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and each element practiced until an acceptable performance
is achieved before the whole maneuver or operation is
attempted. For example, instruction in S-turns may begin with
consideration for headings only. Elements of altitude control,
drift correction, and coordination can be introduced one at a
time. As the student gains confidence and ability, goals are
increased in difficulty until progress is normal.
Conversely, students who are fast learners can also create
challenges for the instructor. Because these students make
few mistakes, they may assume that the correction of errors
is unimportant. Such overconfidence can result in faulty
performance. For these students, the instructor constantly
raises the standard of performance for each lesson,
demanding greater effort. Individuals learn when they are
aware of their errors. Students who are permitted to complete
every flight lesson without corrections and guidance will
not retain what they have practiced as well as those students
who have their attention constantly directed to an analysis
of their performance. On the other hand, deficiencies should
not be invented solely for the students’ benefit because
unfair criticism immediately destroys their confidence in
the instructor.
In some ways, an aviation instructor serves as a practical
psychologist. As discussed in chapters 1 and 2, an instructor
can meet this responsibility through a careful analysis of and
continuing interest in students.
7-3
Figure 7-2. Acceptable standards in all subject matter areas,
procedures, and maneuvers are included in the appropriate
Practical Test Standards.
Figure 7-3. Students learn more when instruction is presented in a
positive and professional manner.
Most new instructors tend to adopt the teaching methods
used by their own instructors. The fact that one has learned
under a certain system of instruction does not mean that the
instructor, though well respected by the former student, used
the best method. The new instructor needs to continue to grow
in his or her role of instructor, seeking other resources and
information to enhance his or her own teaching skills.
Standards of Performance
An aviation instructor is responsible for training an applicant
to acceptable standards in all subject matter areas, procedures,
and maneuvers included in the tasks within each area of
operation in the appropriate Practical Test Standard (PTS). It
must be emphasized that the PTS book is a testing document,
not a teaching document. [Figure 7-2]
When teaching a particular procedure, an instructor might be
tempted to point out the consequences of doing it differently,
perhaps telling the student that failure to perform the
procedure as taught will court disaster. The instructor may
believe this “consequence approach” is necessary to ensure
the student commits the procedure to memory, but the stated
reasons for performing the procedure a certain way must
contribute to the learning situation to be effective.
Emphasizing the Positive
Aviation instructors have a tremendous influence on a
student’s perception of aviation. The way instructors conduct
themselves, the attitudes they display, and the manner in
which they develop instruction all contribute to the formation
of either positive or negative impressions by students. The
success of an aviation instructor depends greatly on his or her
ability to present instruction in a manner that gives students
a positive image of aviation. [Figure 7-3]
Chapter 1, Human Behavior, emphasized that a negative
self-concept inhibits the perceptual process, that fear
adversely affects student perceptions, that the feeling of being
threatened limits the ability to perceive, and that negative
motivation is not as effective as positive motivation. Merely
knowing about these factors is not enough. Instructors must
be able to detect these factors in their students and strive to
prevent negative feelings from undermining the instructional
process.
Consider how the following scenarios conducted during the
first lesson might influence and impress a new student pilot
who has limited or no aviation experience:
• An indoctrination in preflight procedures with
emphasis on the critical precautions which must be
taken before every flight because “… emergencies in
flight can be caused by an improper preflight and are
often disastrous.”
• Instruction and hands-on training in the care that must
be taken in taxiing an airplane because “… if you
　
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