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As this training program evolves and new resources are
introduced, aviation instructors will have immediate, webbased access to documents such as the generic transition
syllabus through http://www.faa.gov/.
Another helpful website for SBT is:
www.faa.gov/education_research/training/fits/training/
flight_instructor/media/Volume1.pdf
7-1
Introduction
Since students look to aviation instructors as authorities in
their respective areas, it is important that instructors not only
know how to teach, but that they project a knowledgeable and
professional image. This chapter addresses the responsibilities
of aviation instructors in the training process and role as safety
advocates, discusses how aviation instructors can enhance
their professional image, and offers suggestions and sources
of information to assist in professional development.
Instructor
Responsibilities
and Professionalism
Chapter 7
7-2
Helping students learn
Providing adequate instruction
Demanding adequate standards of performance
Emphasizing the positive
Ensuring aviation safety
Responsibilities of All Aviation Instructors
Figure 7-1. There are five main responsibilities of aviation
instructors.
Aviation Instructor Responsibilities
The job of an aviation instructor is to teach. Previous chapters
have discussed how people learn, the teaching process, and
teaching methods. As indicated, the learning process can be
made easier by helping students learn, providing adequate
instruction to meet established standards, measuring student
performance against those standards, and emphasizing the
positive. [Figure 7-1]
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 makes things easy for the
student or sacrifices 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.
The idea that people must be led to learning by making it easy
is a fallacy. Though students might initially be drawn to less
difficult tasks, they ultimately devote more effort to activities
that bring rewards. The use of standards, and measurement
against standards, is key to helping students learn. Meeting
standards holds its own satisfaction for students. People want
to feel capable; they are proud of the successful achievement
of difficult goals.
Learning should be interesting. Knowing the objective 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.
Providing Adequate Instruction
To tailor his or her teaching technique to the student, the flight
instructor analyzes the student’s personality, thinking, and
ability. No two students are alike, and a particular method of
instruction cannot be equally effective for all students. The
instructor talks with a student at some length to learn about
the student’s background, interests, temperament, and way
of thinking, and is prepared to change his or her methods
of instruction as the student advances through successive
stages of training.
An instructor who incorrectly analyzes a student may find the
instruction does not produce the desired results. For example,
the instructor at first thinks the student is not a quick learner
because that student is quiet and reserved. 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 is directed toward developing student
self-confidence, rather than drill on flight fundamentals. In
another case, too much criticism may discourage a timid
person, whereas brisk instruction may force a more diligent
application to the learning task. A student requiring more
time to learn also requires 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.
A student whose slow progress is due to discouragement and
a lack of confidence should be assigned subgoals that can be
attained more easily than the usual learning goals. For this
purpose, complex lessons can be separated into elements,
　
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