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As students become more proficient in monitoring and correcting their own flight technique by reference to flight instruments, the performance obtained from an aircraft increases noticeably. This is particularly true of modern, complex, or high-performance aircraft, which are responsive to the use of correct operating airspeeds.
The use of correct power settings and climb speeds and the accurate control of headings during climbs result in a measurable increase in climb performance. Holding precise headings and altitudes in cruising flight definitely increases average cruising performance.
stalls by creating distractions while the student is practicing certain maneuvers.
Instructor responsibilities include teaching the student to divide his or her attention between the distracting task and maintaining control of the aircraft. The following are examples of distractions that can be used for this training:
• Drop a pencil. Ask the student to pick it up.
• Ask the student to determine a heading to an airport using a chart.
• Ask the student to reset the clock.
• Ask the student to get something from the back seat.
• Ask the student to read the outside air temperature.
• Ask the student to call the Automated Flight Service Station (AFSS) for weather information.
• Ask the student to compute true airspeed with a flight computer.
• Ask the student to identify terrain or objects on the ground.
• Ask the student to identify a field suitable for a forced landing.
• Have the student climb 200 feet and maintain altitude, then descend 200 feet and maintain altitude.
• Have the student reverse course after a series of S-turns.
It is a flight instructor’s responsibility to teach the student how to take charge during a flight. A pilot in command (PIC) must know when to tell any passengers, even a DPE, when the PIC finds actions in the aircraft that distract and interfere with the safe conduct of the flight.Integrated Flight Instruction
Integrated flight instruction is flight instruction during which students are taught to perform flight maneuvers both by outside visual references and by reference to flight instruments. For this type of instruction to be fully effective, the use of instrument references should begin the first time each new maneuver is introduced. No distinction in the pilot’s operation of the flight controls is permitted, regardless of whether outside references or instrument indications are used for the performance of the maneuver. When this training technique is used, instruction in the control of an aircraft by outside visual references is integrated with instruction in the use of flight instrument indications for the same operations.
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• Most of the aircraft involved in collisions are engaged in recreational flying not on any type of flight plan.
• Most midair collisions occur in VFR weather conditions during weekend daylight hours.
• The vast majority of accidents occurred at or near nontowered airports and at altitudes below 1,000 feet.
• Pilots of all experience levels were involved in midair collisions, from pilots on their first solo, to 20,000 hour veterans.
• Most collisions occur in daylight with visibility greater than 3 miles.
It is imperative to introduce 14 CFR section 91.113 “Right-of-way” rules to the student. Practice the “see and avoid” concept at all times regardless of whether the training is conducted under VFR or instrument flight rules (IFR). For more information on how to reduce the odds of becoming involved in a midair collision, see www.faa.gov/about/office_org/headquarters_offices/ato/tracon/anchorage/pilots_info/mca/.Assessment of Piloting Ability
Assessment is an essential component of the teaching process and determines how, what, and how well a student is learning. A well designed assessment provides a student with something constructive upon which he or she can work or build. An assessment should provide direction and guidance to raise the level of performance. Students must understand the purpose of the assessment; otherwise, they will be unlikely to accept the evaluation offered and little improvement will result. There are many types of assessment, but the flight instructor generally uses the review, collaborative assessment (LCG), written tests, and performance-based tests to ascertain knowledge or practical skill levels. Refer to chapter 5 for an in-depth discussion of the types of assessment available to the flight instructor.
An assessment can also be used as a tool for reteaching. Although not all assessments lend themselves to reteaching, the instructor should be alert to the possibility and take advantage of the opportunity when it arises. In assessing the ability of a student, the instructor initially determines if he or she understands the procedure or maneuver. Then, the instructor demonstrates the maneuver, allows the student to practice the maneuver under direction, and finally evaluates student accomplishment by observing the performance.
　
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