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go too fast, you may lose directional control of the
aircraft.”
• Introduction and demonstration of stalls, because
“… this is how so many people lose their lives in
airplanes.”
• Illustrating and demonstrating forced landings during
the first lesson, because “… one should always be
prepared to cope with a rope break in a glider.”
These new experiences might make the new student wonder
if learning to fly is a good idea.
7-4
Motivate students
Keep students informed
Approach students as individuals
Give credit when due
Criticize constructively
Be consistent
Admit errors
Minimizing Student Frustration
Figure 7-4. These are practical ways to minimize student
frustration.
In contrast, consider a first flight lesson in which the preflight
inspection is presented to familiarize the student with the
aircraft and its components, and the flight is a perfectly
normal one to a nearby airport, with return. Following the
flight, the instructor can call the student’s attention to the
ease with which the trip was made in comparison with other
modes of transportation, and the fact that no critical incidents
were encountered or expected.
This does not mean stalls and emergency procedures should
be omitted from training. It only illustrates the positive
approach in which the student is not overwhelmed with
information that he or she may not be prepared to digest.
Again, this reinforces the need for the instructor to employ
a syllabus that makes sense and consider student ability to
comprehend new information. The introduction of emergency
procedures after the student has developed an acquaintance
with normal operations is not as likely to be discouraging and
frightening, or to inhibit learning by the imposition of fear.
There is nothing in aviation that demands that students must
suffer as part of their instruction. Every effort should be made
to ensure instruction is given under positive conditions that
reinforce training conducted to standard and modification
of the method of instruction when students have difficulty
grasping a task. In essence, a student’s failure to perform is
viewed as an instructor’s inability to transfer the information.
Otherwise, the instructor fails to consider himself or herself
as part of a broken learning chain. Emphasize the positive
because positive instruction results in positive learning.
Minimizing Student Frustrations
Minimizing student frustrations in the classroom, shop,
or during flight training is an instructor’s responsibility.
By following basic rules, instructors can reduce student
frustrations and create a learning environment that encourages
rather than discourages learning.
For example, lesson plans used as part of an organized
curriculum help the student pilot measure training progress.
Since most pilots don’t want to be students, the ability to
measure their progress or “see an end in sight” reduces
frustration and increases pilot motivation. [Figure 7-4]
Motivate students—more can be gained from wanting to
learn than from being forced to learn. Too often, students do
not realize how a particular lesson or course can help them
reach an important goal. When students can see the benefits
and purpose of the lesson or course, their enjoyment and
their efforts increase.
Keep students informed—students feel insecure when they do
not know what is expected of them or what is going to happen
to them. Instructors can minimize feelings of insecurity by
telling students what is expected of them and what they
can expect in return. Instructors keep students informed
in various ways, including giving them an overview of the
course, keeping them posted on their progress, and giving
them adequate notice of examinations, assignments, or other
requirements.
Approach students as individuals—when instructors limit
their thinking to the whole group without considering the
individuals who make up that group, their efforts are directed
at an average personality that really fits no one. Each group
has its own personality that stems from the characteristics
and interactions of its members. However, each individual
within the group has a unique personality to constantly be
considered.
Give credit when due—when students do something
extremely well, they normally expect their abilities and
efforts to be noticed. Otherwise, they may become frustrated.
　
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