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During the student’s first solo flight, the instructor must be present to assist in answering questions or resolving any issues that arise during the flight. To ensure the solo flight is a positive, confidence-building experience for the student, the flight instructor needs to consider time of day when scheduling the flight. Time of day is a factor in traffic congestion, possible winds, sun angles, and reflection.
If possible, the flight instructor needs access to a portable radio during any supervised solo operations. A radio enables the instructor to terminate the solo operation if he or she observes a situation developing. The flight instructor must use good judgment when communicating with a solo student. Keep all radio communications to a minimum. Do not talk to the student on short final of the landing approach.Post-Solo Debriefing
During a post-solo debriefing, the flight instructor discusses what took place during the student’s solo flight. It is important for the flight instructor to answer any questions the student may have as result of a solo flight. Instructors need to be involved in all aspects of the flight to ensure the student utilizes correct flight procedures. It is very important for the flight instructor to debrief a student immediately after a solo flight. With the flight vividly etched in the student’s memory, questions about the flight will come quickly.Correction of Student Errors
Correction of student errors should not include the practice of immediately taking the controls away when a mistake is made. Safety permitting, it is frequently better to let students progress part of the way into the mistake and find a way out. For example, in a weight-shift control aircraft the control bar is moved right to turn left. A student may show an initial tendency to move the bar in the direction of the desired turn. This tendency will dissipate with time, but allowing the student to see the effect of his or her control input is a valuable aid in illustrating the stability of the aircraft. It is difficult for students to learn a maneuver properly if they seldom have the opportunity to correct an error.
On the other hand, students may perform a procedure or maneuver correctly and not fully understand the principles and objectives involved. When the instructor suspects this, students should be required to vary the performance of the maneuver slightly, combine it with other operations, or apply the same elements to the performance of other maneuvers. Students who do not understand the principles involved will probably not be able to do this successfully.Pilot Supervision
Flight instructors have the responsibility to provide guidance and restraint with respect to the solo operations of their students. This is by far the most important flight instructor responsibility. The flight instructor is the only person in a position to make the determination a student is ready for solo
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operations. Before endorsing a student for solo flight, the instructor should require the student to demonstrate consistent ability to perform all of the fundamental maneuvers. Dealing with Normal Challenges
Instructors should teach students how to solve ordinary problems encountered during flight. Traffic pattern congestion, change in active runway, or unexpected crosswinds are challenges the student masters individually before being able to perform them collectively.Visualization
SBT lends itself well to visualization techniques. For example, have a student visualize how the flight may occur under normal circumstances, with the student describing how he or she would fly the flight. Then, the instructor adds unforeseen circumstances such as a sudden change in weather that brings excessive winds during final approach. Other examples of SBT can have the instructor adding undesired landing sites for balloon student pilots, rope breaks for glider students, and radio outages for instrument airplane students. Now, the student must visualize how he or she will handle the unexpected change.
During this visualization, the flight instructor can ask questions to check the student’s thought processes. The job of the instructor is to challenge the student with realistic flying situations without overburdening him or her with unrealistic scenarios.Practice Landings
The FAA recommends that in all student flights involving landings in an aircraft, the flight instructor should teach a full stop landing. Full stop landings help the student develop aircraft control and checklist usage. Aircraft speed and control take precedence over all other actions during landings and takeoffs.
Stress landing in the first third of the runway to ensure there is stopping distance for the aircraft. If the student is unable to land in the first third, teach him or her to make an immediate go around. If the student bounces an airplane on landing, teach the student to make an immediate go around. By following these teaching guidelines, the student is better equipped to properly execute landings when he or she solos. Furthermore, by requiring the first solo flight to consist of landings to a full stop, the flight instructor has the opportunity to stop the flight if necessary.
　
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