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Instructors Learn Much More
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Contents
Items; ...CFI
PTS ...Flight Checklist for Instructor;
…Flight checklist for Student;
…Evaluating a Partially Trained
Student; ...Accentuating the Positive;
…FAA Instructional Format;
…Teaching the FAA Way; …Planned Instruction; …Effective
Instruction; …Instructional
Safety; …Wearing Thin Pants;
…On Motivation; …When
a Pilot Dies; …Joys of Flying:
…Designing Lessons; …The Competence of Incompetence; …Knowing Know; …Training
Attitudes; …Military Instruction;
…CFI Abuses of Student Time;
…One CFI +One CFI = Problems;
…Time for First Solo; …Teaching Airplane English;
...On Speaking Airplane English; ...My
Question: How to Respond; … Good
Instruction; …My Solos Take
Longer; …Instructional Frustration;
…Viva la Difference; …CFI Items; …Unhappy Students;
Weather Minimums Lesson 11-9-03; ...Advice
to New Ground Instructor; ...
Items:
Real pilots respect piloting ability and skill regardless of
gender.
Item
Woflgang Langewiesche said, "Flying is done largely with
the imagination."
Item:
Make black and white image of aircraft and place it on dash so
that it reflects on windshield. You now have a 'heads-up' display.
Item:
If the moisture is snow, descend since the warmer air is below.
If the moisture is ice, climb since the warm air is above you.
Item
When striving to get the best glide distance from your airplane,
remember that making the mistake of going faster is better than
going slower. In a headwind add 1/2 the headwind to the best
glide to get the best penetration. For tail winds just fly Vg.
CFI
PTS
CFI applicants must exhibit instructional knowledge of task
elements through descriptions, explanations, simulations and
common errors.
Flight
Checklist for the Instructor
1. Preview the flight before getting into the plane.
2. Tape record everything.
3. Stay off the controls
4. Know and teach all the checkpoints
5. Teach only pilotage until cross-country time.
6. Know the specialists at tower, Approach, and FSS
7. Don't let student set standards of performance
8. Make flying as efficient and economical as possible.
9. It is the satisfaction of success that makes flying fun.
10. Teach 'trim' from flight # one.
11. Teach the 'Dutch roll from flight # 2
12. No surprises but expect the unexpected.
13. Fly upwind while doing airwork.
14. Make every departure and arrival different
15. Don't answer a question when you don't know the answer.
16. Be HONEST in your student evaluations
17. Teach delay as an always expected factor in flying.
18. Teach multiple options for every situation.
19. Teach hands-off and rudder flying
20. Introduce turbulence gradually
21. Gradually work on cockpit organization
22. Teach radio from lesson # 1
23. The learning law of primacy, rules.
24. If a planned lesson is not possible, have an alternative.
25. Review tomorrow's lesson the night before with student.
26. A part of all ground preparation of a flight SHOULD include
a review of the checklists to be used throughout the flight.
Flight
Checklist for the Student
1. Stay off the brakes; stay on the line.
2. Two fingers on the yoke even when using radio.
3. Practice changing frequencies
4. Practice aloud your communications before using radio.
5. Learn the area and reference points
6. Accept fact that learning to fly is expensive.
7. Let instructor set performance standards.
8. Make opportunities to visit ATC facilities.
9. Read and then study the POH. Take notes.
10. Trim is the cruise control of flight.
11. It will take five sessions to learn the Dutch roll.
12. Taxiing is the last thing you learn to do right.
13. A properly trimmed aircraft will fly better without you.
14. Even the best plan may not work as planned.
15. Unlearning is the form of learning most likely to fail.
16. Arrive knowing what to expect from a prepared lesson.
Evaluating
a Partially Trained Student
The situation for the new instructor is to separate the wheat
from the chaff. Every student has both weak and strong areas
of performance. It is most unlikely that these areas will coincide
with those of the instructor's teaching skills. This means that
every student can expect to get some benefit from a different
instructor even if it consists of improved perception as to what
constitutes better instruction. The problem for the new instructor
is not to raise stress fractures in the learning process.
There is no 'one' way to do most every procedure in flying. Classic
of this is pitch vs power. Most of flying is a collection of
compromises just as is the teaching of flying. The student must
be allowed to get far enough into a 'failure' situation to recognize
it. The instructor must not intervene too soon nor must intervention
be too late. Intervention is an art of decision making by the
instructor. Too soon, the student does not learn the lesson.
Too late, the instructor had failed to teach the lesson. Often
it is best to let the student determine his own level of tolerance.
I do believe that some students have learned to judge the landing
flare by sensing the body language of the instructor.
Accentuating
the Positive
A motivated student is a joy to teach. Nothing motivates
like a sense of success and achievement. Were I able to find
just what it is that gives positive motivation I would bottle
and sell it. A student's success is my success. In school the
enjoyment of a particular subject is usually directly associated
with feelings and attitudes toward the teacher. A flying student
is already motivated to the subject but the kind of instruction
can quickly erase or add to this original motivation.
The flight instructor will add to the motivation by making certain
that the student knows what to expect from a lesson. Surprises
in flight instruction create stress, concern, and insecurity.
Some students need more 'hand-holding' than others do. This is
not bad of itself if the instruction is directed to making the
student independent and self-assured down the line. The idea
is not to give the student a succession of 'fish'; rather, the
intent must be to teach the student how to 'fish'. We are training
the student toward independence of planning and flying the plan.
FAA
Instructional Format
FAA instruction is based on early 1900 educational theory
and practice. Most learning is visual but requires repetition
and reinforcement for adequate retention. Only 8% of what you
hear is retained unless it is accompanied by various kinds of
repetitive exercises. Reading aloud is a common way of aural
learning. More effective aural learning can be achieved by having
student record information in his own words. Tactile learning
can be helped by using the fingers to trace over material to
be learned. Physical examples of instruments are best supplied
to tactile learners.
Teaching
the FAA Way
I have never seen the 60-14 textbook. I assume it is the revised
Flight Instructor Handbook. I once made a complete summary of
the old edition and became more and more frustrated in its pedantic
presentations and terminology. As may be implied, the FAA preaches
all the developmental theories and resorts to catechization and
rote learning.
I must tell a 'war' story to explain how I got into teaching.
I was taking aircraft radio at Truax Field, Madison Wisconsin
during mid 1943. The better your grades the longer you got to
stay in tech schools. The alternative was to become a B-17 machine
gunner. Your 60-14 would call it motivation. I was fresh out
of high school but found that I had acquired ability to regurgitate
material back to my fellow students when we returned to the barracks.
"He who teaches, learns twice." I took a good-sized
group with me to Boca Raton, Florida for Radar training because
of our collective good grades. I did the same teaching at Boca
Raton and took nearly every course they had while continuing
to help/teach my buddies.
Fifty radar men were sent to India to join the newly activated
58th (B-29) Bomb Wing. When Saipan and Tinian were captured,
we all went by plane or ship to the Pacific. I was almost immediately
assigned to the Wing Training School to teach LORAN. Two months
later I was given the job of assembling and operating the training
program for the Supersonic Trainer. This was a bombing simulator
that made it possible to see on a radar scope a very realistic
radar picture as it would actually appear when in combat over
Japan. In setting up target flights for the simulator I had to
learn how to use the E-6-B and plotter. Twenty-five years later
this experience gave me a leg-up in learning to fly. I have never
liked to use the 'formal' lesson plan. Never used them when teaching
children. I always prepared myself with the subject matter along
with an ample supply of peripheral/related information, stories,
and life applications.
Spent two hours with Lisa today doing ground school. We both
had a great time. Lesson consisted of covering topics from the
POH such as systems, weight and balance, emergencies, and aircraft
performance. Using her own life experiences I was able to give
her unforgettable examples of how Va works, how wings lift, how
fuel gets out of the carburetor and some others I forget. We
found that the POH was really deficient in giving a practical
engine fire checklist. We found that it is useless to plan precise
times and routes when winds are never as forecast. I showed her
how best to learn to diagram the systems of the aircraft. She
left enthused and even considering a flying career. As good as
it gets.
You are going to learn the teaching of flying by making many
mistakes. You are going to give students both good and bad habits,
techniques, lessons and memories. An educational critic of my
lesson with Lisa could, rightfully, say it was unorganized and
disjointed. It was. Still before the material in the POH could
be properly covered, I had to make sure that she had the required
background. 60-14 would agree but you would choke on the vocabulary
needed to make the point. It's called readiness.
I was told early on in teaching that it would take seven years
to acquire teaching competence. If teaching had two years in
a row as bad as the first year, there would be no teachers. Shortly
after my 'college revolt' about wasting my time they began to
put student teachers into the classrooms from the very beginning.
That and the elimination of school administrators from the California
Teachers Association are my two life-time achievements. Unintended
consequences make these a dubious claim to fame.
If you read of my IFR logging experience where I sat in back
while a CFI candidate gave instruction to a pilot, you are likely
to find that such a procedure is very unusual. CFI preparation
has no 'plan' for doing as I did. The candidate had no idea,
by admission, of where to begin teaching the lesson. Candidate
chose to watch as I demonstrated how I take a student through
the entire flight on the ground along with headings, altitudes,
radio frequencies, what to say/when to say it, and a run-through
using the actual radios. Once on the flight, candidate did well.
There is very little in the CFI program that will actually provide
the very much needed practical teaching experience by the candidate.
The problem lies in the process and entrenched administration
of the FAA not the potential instructors.
An honest to goodness FAA CFI program to produce would require
an admission that the programs of the past have been wrong and
misdirected. If the precepts of 60-14 are to be a part of the
program, then book learning alone will not suffice. I question
that there is any innate teaching ability, teaching sensitivity
can be taught, acquired, and passed on. A 60-14 program could
provide a 3-person curriculum such as I practiced on the above
flight. As many of you know I have always taught with tape recorders
on during preflight ground school and flight. Maybe, all instruction
should be video taped. An instructor should not be required to
learn 'the hard way' as to how far into a problem situation to
go before taking over.
The above was in response to "Bob Furtaw" <bob@furtaw.com
Planned
Instruction
The military is a leading exponent of programmed instruction.
Under such a program every thing in the future is based upon
the building blocks of the past. There are no surprises or unexpected
events. Every lesson is preceded by a flight briefing that covers
in detail such things as required checklists, radio frequencies,
departure, route, and retune procedures and maneuvers to be performed.
For airwork or landings there should be selected variations that
require differences in technique and airspeed. Your plan should
include parameters for heading and altitude. Any en-route requirements
should include ETA and airport comparisons for checkpoints as
well as total time en-route.
How well you fly is very much dependent on your knowledge of
the aircraft systems. Any system failure will have a system crosscheck
that you can use to evaluate separate the degree of difficulty
that exists. By knowing how the system works, you can make the
safe decision. Knowing the systems, of necessity, includes knowing
the speed and performance limitations for every configuration.
Every pilot must know what malfunction will ground an aircraft.
There is risk in every flight. It is up to the pilot to assess
the risk that exists when any aspect of weather, aircraft or
pilot affects the margin of allowable error. Your decision not
to fly exists up to the point of takeoff. Even the prepared pilot
can be blind sided by the unexpected event. Of all the things
that are covered in the POH and the FARs there are still far
more waiting on the sidelines to surprise you.
Effective
Instruction
First of four elements is identification of the objectives…not
the creation of them as would the FAA have you believe.
The second of the four elements is teaching to these objectives.
The process is to use task analysis of the required performance.
Each major task is dissected into initial knowledge, basic skills
and the combination and organization of these is formulated as
a progression to the objective.
It is important that all knowledge and basics be presented as
relevant to the final objective. We have task, one of several,
that must be introduced, practiced and mastered. Tasks in combination
can take a student from ground reference, into patterns, to go-arounds
and to landings. Each task must be recognized as relevant by
the student. Every instructor must be honest in feeding back
his judgment of the performance status of the student. The student's
knowledge of the objective will enable him to know the truth
of your feedback. When synergy occurs between the instructor
and student, the student is ready to prove mastery by flying
solo.
--Brief your students for the coming lesson
--For their next lesson at the end of each lesson
--Over the phone the night before any lesson
--Before getting into the airplane
--Avoid discussing problems while the engine is running
--Do not distract student during preflight (Unless directed to
having student tell you to shut up.)
--Do not 'chatter' during taxi
The Flight Lesson
--Advise student that at least one unexpected event will occur
every lesson.
--Always flies up wind if remaining in airport vicinity. Minimizes
time getting home.
--Use a number of different departures and planned arrivals with
changes for every lesson.
--Use departure climb-out as an opportunity to teach trim and
Dutch rolls.
--Present as many 'airspace' situations as you can on every flight.
--Introduce stalls gently. After introduction do stalls as a
series. Use distractions.
--Double up in three-place aircraft with two students where possible.
--Use simulators
--You set the standards of performance, not the student. Raise
standards as appropriate.
--Teach taxiing from lesson one.
--Teach radio from lesson one.
--Airport and area from lesson one.
--Teach use of the throttle and mixture from lesson one.
--Keep fuel record from lesson one.
--Solo cross-countries might be flown at 55% power.
Instructional
Safety
When teaching the safest possible flight operations you can
show a student how poor decisions doing the same maneuvers could
be proportionately more dangerous. I do this almost without thinking
about it in my home flight arena. In a low visibility situation
today I chose to get all the radar help I could by getting an
IFR clearance for practice work in the vicinity of a VOR. With
the next student we did vertical-S airspeed practice. I had the
student depart by requesting a climb in pattern to above a cloud
layer before flying to the VOR. We then tracked upwind on a radial
that I knew would be relatively safe and then tracked crosswind
for a period before returning downwind on another radial over
an under cast that was most likely to be avoided. The fact that
we never saw an airplane doesn't mean anything for certain but
it was a nice flight. I began instruction in 1968 and I lay some
credit to the fact that instructional accidents have fallen nearly
every year up to the present. At least I have not contributed
to the accident rate.
Wearing
Thin Pants
In many respects flying an airplane is much like riding a
horse. A horse goes where its head points, so does an airplane
in coordinated flight. A rider feels the horse and dressage riders
give the horse directions in the ring with just pressures and
feel the correct movements via pressures and sight. So can an
airplane be flown by feeling pressures. Airplane feel is inside
your body much like horse feel is each push and pull is mutually
sensed. You feel airplane and horse movements in your hands,
feet, chest and stomach, and muscles. Airplanes and horses feed
back feel that tells of performance.
The most subtle of sensations are fed back and forth you to the
airplane and the airplane to you through the transfer of centrifugal
and centripetal energy. Some parts of you and the airplane sense
inertial effects before others but they are always there and
your sensitivity can be learned and increased. There is an associated
danger in flying by feel. Feel must be supported by visual reference
or bad things happen to you and your flying. Any time your sensations
are in conflict, you must go visually to your instruments. You
only have a few moments in which to do this. You are overcoming
very powerful instinctive forces and extreme mental concentration
is required continuously Any lapse of continuity will result
in loss of aircraft control.
You can become sensitized to your body pressures by performing
specific maneuvers that affect specific areas of the body. Once
such place is to each side of your seat cushion that presses
on your thighs. By paying attention to these pressure point and
performing a series of turns, climbs and dives without using
the rudder you will become aware of pressure differences. By
doing the same series, while moving the rudder side to side and
keeping the wings stabilized you can develop a sense for when
the ball is centered.
Once you have gone through the extremes of sensation due to a
misplaced rudder, you should practice. You know that you step
on the ball when it moves to the right, you should also step
on the ball when you feel pressure to your right. You apply rudder
until your 'seat' tells you the ball is centered. Check the ball
to see if it is centered. By using a safety pilot and closing
your eyes except to check the ball you can become quite skillful
even in thick pants.
On Motivation
Students will only learn if they want to. Contrary to commonly
held parent's opinion, children are not inherently resistant
to instruction. All student failures can be directly attributable
to teacher failure. Given the right motivation learning will
take place. The instructional problem is to make the learning
take place in the right direction. For, whatever reason, much
student motivation tends to be in the wrong direction. I found
that teaching gambling was always easier than teaching good behavior.
Learning is keyed to motivation. Threats will work to a degree,
but soon wear out. Margaret Meade, the great anthropologist once
told me that we should pay children to go to school, with the
pay scale based on achievement. Many student pilots of a younger
age are motivated into learning to fly because of the promise
of future compensation. Older students are trying to recover
the dreams of their youth. regardless, a student pilot must be
motivated to overcome the sure to come failures, plateaus, and
frustrations that are a part of learning to fly.
Every flying success serves as a motivator. It is essential that
the instructor provide in each lesson a series of achievable
goals that challenge and satisfy the motivational needs of the
student. Nothing is as defeating to a student as false praise.
The instructor must be creative in finding motivators. One of
my most satisfying experiences as a public school teacher was
when I was able to motivate an entire class to excel in spelling
lessons just by correcting the papers during class and pretending
that I really enjoyed making red check marks on missed words.
Surprising how hard the kids would work to keep me from enjoying
correcting spelling. Do whatever it takes to motivate.
When
a Pilot Dies
Two of my pilots have died in airplane crashes. One, I had
advised to quit and I thought that he had. Three years later,
after his death, I found that he had gone to a friend of mine
to finish up his instruction only to kill himself flying home
after passing his flight test. The other tried to follow a car
along a dirt road filled with family members while flying at
low altitude. Stall; spin only a week after passing the flight
test. Took a son down with him. I have never been the same.
My question has always been, "What was my responsibility?"
I know I failed as a teacher at some point in their past. I have
spent considerable time since these events wondering what I could
have, should have, done and said. I am much more willing to talk
about the student who stole a club plane, took a bottle of whiskey
and proceeded to circle at altitude over the S.F. Bay area while
drinking until unconscious. He passed out. The aircraft was so
well trimmed that it flew him all the way across the Sierras
and eventually crashed into the Nevada desert. Plane totaled
but student was not injured. Student had not flown with me for
over four months but club felt that I had been at least partially
responsible. Club nearly went under since they only had one plane.
Responsibility? Accountability? If I only knew.
On the other hand, I have taught students who went on to become
airline pilots, military pilots, commercial pilots but most have
flown for years as private pilots. I have never counted how many
successes and failures I have had. We lose touch all too easily
in today's world. Now, on the internet I have touched the lives
of more pilots than ever. Hardly a week goes by but that some
internet friend writes to thank me for the influence what I have
written has had on their lives. Responsibility? Accountability?
If I only knew.
On the internet I can no longer know ahead of time that the student
who has read my material has used it as a jumping-off point for
higher ratings and certificates. I can no longer take advantage
of my in-cockpit opportunities to learn more from my student
than they learn from me.
Joys
of Flying
Getting through your checkride successfully gives rise to a sense
of elation and achievement that can only be described in superlatives.
Just how it is described will vary but the glow lingers, lives
and grows. The more you fly the more entrenched will become the
satisfaction.
The better you fly and get the kind of performance you want from
the airplane, the more deeply you will sense the pleasures of
flying. Having control over a beautiful piece of machinery by
making it obey you gives you a kind of self-confidence and personal
assurance that changes your voice, your walk, and way of dealing
with people. Self-assurance can be used to great advantage or
to self-destruction. It is one of the most powerful assets we
can have. Only with experience can you learn to guide and control
the power being able to fly creates. The danger lies in that
the better you 'think' you fly the more careful you should be.
Over confidence is waiting in the wings to slap you down. Just
ask the pilot who has had a minor accident as to how he has been
brought up short and concerned as to just how capable he is.
I have a friend who had such an accident several years ago. He
flies but has not flown solo since. As I just told a student
today, "Mistakes are always waiting out there to teach you
a lesson." No matter how good you are, there are situations
out there just waiting to take a bite out of the unwary.
Every pilot who flies and survives long enough is going to have
phases of his flying life pass by during which he progresses
from one experience plateau into another. This may be by way
of ratings or hours but no matter how accomplished the 'Passages'
come one after another for those who continue to fly. The ability
to fly and the changes flying has made in you will be there as
long as you live.
Designing Lessons
Giving flying lessons is much like building a tissue and
balsa flying model of an airplane of your own design. The plane
must be of your own design because the raw material of the student
is going to require unique approaches and adaptation to situations
and abilities.
At the present time, I am instructing a unique such flight program.
I have a student who is the most well read and prepared I have
ever taught. Yet my lessons seldom achieve the proficiency level
I expect or seek. My student has an airsickness problem. It comes
and goes and gets better the more frequency we fly. However,
due to the flu season we have not flown frequently. Progress
has been slow and erratic. At one point we did not fly for three
weeks. The review flight ended in less than half an hour due
to illness.
The student senses the lack of progress, as I do. I press because
the student early on set time and economic limits for the lessons.
I bypass those maneuvers that seem to cause illness but are so
basic that weaknesses shine through. It is obvious that avoidance
is not the answer. It is apparent that certain skills must be
acquired to reasonable proficiency and absence of stress before
they can be blended into the instructional program.
A previous student told me that his tendency toward illness was
caused by an unexpressed fear of crashing. Once the fear faded
so did the sickness. It is difficult to surmise the problem of
my present student. It is almost as though we must start over
to reduce the stresses that once existed in previously learned
material. The presence of independent skills in flying are very
few I cannot right now even think of one. Prerequisite or subordinate
skills dominate the learning to fly program. This particular
student gets ill doing ground reference. The latest review flight
consisted of little more than left and right level turns before
illness struck. I have not
been able to organize lesson sequences that will hold together
long enough for connection to another sequence.
Under a normal progression we would have gone through the four
basics, slow flight and stalls, radio procedures, airport departures
and arrivals, and proceeded into landing preliminaries of go-around
and patterns. We have not been able to fly often enough or long
enough the link the required skills together. The relevance of
basic skills is so obvious as not to require explanation or demonstration.
Each of these areas has prerequisites that once met, must be
maintained. Because of the superior preparation done by this
student in utilizing study materials, I have tried to keep my
student well. The result has been vacancies in his skills and
procedures. The student has suffered because I failed to tie
the required skills into sequences that would produce success.
A lesson learned.
The Competence of Incompetence
With the advent of a new study as to what constitutes competence
there is a new fear by the self-assured that they may be among
the many incompetent pilots in the world. You and I have every
reason to be worried that we are among the incompetents and unknowingly
so. Competency is not so much a matter of mind as it is of demonstration.
The fact is that pilots who perform poorly are supremely confident
of their performance being within acceptable parameters. These
poor performers are likely to have more confidence about their
abilities and performance than will the truly competent. Pilots,
individually and collectively, do not know what they don't know.
Since ignorance is bliss, pilots proceed through their flying
careers blissfully self-assured and unaware that incompetence
is exposed to a greater extent by the inability to recognize
its existence. Incompetence is a double whammy on the pilot who
makes mistakes of performance and judgment and is unable to recognize
the problem. This recognition limitation is often discovered
when the pilot is extended beyond the point of a successful outcome.
The opportunity to be extended and surviving is not always offered
or available. When the opportunity is survivable we have had
an experience, when it isn't survivable we were' dumb'.
The pilot who has this deficiency in self-analysis will continue
with poor performance and judgment until running out of viable
options. The pilot will go to great lengths to explain how all
that happens in a particular event has nothing to do with his
competence or judgment. The level a pilot has reached in ability
to self-evaluate is directly related to his ability to reason,
use language and see what is funny about life. Pilots, who are
unable to reason, speak, and laugh are likely to overestimate
and distort their abilities and performance.
Competent pilots are more likely to underestimate their competence.
Competent pilots tend to believe that other pilots are likewise
competent just because they are pilots. The judging of other
pilots flight performance is likely to make the competent pilot
feel unchanged about himself. The same judging by the incompetent
pilot will likely raise his opinion of himself. Incompetents
are unable to evaluate the displayed incompetence of others.
Training in reasoning can improve an incompetent's self-evaluation
by reducing the exaggeration of self-perception. The better you
know what you know the better you realize how much you don't
know. Overconfidence is a common characteristic of the incompetent.
They will consistently rate themselves as "above average"
on a wide rage of flying abilities. The more difficult the task
the more likely is the incompetent to give himself a high rating.
Fortunately, in flying, an awareness of one's own inabilities
is inevitable. Poor landings are always a return to reality for
both competent and incompetent pilots. Poor judgment will eventually
expose the incompetent's incompetence, often with most tragic
results. For every incompetent removed from the gene pool, there
is always another under training.
Where's
the Problem?
When an instructor becomes upset over a student's performance,
the student could well consider that the problem lies with the
instructor. An instructor may become impatient because the flight
is his fourth of the day and he can't accept poor performance
from this student of procedures he has already taught three times
today. Happens.
The instructor is projecting his past teaching to the present
and has failed to recognize that his analysis has nothing to
do with reality. Instructional fatigue will make it likely that
no adjustment of teaching technique will occur. The CFI has already
backed off with previous students and is now unable to make the
adjustment again because he has mixed up the students and the
lesson in his mind..
An instructor who shows impatience or anger with a student has
a problem, not the student. Just yesterday I had such a problem.
The student began well and flew through two full approaches with
a light touch. He actually flew the first departure with rudder
alone. On the second missed approach ATC had him turn early.
This single change triggered stress so that by the time we were
on the third approach he was using a full fist on the yoke. Initially,
I did not recognize this as his fatigue coming into play. When
I did recognize the problem my approach to making corrections
and advice completely changed.
Knowing
Know
He who knows not and knows not that he knows not, is a fool
-- shun him.
He who knows not and knows he knows not, is simple -- teach him.
He who knows and knows not that he knows, is asleep -- wake him.
He who knows and knows he knows, is wise -- follow him but carefully
for
He doesn't know what he doesn't know.
Nor do you know what you don't know.
Training
Attitudes
A casual approach to flying can be hazardous. Flying requires
considerable planning and rethinking of the options as the flight
progresses. The mindset of the pilot must be ahead of the airplane.
When your situation but two options and you make your choice,
it is no longer an option. It is a last resort.
The pilot must be prepared to accept things about which he can
do nothing. Aircraft performance limits must be accepted as the
limits. You must have weather limits, the FARs set minimums.
Minimums are not always safe minimums. Your emergency, be it
aircraft or weather, must be featured in your training and again
in your reviews.
Instruction that does not expose the student to real weather
situations that compromise the continuance of flight is not adequate.
The student must be exposed to the difficulties, taught the knowledge
and procedures required and given an opportunity to see how the
process can be carried to a safe and satisfactory conclusion.
Every adverse situation is a learning opportunity. The student
needs the opportunity to make the go/no go decision. Then the
instructor has an opportunity to turn the situation two different
ways. Stay on the ground and show the student how his decision
was the right one or takeoff and show how the decision to go
was either right or wrong as weather develops. The making of
mistakes is an important part of learning to fly. While I do
not teach the salvaging of landings because I emphasize to go-around,
I do want a student leaving me to know how to make the safe choices
when it comes to unexpected weather. I have a still standing
offer to every student I have taught. I will come and pick him
up should he decide to wait out the weather.
The actual exposure will give the student skill, understanding
and experience those goes beyond quoting an FAR. The knowledge
is initially acquired on the ground; it is the flying that makes
the knowledge memorable.
Military
Instruction
Instruction that uses the stair-step approach is predicated
on the absence of surprises. A military preflight can take hours.
In my own program I seldom take less than 30 minutes and early
on the discussion and planning may take over an hour. I go through
what we will do in detail, not just the flying but the checklists
to be used, the radio procedure for both departure and return.
The student who knows what is coming and what to expect is under
far less stress than the one who gets strapped into the seat
while heading into the unknown.
Each preflight should include some small advancement in systems
operation. Perhaps just a moments review or remark as to what
the student should look for and be aware of can be sufficient.
Over time such contributions will develop judgment and awareness
of possible malfunctions. Knowing what problems can ground an
aircraft is essential knowledge. One of the least covered areas
of advanced instruction is exploring the outer limits of aircraft
performance and configuration. An hour spent in precision flight
as to heading, altitude and airspeed can restore confidence.
Steep turns won't hurt either if precise heading and altitude
recoveries are included.
CFI
Abuses of Student Time
This problem is usually one of teaching style and respect
1. Coming to lesson unprepared
2. Failure to prep the student for the lesson
3. Yelling and verbal abuse
4. Use of student's flying time
5. Not letting student fly and make mistakes
6. Scaring student
7. Failing to give consideration to student opinions and concerns
Transcript of failed CFI employment check ride.
My fortune cookie 7/24/98
"To teach is to learn twice."
Saying
Do not rely upon everything in print about aviation. Some writers
are doers and some are talkers. Watch out for the talkers.
One
CFI + One CFI = Problems
One several occasions I have flown with both experienced
and inexperienced CFI for a number of reasons. In practically
every instance peculiar things have happened. The CFI not flying
is not competent in his unusual secondary situation. The preflight
is made with the master on. A clearance is copied wrong and read
back even more incorrect. The taxi route is not as cleared by
ATC. Radio frequencies were mis-set. Charts mis-read with intersections
mis-named. A CFI not instructing makes a poor second in command.
When two equally qualified CFI fly together there must be an
understanding of shared responsibility. CFI flying is in charge
of the immediate while the CFI not flying is in charge of all
required anticipation. The CFI not flying will observe, evaluate,
advise, anticipate, direct, assist and counsel. Failure to perform
by the CFI not flying will be a distraction, hindrance, a fount
of frustration and a hazard. The CFI not flying is the servant
of the CFI flying.
The right seat is not a seat in waiting for the left seat. Rather,
it is a seat of shared duties, mutual respect, exemplary performance
of duty, and obedience to command. The CFI not flying must be
free to express concerns and doubts. The value of the CFI not
flying must not be under estimated or under valued.
His values are:
Superior anticipation of needed information.
Planning for the required anticipation above.
Watching outside and inside for what to seek and avoid.
Knowledge of aircraft, route, FARs, and all beyond just requirements.
Willingness to share and assist without any withholding for the
greater good.
Time
for First Solo
This method to safely soloing a student puts the burden on
the student. It is not the way I do it but it is worth considering.
The instructor expects the student to say when he is ready. An
addendum to this technique is for the instructor to then require
the student to taxi out for one more takeoff and landing. The
idea is to see how the student now performs knowing that the
next time he will be alone. By performing well the student acquires
a very necessary bit of extra confidence.
Another technique is the ex-military in which the instructor
starts out screaming from the get go a continuous stream of threats
to fail. At the last moment the CFI demands a full stop to as
to escape from certain death. The CFI gets out while saying that
you'll do all right. Apparently, the idea is to make you fly
under pressure that is supposed to develop the necessary confidence
for a successful solo flight.
Teaching
Airplane English
I am in the process of 're-treading' two pilots who have radio
problems. They are both experienced complex-high performance
pilots but they have never been exposed to the latest ATC radio
expectations.
It is so much easier to teach people correctly in the first place.
These pilots have about 50 years of flying between them and now
must learn to 'talk' Y2K airplane. One has not flown in ten years
and the other has English as a second language and has avoided
use of the radio for his entire flying career.
The pilot who has not flown in ten years has excellent procedures
for that period. He flew a cabin class twin. The problem is that
he has these procedures so ingrained that, under pressure, he
reverts back to 'his' way. The new runway incursion procedures
seem strange to him. He has bought a C-210 and I'm trying to
bring him up to date on procedures before he begins his checkout
in several weeks. His flying is good in basics but airport patterns
need some rust removed.
My friend who has trouble with English is different but similar.
I go over the expected procedure even to the extent of having
him write it out. When it works, it works well. If ATC changes
a wording or adds a twist he's in trouble.
Yesterday, I took him to Oakland and back using TRACON. We made
a full stop and went over the procedure for a return to Concord.
It went reasonably well. We made a low approach at CCR and headed
back to OAK without using TRACON. He had some difficulty responding
to a traffic 'point-out' and convincing OAK that we wanted to
do a low-approach with on-course CCR. He landed at CCR very pleased
with what he had learned. I was pleased, too,
On Speaking Airplane English
Poor proficiency in English, the international language of aviation,
contributed to major accidents that cost the lives of over 1,100 passengers
and crew between 1976 and 2000. Misunderstandings are also a factor in many
close calls and runway incursions. To address the problem, ICAO has written
new requirements for controllers and pilots involved in international
operations, mandating for the first time that pilots must pass a test to
demonstrate a minimum level of English language proficiency. The new rules
take effect in 2008. Native speakers of English also must try harder to be
understood. To reduce the risk of misunderstandings in the international
environment, pilots need to study strategies such as avoiding the use of
idioms, colloquialisms and jargon, and speak slowly and clearly,
My Question:
How to Respond?
Dear Mr. Whitt:
I stumbled upon your website yesterday, Monday, 12/14 at approximately
11:00 a.m. Printed it . . . the whole thing. It is now 10:15
p.m. Tuesday night and with the exception of a few hours sleep,
I have not stopped reading. Sounds excessive huh? Well I'm learning
to fly. I live in Los Angeles and you have no idea how I wish
I lived closer to CCR, Concord, so I could learn from you. A
while back a good friend of mine sprung the news on me over a
Saturday morning cup of coffee that he had started taking flying
lessons, in fact had one scheduled later that day, and asked
if I wanted to take a ride down to the airport to check it out.
When he finally convinced me he wasn't joking my response was
(excuse the language) "you've gotta be out of your f---ing
mind." You see I was a solid ground contact guy - no heights
- no planes - thanks anyway I'll stay down here. But he was my
friend and wanted company for the ride so I went . . .my log
book now contains 260+ hours, a private pilot's license, primary
aerobatic training, and stops at the 48th hour of demanding,
vaguely understood, and significantly disillusioned instrument
training.
I don't like cynical people Mr. Whitt and hope I do not sound
like one, but this journey has been long. Throughout I have searched
for one person possessed of the skill and love for this deeply
compelling art that I am trying to learn and make part of my
life. With the brief exception of some damn good aerobatic training
what I have found are instructors who wouldn't notice a checklist
unless you clipped it to their cool looking sunglasses, don't
care that you forgot to hit the timer at the OM on an ILS, and
who's idea of event anticipation and positional awareness is
"Well in the real world of IFR you're almost always on vectors."
"Well thanks alot asshole, but what do I do when the guy
down in the TRACON, who because he's human, allows his mind to
wander to an ex-wife, or a mortgage, or loses the vacuum tube
that runs his scope, or a circuit blows in this 26 year old rental?
What do I do if I buy into your bullshit and tell myself I can
fly this gig and one of the above described scenarios occurs
when I have someone I love, with all their faith and trust sitting
next to me?"
All right, I'll stop with the rant because I know its getting
dramatic, it's getting late here (12:30 a.m.), and I'm sure you
get the point. Maybe they have just forgotten how important those
small life preserving training details are that, If they were
lucky, someone once taught them. Maybe the one thing their teacher
forgot to mention was the value and strength of character conveyed
by continuing to pass it along.
What I've learned through all my "paper studying" is
that you can look at all the charts, diagrams, and geometric
symbology that is available to the aviation student until your
eyes go numb. It is at best, a pale, soft, infant-like first
step on the road to the total visceral, motor neural emersion
that is the real world of IFR flying, and if you're ever gonna
"get it" you will need either nerves of steel and a
lot of luck to survive trial and error in an unforgiving environment,
or a great teacher. Probably both. The point I'll finally get
around to making Mr. Whitt is that you have made an impact on
me. Your writing is spare, to the point, devoid of bullshit,
and relentless in its transference of what you call the "law
of primacy." Your deep exposure, skill and respect in dealing
with the real thing is evident. I have never met you, but I believe
you are an amazing teacher and artist.
When I was a kid I read a book which for some reason I still
remember. It was about the early years of professional baseball,
when the guys who played the game gave all they had. It was called
"Baseball When The Grass Was Real." You remind me of
it.
Thanks
Brian Binns
P.S. When I complete the instrument rating I will continue on
to CFI/II. You are the role model.
Good
Instruction
Communication
Knowledge and ability to explain
Ability to demonstrate
Patience
Motivation
ABILITY TO ANALYZE
What the student in doing
Where the student is looking
A good lesson gives the student something new and reinforces
something previously taught or learned. You do not 'hit' a student
with the sense that he is 'wrong', far better to suggest a change
or reference material to be studied.
Failure to fly frequently means that forgetting will become an
important part of the learning problem. Far better is the total
immersion into flying since it leaves no room for procrastination.
My Solos
Take Longer
The first five students I taught had 'things' happen during
their first or second solo. I changed my program so that a student
would not get into the unknown.
I did my landing practice between airports. Four of them, Rio
Vista (uncontrolled), Napa, Livermore, and Oakland. This way
the students learned how to go in and out of our home airport
(Concord) from several directions along with all the radio procedures
and checkpoints.
Prior to solo I would do a radio exercise at Concord that involved
ATC giving instructions that involved using all the runways (8)
along with short approaches, 360s on downwind, 270 enter on base,
sidestep to a parallel, simulated ATC radio failure (watch for
lights), land long, make 180 on the runway and takeoff in the
other direction. Oh yes, go-arounds and downwind landings.
Then I worked on actual solo for 1/2 hour at the home field.
I wanted three landings and a go-around in that time period.
I would have the logbooks and licenses ready to go except for
signing. I would be dropped off at the tower and be available
should anything go wrong. Nothing ever has. If the first 1/2
hour was unsatisfactory I would not solo student but would work
on deficiencies.
Solo consisted of two touch and goes and a full stop. Second
solo would be immediately after a dual from Concord to Napa.
ATC would be expecting the student to make a full stop and taxi
back with on course Concord. Third solo would be done the same
way to Livermore, fourth to Rio Vista and fifth to Oakland.
Yes, this usually put my students up around twenty hours. But
they learned the area, they knew what to say and how to say it
on the radio. There are 32 normal arrivals into Concord and over
seventy different departures available. We didn't do them all
but my students could do most of them.
Over the years, the controllers have been able to distinguish
my students from others simply by the competence they showed
on their radio call-up and ability to adjust to ATC instructions.
It is not the hours to solo that count. It is what you do with
those hours that make the difference.
Instructional
Frustration (Opinion)
I must admit, I am somewhat discouraged with primary flight instruction.
Students that don't prepare for the lesson, don't do their homework,
fail to show up, whine about the cost, fail to take responsibility,
etc. There are some who just want you to open their skull and
pour in years of knowledge and experience without themselves
lifting a finger. It didn't take me long to experience long waits
for a scheduled student and then to be stood up. It's one thing
at 2:00 pm on a Tuesday, but quite another at 6:00 am on Sunday
morning.
Some of these problems could be caused by the modern training
environment:
flight schools which promise that it's easy "just stick
the CD-ROM in the computer and "boom" the ground school
is over and promises the same that they will be a pilot in 40
hours. When I tell students that they can expect to spend 65-75
hours in the plane and 200 to 300 hundred hours studying - they
look at me like I'm from outerspace.
Gene's response:
I too have experienced all of the frustrations you have mentioned.
I have experieced it in thirty years of teaching flying and in
another thirty years of teaching public school. I pride myself
in successful teaching where others have failed. I was a teacher
of retarded children who found that previous instructional damage
was the major cause of difficulty. The same has been true of
my teaching of flying. The inability to apply themselves to the
required study by flying students is a reflection of their previous
school experience.
As flight instructors we must rebuild attitudes and habits. We
must motivate because we have, in flying, one of the greatest
achievements of mankind. One of the things we, as instructors,
must instill in our students is an acceptance of a life that
is filled with delay and frustration. Flying is that way, be
it weather, maintenance, scheduling or otherwise. Learning to
fly is a maturation of the student to accept that which cannot
be changed and to change the changeable.
Viva la Difference
Where male and female students are similar:
--Individual differences of greater importance.
--Learning differences more related to background
Where male characteristic dominates
--More likely to fake-it through a problem
--More likely to concentrate on situation
--More likely to be rough and abrupt with controls
--More likely to show-off and take risks.
Where female characteristic dominates
--More likely to admit having difficulty
--Less likely to make correlative assumptions
--Less likely to have negative transference
--More likely to be prepared for lesson
--More likely to follow instructions
--More likely to be light and smooth with controls.
--Characteristically more cautious.
--Feelings easily hurt and confidence destroyed.
--Emotional sensitivity to unintended slights
--Requires examples from their experience 'bank'.
CFI
Items
--Use the Aviation Instructor's Handbook as a checklist
--Keep comprehensive training records in more than two words
item
--Teach students to ask the right questions.
--Instructors are there to help students learn.
--Why students forget maneuver distinctions: forgetting, repression,
disuse
--Students are selective in remembering what they want to remember
--ADM means Aeronautical Decision Making
--CFI PTS 300 pages based on 30 sources and 234 objectives
--Instructors set standards
--You don't need to know everything, just know where to find
it.
--CFI must know the arrangement, order and index of every FAR
Parts 61, 91, 43, 67 and more
--Instructional focus should be on modifying the pilot's behavior
be it instinctive or taught incorrectly.
--Instructional criticism is limited to specifying what existed
and how much and which way to maneuver
--CFI must know how the different parts of the FARs are formatted.
--You are your instructor when solo.
--Flying is mostly head and very little hand.
Unhappy Students
--Major cause of students giving up after first ride is the instructor.
--Incorrect control use is a learning opportunity.
--Every poor CFI is the product of a poor CFI
--The greatest reward of being a CFI is in the success of your students.
--The evaluation by student and instructor of a lesson may be completely
different
Weather Minimums
Lesson 11-9-03
Student and I were the only local flight besides a Citabria leaving and
returning from aerobatics and a light jet departing during a flight for over
an hour. Excellent beginning, student had plane ready with all the
paper work when I arrived. We sat in the plane while I discussed all the
aspects of carburetor icing and use of heat. Visibility was 4 with 700
scattered and below 2000 overcast. I had warned student night before
about
the effect having no horizon would have on his flying.
Selected and requested the shorter runway as I usually do with students. Student faced a conflict between the local agency pattern requirements and maintaining VFR. Advised that we would remain legal VFR by avoiding clouds and maintaining visibility.
Defined a cloud for student, more exactly I defined what is not a cloud. If you can see through it, it is not a cloud. We had to turn early and low on upwind to avoid clouds.
Student experienced his first flying difficulty by over-banking beyond the 30-degrees I specify for pattern work. Better practice in low visibility is to hold shallower bank for a longer time vs the alternative of a steeper bank. How can you tell when you are too close to a cloud? Easy, if it moves you are too close. We continually had to change altitude or direction to get into where we could see better in the direction we were flying.. Student continually experienced varying degrees of disorientation by not referencing where to look for the runway with the heading indicator.
the first landing was a perfect 'Greaser'. The kind where we landed smoothly while literally flying on to the runway. My comment to the student was that it was a terrible landing and that I was looking for a stall-warner and 'thump' to show that the aircraft was through flying on subsequent efforts. Even though the wind shifted and the crosswind direction changed most of the landings were 'thumps'. Student is ready for solo.
On one takeoff the
airspeed indicator froze at 100 knots. In my pre-flight presentation I
had emphasized carburetor problems and solutions without mentioning pitot
problems or heat. Time or a on the spot lesson. I turned on the
pitot heat and nothing happened.
Pitot heat is a preventative not a quick cure of an existing situation.
We flew the entire pattern and made the landing with 100kts indicated.
By listening to the engine, airflow and the feel of the controls, the student
was able to make a completely controlled descent to a full stall
landing. A very important exercise that I usually perform using a
post-it over the airspeed indicator where I can watch the speed but the
student cannot.
Due to student disorientation in the variable visibility we were quite high on final several times. I used these opportunities to smooth out his go-arounds, slips and use of lower airspeeds to increase the rate of descent. On one such maneuver, the Citabria called in as was told to report a two-mile final. Time for another lesson. I quired the student as to whether the next pattern presented an additional problem. Student mentioned the clouds, visibility, crosswind etc. but did not recognize an aircraft reporting two mile final could be conflicting traffic for his pattern. Sure enough while we were on downwind the Citabria reported and was cleared to land. We were told to advise when it was in sight. We never saw it. but he saw our strobes and reported us in sight.
In the meantime the student was so distracted while looking for the Citrabria that he lost a couple of hundred feet on downwind, not just once but three times regardless of my reminders and corrections, We were nearly two miles past the numbers before turning base and had descended below 800' without seeing the Citrabria. It was a perfect distraction lesson for the student. The next landing was a short approach to a full-stop so show the advantages of staying in tight when weather makes keeping the airport in sight a problem
The student had fun and
I felt I had taught a good lesson.
Collected Advice
to New Ground-School Instructor
Opinion #1
Taught adult education in local schools for years. Write to your state
aviation office for state materials such as a state only aeronautical chart.
Many have airport information and places to fly. I did such to all the states
on an x-country and got 37 pounds of material.
Your local FSDO has many different booklets and safety materials. There is a
specialist that will come and make presentations to your classes. Look for
people, such as myself, who enjoy speaking to wantabe pilots. My speech
consists of material related to: "It takes more than luck to become an
old pilot" Give it to EAA, local organizations and 99's. Well received. I
could write it up if you wish.
Give your people my web address and others. Take them through DUATS process.
Don't shoot all your ammunition early on. Keep the best stuff for near the end
when they think they know enough not to show up. Always give a preview of next
lessono they know what they will miss if they don't come.
When you give out a 'hand-out, go over it to make sure they know what to
remember and read. Suggest you have everyone bring tape recorders so they can
play back specific parts of your presentations.
I use recorders digital and tape even while flying. The required info is on my
web site. No engine noise, only radio and intercom. Great learning aid. $10
you could make and sell cords to students. I give away. Have class
session on how to make. patch cords. I usually make 4 at a time.
I was a ground instructor before becoming a flight instructor by popular
request of my ground school students. If you get a special state credential
you may be excused from taking FAA 'idiotic' how to teach test.
You cant write to different manufacturers of aircraft and instruments for
posters. I still have some from 40 years ago. You can buy instrument panels
etc. Bet Garmin has some give away materials as would Sirrus Design.
Gene
Opinion #2
Well, I've never taught one, yet, but from attending one, I have two tips
for you.
One, don't just read aloud from some book. Discuss the material.
Two, have a plan in case the lesson ends up going by quickly. Nothing says
"unprepared" like letting your class go home after using less than
half the allotted time. (We used two hour blocks, BTW.)
Opinion #3
I've been teaching an instrument ground school as well as helping teach
several private pilot ground schools. We do 1 night per week, 3 hours, 12
weeks.
--Assign homework to keep the students involved between classes. For the
instrument GS, I'll then ask a student to teach part of last weeks lesson to
the rest of the class, or I'll ask them questions to ensure they've done the
homework and actually learned something.
--Insist that they preview next weeks lesson and bring some questions about it
to class next week.
--Ask enough questions to keep them thinking, make them work for the answers
before giving them the answer. Just don't make it frustrating for them.
--Always have a list of articles and books that explain each subject in
different manners. If you pick only one source for your class, it won't
"click" with every student, so have a back up version for those
students. Also either avail your personal library or recommend additional
books for those few special students that really want to dive in with both
feet and learn all they can.
--Jepp has some good slides and power point slides, especially on gyros and
instruments. Better yet would be to find an A&P with some old instruments
with cut outs.
--Rod Machado has a CD of slides also, but I like Jepps better. A mix of both
works the best I think, I can only handle so much of Rod's humor, and some of
his slides beat certain subjects to death.
--Remember that for private pilot students most of the information is new to
them, you'll need to make sure you teach it correctly and offer opportunities
for them to review.
--Have them use some kind of computer testing software that allows them to
test themselves on the FAA questions for each subject individually. Assign a
homework test session with the software after each class.
--During class time, once your introduction or lecture is over, assign several
test questions to groups of students to work together on. They will help each
other figure out the problems. Then go over each problem to make sure they
understand it completely.
--Computer simulation programs for VOR and ADF situational awareness work
great. Also try the "TO/FROM" diagram or overlay for test prep. We
have a VOR on the field, so we'll put the students in the airplanes right on
the ground and show them TO/FROM and the theory of radials.
--The subject that repeatedly shows the largest difference in student
knowledge for private pilots is usually engines and systems. Some people have
more mechanical experience and ability than others, so be prepared to
teach to their level.
--For cross country planning, first use local sectionals and local airports
for your "flights". Then transfer what they learn to the FAA test
questions. Be prepared for them to be totally baffled by the E6B. Chances are
that they've never used anything like an E6B before.
--Make it interesting. After you introduce the material, teach them why that
particular subject is important and why they need to know it. Use real life
examples. Use articles, stories, videos, books, websites and anything else you
can to keep their interest up. Be very careful and observant to any
"student drift off" and pull them back in using what ever it takes.
--Keep in mind that the students will catch on quick to some subjects, and
others will be like pulling teeth. Weather is usually one that can go either
way. Often, you can take all of the FAA test questions on a single subject and
type up a narrative, using each test question and it's answer, putting them in
a sensible order. This helps teach the material while making them familiar
with the FAA "lingo".
--VFR Cloud clearance & visibility tip: Standard is 32 1/5. Write it down
and you'll see 3 miles visibility, 2000 feet horizontally, 1000 feet above,
and 500 ft below. Once they learn it, they will remember it forever.
--Airspace: Relate airspace to the highway/road system. Bigger roads for
bigger faster vehicles, faster vehicles = more regulations and requirements.
Interstate highway = Class B, on ramps even have "no pedestrians or
bicycles allowed" signs, State highways= Class C, not as much traffic or
smaller traffic, County roads = Class D, less traffic than Class C, not as
many cops.... town roads = Class E, mostly paved but not much traffic.... dirt
roads = Class G, nobody's watching
--Tour a FSS if you can before you start teaching weather or a tower before
you start teaching airspace, if you have one near by. Ask a corporate pilot on
the field for a ride in a corporate jet. Make it interesting. Make it real.
Teach beyond the test. Make them want to come back next week.
Jim Burns III jburns3@nospamuniontel.net
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