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• Professionalism requires that the individual instructor be able to conduct a self-assessment. A true professional must be able to critique his or her own performance with objectivity.
Flight instructors should carefully consider this list. Failing to meet these qualities may result in poor performance by both instructor and student. Preparation and performance as an instructor with these qualities in mind commands recognition as a professional in aviation instruction. Professionalism includes an instructor’s public image.
A more complete discussion of the information contained in this chapter may be found in FAA-H-8083-9, Aviation Instructor’s Handbook. There have been some minor changes in this chapter to address the specific aspects of balloon flight training. For expanded discussions of the areas of operation covered in the Commercial Pilot Practical Test Standards (PTS), (FAA-S-8081-18), the Aviation Instructor’s Handbook is required reading. Commercial pilots who wish to excel at the instruction process may consider taking the Fundamentals of Instruction knowledge test administered through the FAA’s knowledge testing program. While not a mandatory requirement, it is believed that the study necessary to successfully complete this exam assists the pilot/instructor in acquiring the knowledge necessary to plan and perform proper aviation training.
For the remainder of this chapter, it should be understood that the term “flight instructor” is meant to define those individuals who hold a commercial pilot certificate with a free balloon category rating. This chapter also makes the presupposition that virtually all balloon flight training is performed “one on one,” and not as part of a group environment.Flight Instructor Characteristics and Responsibilities
Students look to flight instructors as authorities in their respective areas. It is important that flight instructors not only know how to teach, but they also need to project a knowledgeable and professional image. In addition, flight instructors are on the front lines of efforts to improve the safety record of the industry. This section addresses the scope of responsibilities for flight instructors and enumerates methods they can use to enhance their professional image and conduct.Instructor Responsibilities
The job of a flight instructor, or any instructor, is to teach. The learning process can be made easier by helping students learn, providing adequate instruction, demanding adequate standards of performance, and emphasizing the positive. [Figure 10-1]
10-3
Helping Students Learn
Learning should be an enjoyable experience. By making each lesson a pleasurable experience for the student, the instructor can maintain a high level of student motivation. This does not mean the instructor must make things easy for the student or sacrifice standards of performance to please the student. The student experiences satisfaction from doing a good job or from successfully meeting the challenge of a difficult task.
Learning should be interesting. Knowing the objectives, in clear and concise terms, of each period of instruction gives meaning and interest to the student, as well as the instructor. Not knowing the objective of the lesson often leads to confusion, disinterest, and uneasiness on the part of the student.
Learning to fly should be a habit-building period during which the student devotes his or her attention, memory, and judgment to the development of correct habits. Any objective other than to learn the right way is likely to make students impatient. The instructor should keep the students focused on good habits both by example and by a logical presentation of learning tasks.Providing Adequate Instruction
The flight instructor should attempt to carefully and correctly analyze the student’s personality, thinking, and ability. No two students are alike, and no one method of instruction can be equally effective for each student. The instructor must talk with a student at some length to learn about the student’s background interests, temperament, and way of thinking. The instructor’s methods also may change as the student advances through successive stages of training.
An instructor who has not correctly analyzed a student may soon find that the instruction is not producing the desired results. For example, this could mean that the instructor does not realize that a student is actually a quick thinker, but is hesitant to act. Such a student may fail to act at the proper time due to lack of self-confidence, even though the situation is correctly understood. In this case, instruction would obviously be directed toward developing student self-confidence, rather than drill on flight fundamentals. In another case, too much criticism may completely subdue a timid person, whereas brisk instruction may force a more diligent application to the learning task. A student may require instructional methods that combine tact, keen perception, and delicate handling. If such a student receives too much help and encouragement, a feeling of incompetence may develop. Standards of Performance
　
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