you don't, you should have."
2. Flying is a situation where the pilot is solely responsible for the welfare
of the aircraft.
3. Knowledge can be maintained through reading and study. Judgment is best
developed through the experiencing and management of actual flying situations.
4. Pilot skill is a product of physical and mental practice in the airplane.
5. Any flying skill acquired can only improve if exercised. Your skills will
never remain static. Skills erode from lack of use; they remain relatively
constant with occasional use; they improve only with clearly defined goals that
have measurable criteria for performance.
6. A refresher lesson should be based upon a single maneuver. This maneuver
should contain a wide set of the four basics. It should be fun but challenging.
7. In flying there is only one person responsible for the actual flying of an
aircraft and that person is also responsible for the safety of that flight.
8. Having a functional checklist that fits your method of operation is more
important than having a one checklist fits all available. Have the checklist,
use it at the same place and time; every time.
9. The more unusual your flying situation the more important it is that you slow
down the airplane and use the appropriate checklist.
10. You will avoid one potential ATC 'deal' if you take upon yourself the
responsibility to clear the final approach course prior to crossing the runway
hold bars.
11. As a student or VFR pilot you should know the terms and positions used by
IFR pilots flying at airports where you fly. At unfamiliar fields you should
query ATC as to IFR reports to your planned route. The lower the visibility the
farther away from IFR routes you should stay.
12. One way to detect maintenance oversights is to make regular changes of
maintenance facilities.
13. The ability to fly an airplane through all the airspeeds and maneuvers of
its envelope is a skill foundation that is
transferable from aircraft to aircraft.
On Checklists
1. Flying an airplane requires that a series of relatively complex procedures. A
checklist is most viable if a long series is broken into several functionally
related sectors.
2. Any error of a checklist should be studied to determine if the error was one
of commission or omission.
3. Procedures can become rituals without the mental alertness to confirm what is
being done. This ritual checklist leads to the error of expectation. It is not
enough to pretend to use a checklist as a ritual. Such a checklist is often very
complete, interesting, and pretty, but without use it is a potential danger.
4. There is more to making checklists than just the making. The usefulness of a
checklist is proof that the things on the list are worth doing.
5. Many aircraft have pasted checklists on the panel or commercial lists that
are 'universal' for the type but ill suited for the model year. These checklists
are technically correct only if they contain everything in the POH checklist.
They usually do not cover even the POH requirements nor do they cover all the
radio procedures and frequencies.
6. Using a checklist that is not of your own making and practice even for the
preflight is VERY poor procedure. Some excellent checklist makers are not very
good users.
7. Go to Aircraft folder for sample checklists.
Mad as Hell and Taking It
In flying we react in an emergency as we first learned to react. When we show
anger we react as we first learned to react. Just as understanding an aircraft
emergency will enable us to cope with it, so will a better understanding of
anger help to defuse it. Almost any situation or delay can become an invitation
for you to become angry. You are not required to accept the invitation. You may
accept the invitation and become angry or you chose to ignore it. It didn't
happen. You can intellectually reduce the 'sting' by assuming that you were not
the target of the invitation in the first place. Skill in flying will improve
most anyone's emotional stability.
Medical Certification
You do not need a medical certificate until you fly by yourself. It is suggested
that you get your medical before you go to any major expense of time, money or
effort. Once a pilot, your concern is not the checkrides. Rather, it is the
continuation of your medical that will allow you to become an old pilot.
The medical is used to determine if there is any condition that could impair
your ability to fly. There are three classes of medical certification. First
Class is good for six-months as for airline transport pilots. Second Class is
for one-year as for pilots who fly for hire such as sightseeing flights. Third
Class is for 24 months and covers all other pilots. Another Third Class medical
includes a yellow student pilot certificate. Glider pilots do not need a
medical. These parameters may change in 1995. As of 1995 changes have occurred
mainly based on how often a medical renewal is required. Age is the dividing
line.
The medical standards are in FAR Part 67. FAA Form 8500-8 is the
"Application for a Medical Certificate." All of the information on
this application must be answered truthfully and completely. Any change in this
information that would affect your ability to fly or pass the medical requires
that you ground yourself.
Every medical certificate can have waivers of such things as limited vision,
hearing, or color blindness. A certificate may have limitations such as wearing
glasses or no night flight. A Special Issue Medical Certificate can be issued if
the pilot can prove that it will not unpredictably affect his flying
performance. Any medical condition can be certified if it is not a risk to safe
flight. One eyed, deaf, one armed, and wheelchair bound pilots have become
successful pilots. Some conditions of diabetes and heart disease can be made
worse in the flying environment and preclude any certificate.
Student Certificates
A student pilot over 40 years of age may find that his medical requirements run
out before his student license does. Regardless of the date issued, it is
possible that they expire differently. Be sure to check the requirements before
you solo or take your flight test.
Medical
Certification Changes:
All Classes No vision waiver required if corrected to 20/20
150/95 blood pressure standard will be in effect.
3rd Class Under age 40 exam will be good for three years
40 to 70 good for two years; 70 for one year.
Second Class Electrocardiogram (EKG) at ages 35 and 40 and then
every two years.
First Class EKG required annually after age 40
Cholesterol check after age 50.
Not
Making Progress?
I doubt that there is a pilot flying who has not at one time or another felt the
twinge of doubt that his learning curve is not going well. The emotions involved
can run the gamut, self-doubt, blame, resentment, and anger. Quit, seek support,
change instructors, and kick the dog are typical initial reactions.
We begin expecting that flying will be much as we have seen it in the media and
read in books. We often assume that our prior experience and even expertise in
another field will transfer into flying and expedite the learning process. Not
so. A very important part of learning to fly is to unlearn all the
preconceptions we have acquired since childhood. It is very difficult to
overcome first learned ideas. We are very used to adding power to go faster.
Yet, just adding power to an airborne airplane makes it go slower. Pointing an
airplane up does not mean that it is going or will go up. Instinctive reactions
can be very dangerous when applied to flying airplanes. Illusions exist and will
be believed by even the best of pilots.
Much of the difficulty in giving flight instruction arises from communication
problems. The instructor has acquired an experience 'bank' from his own training
and teaching. The instructor's problem is to fit his knowledge and presentation
of it into your learning requirements. The student is not a blank slate. As the
previous paragraph indicates the student is loaded with flying information. The
student doesn't know what he doesn't know. What he knows he knows may be all the
way from totally correct in concept and application to just the opposite and
anywhere in between.
This is the 'playing field' of flight instruction. The student and instructor
must communicate information and understanding back and forth. This
communication can be verbal, demonstration, emotional and even extra-sensory.
Instructors want every student to be a successful student. Every student wants
to succeed. When it doesn't work out it is most often a failure to communicate.
Recipe for Failure
The unsuccessful student has several deficiencies:
1. Lacks motivation and commitment. Expects flying to be all fun. Learning to
fly is hard work.
2. Unwilling to put in the time or do the homework.
3. The lesson is not just to perform a maneuver. The student fails to know why
the maneuver is required in the first place.
4. Gets angry when things don't go well. Tends to blame others for his failures.
Resents test requirements as well as knowledge requirements.
5. Expects instant and continuous success. Has a rationale for every lack of
preparation or knowledge.
6. Unable to maintain a schedule for a successful training program.
7. Using flying to overcome a personal or emotional difficulty. May have a
feeling of personal superiority that makes flying come naturally.
8. May be perfectionist so that flying is too stressful because he can't reach
his standards from the beginning.
9. Lacks ability to exercise good judgment.
Quitting Training
Students do not quit flight training because of student failure; rather it is
because of instructor failure. Students want very much to please their
instructors. When a student senses that the instructor is unhappy this serves as
a form of discouragement. Students need encouragement and a sense of progress.
Both of these are easier for the instructor if flights are scheduled several
times a week. Flights only once a week are less likely to show progress. It is
my opinion that false praise is worse than no praise at all. I am not given to
false praise.
A student senses when there has been a good lesson. An emotionally draining
lesson can still be satisfying to a student. I am currently teaching a student
who having made one very good solo flight has been reluctant to go again until
all the possible hazards to another flight have been mastered. Two flights ago
we did slips until they became enjoyable. One flight ago we did crosswind
landings left and right in 12 knot 90 degree winds. I mentioned to here that she
was to call me for a flight the first indication that she had of strong winds
because I wished to explore with her the upper crosswind limits of the aircraft
and pilot.
Today, after doing three landings into a 20+knot wind we did four 90-degree
crosswind landings. Even on a short runway we required an indicated speed of 80
knots in a C-150 just to gain sufficient rudder authority to hold the nose
parallel to the runway. One of these landings was to a full stop.
Then we headed home where we had 70-degree 14-knot winds. We did four in the
left pattern into a 3000' 75' wide runway and then four into a 5000' 150' wide
one. We used everything from partial to full flaps in these landings and after
our previous experience with 20+ knot winds the 14 knot winds made the
cross-controlling possible at 60 knots. Not all of these landings were great but
even the worst of them would have been considered satisfactory for the
conditions. This was a heavy dose for a student but I had the feeling that this
experience has given her the confidence needed to solo again to another airport.
Often overcoming a training difficulty makes more demand on time and attention
than the student has available. Tendency of the discouraged student is to put
off such things as solo, written, crosswind landings or the flight test until
their 'busy' period goes away. The above story shows that one solution is to
proceed with concentrated training to get through a difficult period.
Those Who Quit
---Will power, the desire to proceed, is dependent upon overall health.
---Without health one is disinclined to try since effort requires willingness to
achieve.
---The opposite of will is self-pity, feeling sorry for yourself is now called
depression.
---Self-pity is a form of surrender since all effective effort ceases.
---Effort requires sacrifice and the exercise of will power to continue.
---Life is made of ‘furtherences’ and "hinderances’ and the way we
let them affect our lives is our life.
---Life is made of denials today, denials of food, denials of repose and
pleasure to leave room for riches.
---The distinction between willing and wishing is one of effort. One who wills
becomes more observant.
---Training of the inexperienced requires the directing of desires so that the
will to achieve exists.
---With desire obstacles are overcome, defeat is denied, interest grows and
desire is further kindled.
Areas of Failure
Area # 1
The student and instructor must enter into the program realizing that learning
to fly has certain parameters that can make the process either easier or harder.
Obviously, the more time, money, and resources available the better. A weakness
in any of these areas is going to affect instruction, communication, and
learning. Over half of all flight students never complete their flight training.
The student would be well advised never to start with any of these parts showing
deficiency. The instructor performs a disservice to the student and flying by
starting someone who is ill prepared and qualified to finish.
Area # 2
Flying is learned best by total immersion. Practical limits prevent most people
from this process. The result is a compromise by doing what is possible. Less
time, less money and less communication results in less progress. At some point
the student and instructor will recognize that the process is breaking down.
Lessons decrease in frequency. Repetition creates a sense of no progress.
Frustration affects both the student and instructor. The instructor starts
pushing, the student feels even more pressured. Unhappiness reigns.
Area # 3
In the beginning the instructor will accept as normal a wide variation in
performance. Everything seems to be progressing fine. Then, little by little the
tolerance levels is narrowed. Altitude, headings, airspeeds, trim, and attitudes
are going through changes leading to landings. Mistakes happen, are created, and
are resolved in the process so that safety is not compromised. Student radio
exposure increases. During this period student overload often occurs. The
failure of a basic skill can bring progress to a halt.
Almost any basic skill can be responsible for requiring a basics refresher
flight or two. Airspeed awareness in climb, turns, cruise, and descent has
parameters that are essential to safety. Banking limits along with heading
interceptions must be performed within relatively narrow limits. Anticipation
takes the place of reaction. The time of performance is important many aspects
of flight cannot be unduly delayed in the airport pattern know what to do, when
and do it. Hesitation, delay, uncertainty, or mistakes must become a non-factor.
Any lack of progress requires going back to basic procedures at altitude.
Area # 4
The instructor is beginning to feel the responsibility that goes with student
solo. There are relatively few situations where responsibility for life and
safety exposure exceeds that of a flight instructor. The student, too, is
feeling this pressure from the instructor and is having mental and emotional
qualms as the solo day nears. The flying culture has attached far too much
emphasis on the solo. While it is indeed a significant step, it really means a
change in the number of instructors. The solo student is his own instructor.
Where the student fails to plan, take responsibility, practice, and study he
fails as an instructor. Progress will plateau just at the time it should
accelerate.
Area # 5
When a student is not making expected progress it is up to the instructor to
come up with a plan. More frequent flights, more elaborate ground instruction, a
revised procedure, a different airport, and partial panel to change visual
focus. Don't keep beating the same process when it's not working. Get some
variety into the lessons. The instructor may suggest experiments to find how the
mental process may be misdirecting the physical performance. Maybe the
instructor should demonstrate more frequently. Just perhaps, there is no
solution for the existing problem between the student and instructor. Take a
week off to concentrate on bookworm instead of flying. Get the written out of
the way. The progress may be revitalized by contradictory actions. Taking a week
off from flying and study can act as a refresher. Flying three days in a row has
been known to get things going again. Just go together for an airplane ride.
Every instructor will have his share of failures. Learn to live with this
probability.
Organizing Flying
Make card that covers the flight just flown:
I learned... I feel better about... Worried about...Next time... Enjoyed... Look
out for...
Conquering Fears with
Knowledge
Fear is a basic part of learning to fly. A trainee is learning to both accept
and control fear. He is making progress when he locates the origins of your
fears. Fears are important in making it possible for one to become a better
(read safer) pilot. Fear is an ever-present by-product of flying. Fear makes a
student use a checklist, eyes, mind and skill. If, in the performance of a
particular operation, frightens a student use it as a wake-up call that need to
be revisited.
The longer the delay in visiting past fears the more hazy the memory will
become. Time will dilute both proficiency and memory. Fear that is faced and
overcome becomes respect. A pilot must have respect for the weaknesses of the
aircraft and himself. It is important that a pilot have fear, controlled fear
makes it possible for us to deal with expected problems. Personal limits in
facing a problem situation, when exceeded causes a sense of fear. Fear is a
limit switch on what a pilot will attempt, or it should be.
When we become fearful we get an adrenaline rush that heightens our awareness
and sensitivity to what is happening. The backside of this condition is that we
become centered on the most obvious threat. Our performance becomes reactive
instead of anticipatory. The situation is just a likely to be a gradual increase
of stress as a sudden event. At some point the pilot is faced with an
accumulation of options that overload his ability to select and sequence his
choices. Fear is instinctive and may not truly reflect actual threat conditions.
As the Mercedes TV ad says, Perception is not always reality.
A pilot has several emotional stages that develop during hazardous flight. First
comes a sense of uneasiness. This progresses into tension and stress. As stress
and tension increase there is a gradual increase in respiration and heart rate.
Anxiety sets in with an accompanying increased rate of breathing that
precipitates hyperventilation. The final step to panic is when a sense of
suffocation exists and aircraft control is not accompanied by the required
mental input.
There is a point, prior to an actual accident, when the fear development
processes have a moment when avoidance is possible. Once beyond that point
avoidance is not possible. This is not a point at which intelligence ends and
stupidity begins. It is a point at which a judgment decision in the selection of
an option was made. The pilot and flight are then trapped and every option
becomes less and less desirable.
The absence of fear and its associated respect may well be why so many accidents
by pilot error (mistakes) are made by good pilots. This is a judgment problem of
the pilot rather than a performance problem of the aircraft. The pilot must be
able to make good and safe decision choices. Poor choices are most likely to
occur when the pilot is stressed, fatigued or chemically out of balance. Out of
balance?
Apparently, one way to insulate a pilot against stress, fear and panic is by
repeated exposure to the situations that lead to them. Any such exposure should
be incrementally gathered. With each experience you will be learning to
distinguish between resolvable situations and those that must be avoided.
Knowing when not to fly is just as important as knowing when to fly.
Good decision making is a function of good health as much as anything else.
You're eating habits and lifestyle affect how well your brain functions. The
brain is very much impaired if the water level falls too low. Caffeinated drinks
and coffee act as diuretic. After the initial pickup of the caffeine the
companion dehydration can impair your mental functioning. If you plan to fly
over distance, carry water. Just read that parts of the world make a practice of
drinking half a cup of olive oil every morning. Not exactly something that I
would relish but olive oil contains the kind of fat that is utilized by the
brain. A certain amount of fat is needed for best mental function. Pilot error
is more likely a pilot deficiency than an aircraft deficiency. (Fits more under
health but is common cause of decision making accidents)
The Two-way Street of
Flight Instruction
Instructional time is not a display of what the instructor knows. Rather, it
is a time spent showing others about what you know. Helping a student to think
ahead of the airplane requires that opportunities for that thinking be presented
and allowed to grow.
Anticipation is an area of flight instruction where an instructor may be doing a
student a disservice by not letting a student get far enough into a maneuver to
learn his own outer limits. Instructor intervention, initially, is a guide but
continued intervention fails to allow student development. One way to improve
this situation is to have the student verbalize his thinking. Keeping the
instructor apprised of what is going through the student mind will let the
instructor refrain intervention with more comfort. I have found that keeping
quiet is very difficult for me. Even when I say I will, I won't.
When a student does not perform as instructed, the correct question should
be, "What has the instructor done wrong?" Your instructor's greatest
success probability in your instruction is directly related as to what he learns
about how you learn. Teaching skill has much to do with the acquisition of
sensitivity. A good instructor senses (sees) student tension and frustration.
This sensibility leads him to break off into another area. Any given areas of
student difficulty requires an instructors willingness to pause in the process
and come back another time perhaps in a different way to prod a student on. It
is equally important that the instructor inhibit any internal need for student
success. Once the student senses impatience on the part of the instructor,
stress behaviors arise.
It is not common knowledge among students that instructors suffer their failures
and plateaus along with the student. Instructors are aware of the fears and
concerns of the student and seek to give exposure that will reduce the pressure.
One of the common student difficulties is lack of confidence in the ability of
the aircraft to fly hands-off. I like to have the students prove to themselves
that, given the opportunity, an airplane will fly more smoothly without student
impute. The light touch feels the plane better than the squeeze. Teaching the
student to lighten up is one of the more difficult instructional goals.
The direction of flight instruction is to take the student beyond the rote
learning to the ultimate of application into an otherwise unrelated situation.
Watched a test pilot training program on TV the other night where the pilots
were constantly engaged in taking experimental aircraft into previously
unexplored regions of the flight envelope. No previous data out there; only the
NECESSITY of using previously acquired knowledge and skills in a new context.
This is where the instructor's training wants to take every student even though
the good judgment part of such training teaches avoidance of such situations.
Learning Based on the
Mistakes of Others
I read about hundreds of aircraft accidents every year. I usually read with
a marking pen. In every case of an accident I try to mark the one word or phrase
that is the 'root cause' of the accident. I do this so that I can build my bank
account of things to avoid in my own flying.
With 80% of these accidents related to human factors, the indication is that I
am the most likely cause and area of concern. A pilot must know his equipment,
especially regions of weakness subject to failure. A knowledge deficiency is the
second source of problems. The information you have is NOT all that is
available. Flying without the full deck of cards puts all that you do at greater
risk.
Every accident is the ball at the end of a chain of decisions. Most accident
reports are analyzed by going backwards from the accident through the decision
sequence the got to the accident. This second guessing process makes it
relatively easy to fix responsibility. The pilot does not have this hindsight so
knowing how bad decisions lead to a succession of bad decisions can be a red
flag of warning.
Changes that are Among
Us:
1. Weather is an area that is NEVER mastered. Having never flown in severe
turbulence, icing nor thunderstorms I have no experience with them. Weather
knowledge is used for avoidance not mastery.
2. Airspace cannot be effectively learned nor mastered without flight
experience. The fact that weather acts as a switch to turn on/off specific
airspace requirements, makes it vital that you fly into the airspace in a
variety of weather conditions so as to fully understand how airspace works.
3. Few pilots fly with an actual awareness of the aerodynamics that occur during
flight maneuvers. Most can get by just fine without technical knowledge. Those
into aerobatics had better know the what and why of control forces and aircraft
limits.
4. We are in the midst of a dramatic decline in navigational basic skills. LORAN
started over 50 years ago in developing reliance on electronic navigation. GPS
is the cap-stone. Making things easier is not necessarily making them better.
5. Radio use is best taught in the actual flying environment. Knowing what to
say has an additional requirement of knowing where to say it. So knowing where
you are is a radio proficiency factor. Your level of radio skill will vary in
different flight situations so willingness to admit a deficiency is important.
Anger and Learning to
Fly
Anger is normal. Uncontrolled anger is a problem. Anger is uncontrolled when it
is inappropriate, prolonged, excessive or out of context. There are people who
are in a perpetual state of uncontrolled anger. More often than not, the victim
of their outrage is not really the target but is selected as available. If your
threshold for frustration is low then, in today's world, you are spending
considerable time angry. The angry need a flight or argument to justify their
wrath.
Those of us who are prone to displays of anger are ill fitted for flight.
Flying, learning to fly, or teaching of flying is subject to innumerable
frustrations of delay. Weather, maintenance, medicals, incompetence,
malfeasance, misfeasance, and nonfeasance all conspire against the making of an
individual flight. The internet groups resound with the wails of frustrating
anguish of fliers unable to fly. I had my medical problems last year.
The angry pilot is going to press against the source of his frustration. An
angry pilot is going to make mistakes. There will be mistakes of judgment,
procedure, and decision making. Anger when uncontrolled is expressed in
irritability or aggression but not always. Fatigue and depression are
symptomatic of some angers. Anger does result in irregular heart rhythms and
heart attacks.
Most anger is the outcome of a personality who is unable to get along with his
fellow man. Being chronically angry means that you are cynical, demanding,
suspicious, defensive and hostile toward any non-submissive person within in
range. The chronically angry deals with a world of enemies, constantly
attempting to tear down others as a form of self-flagellation as though by
making others less one can become bigger.
I am constantly reminded of the years I spent teaching retarded children. They
were living in a world of hurt. More often than not, school was frustrating with
little opportunity or ability to succeed as did other students. Those who could
would physically or emotionally abuse others. Much of my teaching energy was
spent in redirecting anger into more acceptable things to do. I remember one
child that I gave a hammer and a garbage can. He enjoyed the noise as he beat
the can into a pancake. Did it help? Don't know but it took pressure off the
rest of the class.
Flying the Good Flight
It is often that a pilot is hard pressed to justify making a flight. Flying
cannot be proven to be safer, faster, cheaper, or more practical than getting
there another way. The training pilots get does not help making the
justification for flying any easier.
Training seldom faces the risks of the most difficult areas of flying. Pilots
spend considerable time practicing landings but not much in strong crosswinds.
Student cross-country flying deliberately avoids strong winds and turbulence.
The question is, how is the student to learn aircraft and pilot limits without
exposure to selective flying, avoidance of winds, and crosswind options.
Running away, not being exposed will not always be an option. You cannot always
escape the unexpected crosswind landing or turbulence. What you do is dependent
upon your training. Not every instructor is allowed by the FBO to expose the
student to developing the required flying in adverse conditions. I make a
practice of exposing students to SVFR, 90-degree crosswinds over twenty knots,
rain and turbulence in graduated doses.
Fuel management and judgment is an important training regimen. The inviolate
limits of time and fuel must be trained into every flight and lesson. Training a
student for the limits of one aircraft must be emphasized as a procedure to be
carried out in every subsequent aircraft. Decisions made in marginal weather
occur as a series or chain. A student must be exposed to such situations and
show how to break the sequence. Denial of what is known to be true requires
strong pre-decided decisions. Mother nature is strong enough to teach even the
best of pilots lessons.
Landing Advice to
Student
The cause(s) of your problem are all minor but multiple. You are still letting
instinct interfere. Instinct would have you keeps the wings level, look at the
ground, and not believe that the runway will under the airplane. Landing is very
much an act of Faith.
You need to have your instructor take you up and practice several basic landing
skills until they become automatic.
1. In two or three minute sessions, practice doing Dutch rolls.
2. Line up on a runway from two or more miles out at an altitude of 2500'. Trim
to final approach speed, initially without flaps and later with partial flaps.
Now, using your Dutch roll skills lightly, slide the aircraft back and forth
across the runway centerline while keeping the nose straight (Parallel) with the
runway.
3. Looking close to the aircraft will cause you to fly into the ground with the
nozzle. Look at the far end of the runway as you go into the flare and cover it
with the nose as the aircraft starts to sink (elevator feeling) will usually
give satisfactory landings. Perfect landings are more a matter of luck.
Advice to Student
You will learn something from every instructor, good or bad. You will also
learn in proportion to the amount of information you bring with you. A good
student makes any instructor look good. Teachers and instructors tend to teach
the way they were taught. Another truism I use is, "It is a poor student
who does not exceed his teacher."
I know I am not answering your question. I have no answer. There is no one right
way to teach or fly. Teaching and flying is just a continuum of options.
Ultimately you will take all you have learned and combine them into 'your way'.
This is the way you will teach.
Availability of instructor, aircraft and yourself is essential so that you can
fly often. A busy good instructor may not do for you what a poor instructor can
do just by being available. Do not waste your money on an instructor who cannot
be on time. Watch out for instructors who believe that the king is never late.
Especially if they think they are the king. Be early yourself for every lesson
and listen to other students. You can learn a great deal by listening.
Experience does not make a good teacher. Experience can save you time, however.
I always fly into the wind when leaving our home field for airwork. This will
keep us closer and get us back quicker. I make an effort to leave the airport in
a different manner every flight and come back a different way. I do Dutch rolls
on climb-out after the first lesson. This is a basic crosswind skill that takes
five three-minute efforts before you get one right. Never hold the yoke with
more than two fingers at any time. Practice flying with just the rudder. You are
learning to land from your first lesson. If it flies you can learn in it.
Unlearning is the most difficult part of flying.
Stay with your current instructor and speed up your lessons so you can have him
as long as possible. Reputation is not as important as person to person empathy.
You can learn a great deal from an airplane that has problems. As you progress
in aviation, flying in a new aircraft is a rare occasion.
Advice to a Pilot
As you age in flying, you have gone through all the different ways of doing
things. At some point you make a decision as to what is the best of the 'possibles'
and stick with it. Those who become creatures of habit are defined by that
habit. The way we hold the yoke, the way we hold and move the throttle.
The best way to break a habit is to do something that is totally out of your
comfort zone. The learning of a new way to do something will get new energy
flowing and will take years off your thinking. The inability to change the way
you have always done a particular thing may be an inhibition that prevents you
from making progress.
I Am Afraid to Fly
Alone (Opinion)
While I think I am the only one this pathetic, I wanted to see if anyone else
out there experienced this or knows of someone who has.
I started flying back in 1997. I was one of those people (probably like most of
you) who always loved the idea of flying since childhood. I was never able to
really act on it since my parents didn't support the activity fearing its
dangers. So, it was not until I was some years out of college that I was finally
able to act on my dream. I opted to do one of those demo flights for $30 to see
how I would like the real thing (I had been flying PC sims for many years). To
be honest, I was scared to death in the thing! I felt like I was in some sort of
soup can with wings (Cessna 152). After completion of the flight, I went home to
think about it. I decided a day or so later that I need another $30 intro flight
before being able to make a decision. I still felt scared on that flight,
however, I felt much better about it (experience does that I suppose...even if
it is just one experience). I decided at that point to give it a go. I should
mention here that I had in fact already picked up the King ground course and
watched each tape many times and had gone through the computerized sample tests
they provide.
I flew with this particular school at a towered airport for many months. The
school wound up going out of business so I transitioned to a different, much
larger school at a much larger airport. Had a great instructor who flew with me
for about a year before going on to the "big leagues". I soloed during
that time after about 22 hours. This was several hours longer than when my
instructor wanted to solo me, however, I did not feel comfortable before then. I
transitioned to another instructor who I like very much as well. I spent the
next year + with this instructor and wound up with about 120 hours total. I did
several solos during that time including cross-country, but I did not do my long
distance cross-country. My instructor felt I had the skills to take and pass the
flight exam somewhere between 65-80 hours. However, I did not have enough solo
time and I did not feel "comfortable". Finally it came to the point
where my instructor was not going to do any more sign-offs thus I would have to
finish up within the period of the last sign-off.
I tried hard to do this, however, my solo confidence got worse with each passing
day. If I flew with someone else in the plane, they could take nap and I could
easily pilot the plane on any required trip. Solos, however, were a different
matter and I found that each solo I experienced more fear and dread and my
landings got worse and worse. Again, no such landing problems occurred with the
safety blanket on board (i.e. the instructor). Here is where the story turns
really pathetic. It came to a point where I would get in the airplane to solo,
taxi out to the run-up area and sit. Finally, not being able to convince/berate
myself into doing it, I would taxi back, park the plane and make up some lame
excuse why I had to terminate the flight and why I no longer had time that day
to try again. This went on more times than I would ever like to admit. Finally,
telling myself that if I did not do it, that this would be it, the end of my
flying, I was able to take-off to do some pattern work. I felt scared to death
and my first landing was so bad that I made it a full stop and ended the day.
Well, ending it that day meant really ending it. I did not return and we are now
sitting one year later. During that year, I continued getting all of the flying
mags, and I even (this is so sad) continued paying dues at the FBO each month. I
guess I always felt that I wanted/needed to return to flying and that canceling
these things would really mean that my dream had ended. There has hardly been a
day that has gone by this past year that I don't think about. This is easily the
most disappointing thing I have engaged in my life. I have no other life
experiences by which to help guide me in this situation. However, after a year I
have actually felt very close to returning to it. I started studying the
material again and I almost went down to the airport. I have not thought, as I
could not stand the thought of going through this again. I realize, however,
that I HAVE to make a decision one way or another. This cannot continue no
matter how painful.
If you actually made it through this story, than I greatly appreciate it. Again,
I am just curious to know how exactly alone I am with this issue. While I don't
expect anyone to have done the ridiculous things I have, I am interested to know
if anyone has to perhaps a lesser degree.
Thanks.
…And Sin No More
--Every pilot has a right to be proud of his skills and accomplishments. It
is my opinion, that only a poor pilot fails to
exceed his instructor. Beware, pride goeth before the fall.
--We who fly lesser aircraft sit in envy of those aircraft that fly higher,
faster, longer and with more 'goodies'. Know your personal limits and those of
your aircraft. Do not attempt to fly beyond capability.
--Part of your preflight is of yourself. Do not fly when angry. Emotional upset
will affect both your skills and judgment. Keep your flying a happy time.
--It does not pay to slack off in your flying preparation. Sloth in flight
preparation and training is a high-percentage path to an unexpected end.
--Beware of high expectations, good intentions and grand anticipation. Life and
the weather are not fair. Pilots who are too optimistic of what lies ahead are
doomed to frequent disappointment.
--As with the human body, an aircraft loaded is not so much a problem as is
where the load is carried. Avoid gluttony when filling your aircraft with fuel,
baggage or passengers.
--Enjoy your flying but excessive time in the air is not healthy nor wise. Lust
not too much for extra time in flight. Make frequent stops for the sake of your
health and comfort.
More About Accidents
According to accident statistics, instruction should place more emphasis
upon pilot judgment rather than the physical skills of flying. Only 6-percent of
a pilots flying occurs in the immediate vicinity of an airport but 57-percent of
the accidents occur there. 93-percent of fatal stall spin accident occur below
pattern altitude. The stall spin is tied to aircraft design as shown that
leading edge cuffs on training aircraft can eliminate 95-percent of pattern
spins due to misuse of controls. The same aircraft without cuffs and the same
misuse of controls would spin between 88 and 98-percent of the time. Percentage
of Controlled Flight into Terrain (CFIT) is rising because other accident causes
are being reduced. The pilot who cannot assess flight risk is most likely to fly
into trouble. 80 to 85 percent of all accidents are the result of pilot
judgment. Antihistamines, antidepressants and marijuana on average cause over
two accidents every month.
Success
I have always been a teacher. During my elementary and high school days I was
always a problem student. I did not take tests well and tried keep my daily
grades high enough so that I could pass even though flunking tests. I was a
class trouble maker, disagreeing with the teacher, asking questions better not
answered in class and often disruptive. I was usually punished by writing lines.
I used to pre-prepare thousands of "I will obey." lines just because I
would soon need them. At age 26 after several years of college I was told my
writing was so illegible that I could never be a teacher. I learned to write all
over again with my right hand. In the process I learned what is required to
teach penmanship. Teaching penmanship is what I can do best just when there is
no longer a demand.
I was refused a teaching diploma on graduation from San Jose State. I had told
five successive supervisors that they had wasted years of my life taking useless
and nonsensical courses that had little if anything to do with classroom
teaching. I did this after they put me into a classroom as a student teacher. I
said that the teacher training program violated every basic precept of teaching
and learning by putting classroom experience at the end of the program. Five
years after my departure from college they began programming teacher candidates
into classrooms at the beginning of their teacher training. I had made a
difference, belatedly.
As a state credentialed teacher I was never required to take the CFI part of the
test that covered learning and teaching theory. After I had been instructing for
many years I tried to break down the Instructors Handbook for a CFI candidate. I
found that it was an abomination essentially in that it required a learning
process that was in complete contradiction with the theories expounded in the
text. I threw my work away because I could not ask someone to learn in that
manner. I have not looked at the new edition. It can only be an improvement.
I never acquired a graduate level degree in spite of an additional 4+ years of
college be cause I refused to change my thesis selection. I felt that teachers
should select districts in which to teach rather than letting the districts do
the selection. Educational institutions felt that this would antagonize the
districts that were providing their teaching candidates classroom experiences.
It was only as a California State Teachers Council member that I was able to get
a handbook published for teachers in which the districts of the San Francisco
Bay Area were compared on over thirity different areas beyond salary. Teachers
were finally able to plan their selection of where to teach using an organized
data base. My thesis came into existence in spite of the system.
I began teaching handicapped children before there were any courses to take in
college. When courses came into existence, I took the courses where I was the
only person there with actual experience. I had acquired my teaching skills by
overcoming my own difficulties. I was able to help others see their problems. I
was able to provide a simplified situation that would provide success in stages.
I tried to create 'Ah-ha' experiences where the student really 'learns' what it
takes to succeed.
Had an instrument student have such an experience today. We did a pop-up IFR
while holding at a fix that would give us a VOR-A approach into an airport. As
we arrived at the fix I covered the heading indicator with a 'no-peeky'. It went
well until he began his descents. The compass became less reliable and he failed
to make the necessary changes in heading to keep the needle centered.
The approach was a bust. I reviewed with him the backwardness of the compass
numbers and how the timed heading changes could also be done just by counting
into and out of the turn. I had him fly back to the fix with the HI and we flew
the approach VFR but under the hood without the HI. What do you know, it worked.
He was ecstatic. Some how, in the past, he had missed one or more of of the key
learning points in the process. Things fell into place. He is ready for the
practical test and he knows it.
VFR into IMC
A student pilot confession
I am getting close to the checkride with two hours of solo xcountry and the
three hours of PTS-specific training left. In the last two months I have flown
16 times - nine dual instruction flights and seven solo flights - 21 hours total
in the last two months. All of it in a plane I purchased to complete my
training.
I planned my second solo x-country flight for Tuesday morning (today). The
previous x-country went well not less than a week earlier. I had taken into
account some suggestions from my instructor and felt prepared for the morning
flight. The general sky conditions seemed similar - there was a small temp/dewpoint
spread but increasing with every minute and visibility 6 to 10 miles along the
route with those reporting the lower numbers improving by the minute. This was
to be a shorter trip (about 60 nm to one airport and back via one VOR).
I noted that the sky didn't look as inviting as the current ATIS stated (7 miles
vis, few 1000 ft, 12000 broken. (Note: From now on, any time there are reports
of clouds or if I see clouds less than 1500
feet I will reconsider the take-off))
The conditions over the route were improving - I purposely made sure that this
was the case, but I neglected the trend at the departure airport. (also the
destination airport since it was a round trip). Prior to the departure time
ATIS, the METAR was vis 7, sct 8000 - compared with 7, 1000 few, 12k broken
earlier. This was not much of a difference but in hindsight it is easy to see.
In the future, I will not so easily ignore a report of clouds below 2000 ft.
I chose not to get a briefing from the FSS as I had printed out the weather from
online DUATS. (Note: this will not happen again. I am not sure this would have
made a difference, but it is hard to tell. I do have a strict rule to stay on
the ground if the briefer says "VFR not recommended" or the outlook is
MVFR. The rule seems silly when one doesn't even get a briefing... The exception
to this is if we choose to do an instructional (perhaps pattern or to
demonstrate the undesirable nature of the current conditions) ride during which
I inform the instructor that had I been solo I would not fly.
Below is a summary of the DUATS information spanning the area: I only present
here the pieces that should have prompted me to reconsider the flight.
1500 scattered, 4000 broken, becoming 3000 scattered, 5000 sct to brk. Outlook
VFR.
3000 to 5000 broken. 9000 overcast - outlook VFR
Until 10am Occ vis 3 to 5 sm in mist (my departure was set for about 9:45 am)
11am - 1pm 4000 sct. Outlook VRF
Also, remainder of areas - scattered to broken cirrus, outlook VFR
Here's the big one - Airmet - IFR. Occ ceiling below 1000/vis below 3 sm in
mist/fog. Conditions ending 9am to 10am. (My departure was set for about 9:45) I
underlined this on the printout. I can only guess now that I thought the
conditions were past. (Note: Previous flights had similar conditions and weather
improved and turned into exceptional flying conditions. Also note that pilot was
a resident of the area for less than one full calendar year and not fully aware
of the weather patterns. Should have been a red flag as well.)
Had I not known the specific airport conditions along the route and at the
destinations, the content above would have made me stay at home. (One more
lesson) The following is the data that I used to justify my decision to fly.
Weather at destination from AWOS prior to takeoff: winds calm, vis 7, clear
below 12k, 23/21 At airport halfway on route: calm, 10 miles, clear below 12k
73/69. (This was my alternate airport) Other airports on or near the route were
reporting similarly good to great VFR weather.
The small temp and dewpoint spreads are usually a signal to me, but the trend
was moving for the good.
Here again is the ATIS at the departure airport: wind 030 at six, 7 miles vis,
few 1000 ft, 12000 broken
TAF for departure airport:
6am-9am: wind var at 4, 5 miles, mist, 1500 broken
9am: wind 240 at 9, vis >6 4000 sct, 10000 brk
Next entry is for 5pm.
At a nearby (not over the route, about 20nm away) airport, TAF was 7am wind 260
at 9 vis > 6, 2000 sct, 4000 brk 7am to 9am temporarily vis 4 miles, light
rain, mist, 2000 ovc 12noon wind 060 at 9, >6 miles, 5000 sct, 10k brk
I may have chosen to ignore the IFR AIRMETS and possibility of cloud cover due
to the airports along the route reporting 7 miles or better and clear skies.
Also a factor was that the AIRMETS stated the conditions end 15 minutes after my
planned departure. I erroneously assumed that ince all reporting stations I was
interested in were VFR that the "ending 9am to 10am" was a binary
switch and we had moved to the "ending" part and would not return to
possible IFR conditions.
I filed a flight plan and declined a briefing (I had received one from DUATS -
that had to be good enough, right?) The tone of the briefer awed at me for a
little while - but I shrugged it off.
I then made the decision that the flight was safe to depart at 9:45 am. The sky
didn't look as good as the reports said, but hey, I had an endorsement from my
instructor (please do not take this as a redirection of responsibility - I was
PIC and made the decision), all the observations looked good, and previous
experience with this type
of morning weather "proved" it would be OK. I recall thinking to
myself, perhaps if I had my certificate and I was going to fly somewhere in
weather like this I would wait or not fly. In retrospect all these ignored
misgivings have me embarrassed and don't speak well of my decision-making
ability.
The rotating beacon was not on and I soon relieved myself of any misgivings
about my observations of the current conditions. After all, the ATIS claimed
1000 few, not scattered or broken and visibility was stated to be 7 miles.
The taxi and takeoff clearance were uneventful and I was rather happy with
myself for refusing a takeoff clearance in front of a Cessna on a mile and a
half final. He was a touch and go. I could have made it,
but decided I didn't need to prove anything. (This might have been a significant
factor a short time later. Little did I know at the time.)
(The following narrative may be a little imprecise with regard to specific
quotes and timing of events, but I have tried to be as accurate as I can. I got
busy very quickly)
The plane I had waited for was practicing instrument approaches. I was cleared
to take off. At about 100 feet a passenger jet announced he on the approach for
the runway.
I saw the prior departure turn to the left, then he was handed off to approach.
(I think downwind after being on left crosswind) I then realized that there were
wisps of clouds almost everywhere I looked. My first thought was that it can't
be. They shouldn't be there, especially not the severity that I was seeing. I
put it out of my
mind for a few more seconds to assess how my departure was going. ltitude,
airspeed, heading, climb rate - all were fine. I then let my mind return to the
issue of the clouds - still objects I could try to go around, but getting harder
to plan at this closing rate. When told I could turn left on course I was about
400 feet and replied that
I was unable at the time because of clouds and was trying to remain VFR. I
didn't think we had a BIG problem at this point. I could see holes and was
shooting for one. About 5 seconds later (about 500 feet) I realized I was in
trouble. The ground was disappearing and the holes were disappearing. I told the
tower that I had to do a 360
to remain VFR. They understood. What I meant was a 180. In either case I am sure
this caught the attention of those in the tower and the plane on approach.
The ground disappeared as I was trying to figure out if I should pull power and
point the nose down to stay under (I was probably about 700 feet then) and try
to circle to land or do something else. (If I am going to be
a cowboy, might as well do it in style...)
I lost the horizon and all I saw was grey/white and every now and then some
"clear" sky, which allowed me to see clouds further away. I elected
NOT to keep turning or descend to land. I leveled the wings, made sure all
engine/fuel controls were forward and ignored the windows. I was a potential
statistic. I was a VFR student in IMC, less than 1000 feet, 91mph (Vy for my
plane). I recalled an article I read entitled something to the effect of
"you have 168 seconds to live" - possibly a study of VFR pilot flight
into IMC.
"Tower, <callsign>, we are VFR student in IMC, unable to see ground
or holes." (meaning how to get down or out)
Tower responded appropriately - I am not sure what - something like "Roger,
standby."
I came back with something inane like reporting my altitude and repeating the
situation, "VFR in IMC climbing, We're not sure what to do." My voice
exhibited signs of anxiety. Hearing that in my voice scared me a little.
Tower said to standby, they were calling approach to find a clear airport to get
me to.
A calm professional voice (the ones that make all student pilots immediately
envious and embarrassed at their own dealings with ATC) came over the radio -
"Stay cool, keep the wings level. You'll be fine." (I think it was a
Citrus flight, but I can't be sure) This was like magic to me. It got my
attention and reinforced the idea that I
was able to control the outcome and was not just in for the ride. I stopped
panicking and stopped thinking of the possible bad consequences. I focused on
the instruments and how to make it out OK. AI, turn and bank , altimeter, VSI,
RPM, AI, AI, AI.... I can't recall checking the heading too much during the time
- the other
instruments were feeding me (thankfully) what I believed to be good status. My
scan is not refined, nor was I trying to be perfect. I wonder what might have
happened if I had to correct for a condition. Might I have focused only on one
or otherwise excluded some? I was trying to remember everything from the
simulated instruction time.
(My instructor did a wonderful job and I must thank him for the three hours of
simulated instrument training. I was far from comfortable, but I knew my limits
and was not about to start a turn or a descent. I was expecting to be able to
get on top and then deal with the situation from there. Without that training I
think there would have been more trouble.)
My plane has a published climb rate of about 550 ft/min. for max weight. I was
about 200 lb shy of max weight.
I was lucky. I was only in the clouds for a minute or two. (I have experienced
the sensation of time seeming to slow down before.This may have been one of
those situations so I may have only been in clouds for half a minute.) It was
hard to tell that I was out at first, and it may not have been longer than a
minute. I didn't think it was a good idea to try to use anything outside as a
reference until I was certain I was out. It was a good feeling finally knowing I
was on top with wings level. However, the sky was overcast BELOW me. My only
experience with that was from a window seat as a paying passenger and as a
"tsk-tsking" reader of stories
like these. My comfortable home airport was of no use now.
Now that I was out of immediate danger, my mind slipped into analysis and fear
mode. How can someone be so stupid to go VFR on top and not have a way down? How
can someone be so stupid to take off into IMC as
a student pilot? How do I explain this to my instructor? Will I go to hell for
this?
I was passed off to approach. They gave me a x-ponder code and I complied. I told
them I had about 3.5 hours of fuel and I confirmed that I was VFR at the moment.
They cleared me to an airport reporting clear and 6 to 10
vis. (I cannot recall). I was extremely pleased at this point. My anxiety level
decreased and I knew I would come out OK - with my tail between my legs, but
otherwise ok. The airport has a VOR located on it. I tuned it in. I made a
mistake on the frequency. Thankfully I finally made a habit of what my
instructor taught me to do - tune, identify and navigate. I caught the error and
fixed it. This was a minor error compared to the BIG ONE, but it may have had me
tracking to some unknown VOR for a while until approach finally asked me what I
was doing.
I did make another goofy error. I was handed off to another approach frequency
and given instructions. I repeated what I thought was an excellent read back,
especially for a student pilot with a need for a fresh
change of diapers. However, I hadn't keyed the microphone.
I thanked the tower, the jet god and each approach controller for their help as
I was passed along. Actually, I think I thanked everyone I talked to a few times
for their help. I wanted them to know I knew they had saved the day and that I
was aware of the seriousness of the situation. All of the ATC people were
extremely
professional and helpful.
About 12 miles out from the new destination the ground became visible and there
were no clouds at all. I was cleared to descend when I reported the field in
sight and switched to tower. I elected to do a 360 prior to the pattern to lose
some altitude and the landing was uneventful. On rollout tower asked me to
advise when I was ready to copy the phone number for approach, as they wanted me
to call when I landed.
I called approach when I was parked at the FBO. I was very thankful, embarrassed
and humble. I informed the person that I knew the gravity of the situation and
was very shaken up and appreciative of their quick and professional help.
I then left a message for my instructor and called my girlfriend. I told the
nice folks at the FBO that I might be staying for a little while. I wanted sky
clear and 10 miles the whole trip back before I would depart. (More thoughtful
consideration later would suggest that departing for home might not be a good
idea as it was a x-country for which I had no endorsement.)
I called my instructor. He had not received my message and was surprised when I
said I was on the ground at a different airport and very shaken.
I told him the story. He said I did a good job. I replied, "I don't think
so, I should have stayed on the ground."
He managed to set up a ride for himself with other kind folks doing some IFR
work and picked me up later to fly home. We filed IFR and had no problems with
the flight back.
While I was waiting, I refueled and pre-flighted about 3 times. I checked the
weather every 20 minutes. (Possibly hoping to undo my prior lack of foresight?)
I met a few really nice people (that usually goes without saying at an airport
anyway). A few were aware that I was "the guy who was VFR on top." One
flight engineer for a Coast Guard C130 that had been practicing in the area,
also a CFI, came to chat. He asked me to elaborate for his students' benefit. I
was more than happy. He said I did a good job. I again replied that I made a bad
decision to go.
Most people I talked to shrugged when I said I should have stayed on the ground.
I take that to mean, "yes, you dumb-ass, but I am not going to say that to
your face." Many volunteered that I did a good job - especially at how
quickly I informed ATC what was happening and choosing to climb straight rather
than circle at a low altitude and slow in little or no visibility. (This could
just be my interpretation and justification of my decision.)
Later at the airport I spoke with a student (without revealing my adventure) who
stated that the weather was fine around and after my departure time, except for
a ceiling at 2000 ft. He was planning to do pattern work.
I was extremely embarrassed and very happy to be alive. I considered giving up
flying for a while. I dismissed that and resolved yet again to start instrument
training shortly after passing the private checkride. (Assuming an instructor
and D.E. agree I am safe enough to carry passengers. A scary thought considering
I had just proven
otherwise.)
I will be filling out the NASA form and this lesson will not be forgotten.
It could have been worse. I would hope that if the conditions had been worse
that I would have stayed on the ground. I wonder what sort of decision and
pressure I would have put on myself had I been in front of the Cessna practicing
instrument approaches and been under a little more pressure to follow normal
departure procedures.
Some things I did right:
- Communicated as soon as I could when I got into trouble.
- Kept the wings level. (I am under no illusion that this makes it ok or that I
am a super pilot. I am lucky)
- Caught and corrected a VOR tuning mistake. This may not seem like a big deal,
but under stress and pretty shaken I followed correct procedure to navigate.
The obvious mistakes:
- Failing to heed airmets by either waiting or confirming that conditions were
good at departure airport.
- Assuming past experience with weather trends will somehow make these
conditions acceptable.
- Ignoring my observations and reservations about the weather and believiving
the reports.
Lessons learned (for me)
- Plan an alternate and confirm weather at an alternate.
- Do not accept reported weather as truth. Believe your eyes more than the
reports.
- Fly with lots of fuel - as much as allowable.
- Reconsider the flight if reports and forecast call for
scattered/broken/overcast near the route and on the route.
- Don't take off with so much cloud cover.
- Always call a flight briefer in addition to DUATS. (Previously my policy was
to do so for possible convective activity and questionable weather en-route.)
Use as much help and information available to ensure a successful outcome.
- I am responsible for the safety of the flight -- not the tower, not the
instructor, not the briefer, not the weather reporting systems. Act accordingly
and make decisions accordingly.
- More weather study is required.
Second-guessing:
Had I waited about 20 minutes, the sky would have been better and I would have
been on my way. Unfortunately I might have been stuck on the ground halfway
through, as the home airport later was alternating
between 1800 sct and 1800 broken. I hope I would not have continued into that.
(However, considering the decision to take off this is an open question.) I may
also have run into the cloud layer en route.
What would have happened had I elected to stay low and under the clouds shortly
after departure? If I had remained in VFR I would have been at about 300 to 500
ft. This is not a comfortable height for me to be making so many turns around an
airport. There was a plane above me and departing - no factor. There was
incoming jet traffic. A possible factor - especially for the controller and the
arriving traffic. This may have been a viable option, but probably not a good
idea. By the time I considered it and started planning it, I was in clouds/fog.
From my comfortable chair right now, I am glad I elected to climb.
It is easy now for me to see that staying on the ground would have been a wise
choice. There seems to be conflicting data about the viability of the VFR cross
country. Some data supported it and some data made the decision to fly
questionable. The questions will remain with me for a while.
For those with a dark sense of humor: I filed a flight plan - so I might have
been ok on the accident report. However, I was too busy to actually open it in
flight and I diverted anyway. It's a toss-up, your call.
Most likely: (un?)controlled flight into terrain. Pilot error. Continued VFR
into IMC. Weather was a factor. Pilot obtained weather from DUATS and declined a
briefing when filing his VFR flight plan. Stupidity was a factor.
I visited the tower the next morning, something I had wanted to do even prior to
this experience. Now I was determined to thank them in person (for the help this
time and for putting up with student pilots in general)
The visit was short (unfortunately I had to be get to work, but I did bring
donuts and O.J.)
We discussed the weather conditions briefly and talked a little about what
happened. The three people there
were very friendly and like others have suggested, go visit your local ATC -
either a center, tower or other - it is well worth the time.
For now my personal limits are set a bit higher. Some may say something about
farm animals having left the barn already.
Until the cows come home, Be safe.
Mistakes
Every flying student arrives with numerous preconceptions as to what flying
is like. From childhood on student have seen and played with the landing of
airplanes. Unfortunately, these landings have always been flat greasers. This is
not the real-world of flying nor landing. I suggest that a duck landing is best.
The student who tries to set his standards of performance is unaware of the learning curve required as well as the unlearning that is needed. Many students who are experienced and skilled in their occupational applications seem to expect that their flying skills will be or should be equally good. Immediately. Won't happen, shouldn't happen. The making of mistakes is an essential learning experience just as is learning not to make mistakes.
In my experience, when I have a student who does not make what I consider a requisite portion of mistakes in learning to land, I create mistakes. As learning experiences high, low, slow, fast, unaligned, downwind and ATC situations are just as valuable as are good landings. Knowing when not to land is more important that knowing when to land.
In my experience most new students have much the same problem avoiding
clouds as with birds. I have had many students continue to fly directly toward
clouds without realizing that it was they who should take the evasive action.
One little realized aspect of cloud avoidance is that you have no visual
perspective by which to judge distance until the cloud balloons in size. My
advice would be to initiate avoidance sooner than later so as to avoid an
unexpected surprise. Any time you can see a cloud move you are too close.
Times
When What You Do Will (may) Be the Wrong Thing to Do
--Full rich mixture on short final at a high altitude airport.
--Using boost pump for rough-running engine
--Switching tanks
--Going to full rich mixture
--Applying power to a failing engine,
--Low altitude return to departure runway
--Departure into deteriorating weather
--Departure with rough engine or one magneto
--Using POH performance numbers on less than new aircraft.
--Failure to plan for engine failure on takeoff, final, anytime.
The Nature of Fear
--Without the presence of fear in our minds we exist as a constant
hazard to ourselves.
--Every time a flying event occurs that indicates our lack of control, a
fear-seed is planted.
--Whether the seed grows or not greatly depends upon our experience with such
fear-seeds in other endeavors.
– I have seen many children under three who seem totally without fear. This is
frightening to an adult.
--To be without fear means you have not experienced situations requiring
defensive actions and judgment.
--Fear has purpose. Without we have the risk evaluation abilities of a three-year-old. Fear extends our lives.
--In flying we arrive with quite a collection of instinctive and learned fear seeds and related behaviors.
--We duck when something is going to hit the windshield. We are startled by an ‘air pocket’ jolt.
--Over time with repeated similar incidents we adjust and seem to be unconcerned by surprises.
--However, occasionally a large shock hits our psyche. This plants a fear-seed that stays and grows.
--Don’t think that it can’t happen to you. It can and will affect the pleasure you find and feel while flying.
--The longer it is allowed to grow the more devastating will be its effect.
--On reaching 79 I failed a checkride. I have dreaded every checkride since. I
do not do checkrides well.
--I no longer take flight-medicals well any more either. My last once was only
for one year.
--We seldom recognize the subtle changes in our attitudes and flying derived
from our fears but they’re there.
--We become more susceptible to nearby fear seeds. Our concerns cease to be logical or reasonable.
--Doubts rise as the line between proficiency and lack of proficiency narrows.
--Assurance and carelessness seem to blend and we become uncertain where one
ends and the other begins.
--Fears breed as fear-seeds on insecurity and uncertainty.
--On occasion we get lucky and our fears do not keep us from danger. And nothing bad happens. Look out!
--The worst thing that can happen is getting away from a bad situation without a fear-seed arising.
--We need fear-seeds to warn us next time, because there will always be a next time.
--The further away from our last fear-seed the closer we are to the next fear-seed. Like earthquakes.
--Uncontrolled fear is classified as panic and your reactions become dominated by instinctive forces.
--We cannot see or think beyond what is happening unless training kicks in.
--Only training can cause our thoughts and behaviors to become rational a suited to the situation.
Pilot Personality
--Pilots fly in a manner to fit their over all persona
--Pilots are goal oriented and enjoy mastering a task.
--Being PIC is power only equaled by a ship captain
--Pilots resent criticism but instructor pilots even more so.
--Pilot’s have a need to exceed boundaries of achievement
--Pilots are given responsibility but many are not able to handle it.
--Pilots are likely to divert from the unpleasant to the pleasant option
--Pilots want recognition for achieving what others have not accomplished.
--Piloting feeds the need for change every aspect of flying is like being born
again through change
--Safe pilots are mature, motivated, with positive self-image, curious, active
and copes with life
--Those who fly are different because they are independent achievers and enjoy
mastery of difficulties
--We need to identify accident prone pilots because the costs extend far beyond
that pilot’s accident
Pilot Weaknesses
--Pilots are inclined toward risk taking
--Pilots thrive on overcoming difficulties
--The search for freedom is a continuum
--These traits will both make and kill a pilot
--Poor decision making is a part of pilot personality
--The PIC attitude will ignore safety for its own sake
--The pilot personality lacks endurance into a difficulty
--The PIC attitude will have a use of checklist weakness
--Pilots also thrive on the extent to which other are impressed
--A pilot will attempt to make changes just for the sake of change.
--Putting things in its proper place is not a part of pilot personality
--Pilots are not orderly, efficient and will rationalize details as trivial
--The PIC personality is not likely to follow the suggestions of others
--Pilots are likely to exhibit fearless behavior immediately after an
achievement
Things to Worry About
Pilots who learn to fly earlier in life fly with less risk later in
life.
Lack of adaptability increases with age.
A pilot who can’t perform well on a flight test is unlikely to do well otherwise when under stress.
Pilots with a history of accident/incident events is more likely to have a weather accident.
Having electronic awareness of weather conditions may not positively influence pilot decisions.
Ground proximity knowledge is of no value until you need it more than anything else.
Not all traffic is shown electronically so be both vigilant and lucky.
Pilot examiners have observed a decrease in stick and rudder skills.
The pilot who accepts ‘close enough’ in any performance parameter has given up high standards.
Where perfection is not possible, deviation is not acceptable either
Demand timely and smooth corrections to modify imperfections detected sooner rather than later.
Just enough fuel is never enough.
The wise pilot learns many things from other pilots they dislike.
Don’t let others stop you from doing what you know is safe.
Flying is not a place to take a chance at something new in hopes for a beig payoff.
The view changes only for the leading dog.
Return to whittsflying
Home Page
Continued on Page 1.4 Lessons
for a Good Start