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Feature Article: 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.


Last Modified October 16, ©2017 TAGE.COM

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