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
bookwork 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.
Last Modified May 28, ©2017 TAGE.COM