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While many of the characteristics of effective instructors discussed in the previous paragraphs hold true for any instructor, the aviation instructor has the added responsibility of molding an aviation citizen—a pilot or maintenance technician the instructor feels confident will be an asset to the rest of the aviation community. The following code describes the concept of an aviation citizen.
An aviation instructor needs to remember he or she is teaching a pilot or technician who should:
• Make safety the number one priority,
• Develop and exercise good judgment in making decisions,
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• Recognize and manage risk effectively,
• Be accountable for his or her actions,
• Act with responsibility and courtesy,
• Adhere to prudent operating practices and personal operating parameters, and
• Adhere to applicable laws and regulations.
In addition, the Certificated Flight Instructor (CFI) needs to remember he or she is teaching a pilot who should:
• Seek proficiency in control of the aircraft,
• Use flight deck technology in a safe and appropriate way,
• Be confident in a wide variety of flight situations, and
• Be respectful of the privilege of flight.The teaching process organizes the material an instructor wishes to teach in such a way that the learner understands what is being taught. The teaching process consists of four steps: preparation, presentation, application, and assessment. Regardless of the teaching or training delivery method used, the teaching process remains the same. To be effective, an instructor utilizes people skills, subject matter expertise, management skills, and assessment skills.
This chapter explores the teaching process in general terms of how to prepare, present, apply, and assess lesson material. Teaching methods or training delivery methods are discussed, as well as the use of instructional aids. Course of Training
In education, a course of training is a complete series of studies leading to attainment of a specific goal. The goal might be a certificate of completion, graduation, or an academic degree. For example, a student pilot may enroll in a private pilot certificate course, and upon completion of all course requirements, be awarded a graduation certificate. A course of training also may be limited to something like the additional training required for operating high-performance airplanes.
Other terms closely associated with a course of training include curriculum, syllabus, and training course outline. In many cases, these terms are used interchangeably, but there are important differences.
A curriculum is a set of courses in an area of specialization offered by an educational institution. A curriculum for a pilot school usually includes courses for the various pilot certificates and ratings, while the curriculum for an aviation maintenance technician (AMT) addresses the subject areas described in Title 14 of the Code of Federal Regulations (14 CFR) part 147. A syllabus is a summary or outline of a course of study that generally contains a description of each lesson, including objectives and completion standards. In aviation, the term “training syllabus” is commonly used and in this context it is a step-by-step, building block progression of learning with provisions for regular review and assessments at prescribed stages of learning. [Figure 4-3] And, finally, a training course outline within a curriculum is the content of a particular course. It normally includes statements of objectives, descriptions of teaching aids, definitions of assessment criteria, and indications of desired outcome.Preparation of a Lesson
A determination of objectives and standards is necessary before any important instruction can be presented. Although some schools and independent instructors may develop their own syllabus, in practice, many instructors use a commercially developed syllabus that already has been selected by a school for use in their aviation training program. For the aviation instructor, the objectives listed in the syllabus are a beginning point for instruction.Training Objectives and Standards
Aviation training involves two types of objectives: performance based and decision based. Performance-based objectives are essential in defining exactly what needs to be done and how it is done during each lesson. As the student progresses through higher levels of performance and understanding, the instructor should shift the training focus to decision-based training objectives. Decision-based training objectives allow for a more dynamic training environment and are ideally suited to scenario type training. The instructor uses decision-based training objectives to teach aviation students critical thinking skills, such as risk management and aeronautical decision-making (ADM).
The desired level of learning should also be incorporated into the objectives, and these level of learning objectives may apply to one or more of the three domains of learning—cognitive (knowledge), affective (attitudes, beliefs, and values), and psychomotor (physical skills). Normally, aviation training aspires to a level of learning at the application level or higher.
　
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