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Praise or credit from the instructor is usually ample reward
and provides an incentive to do even better. Praise pays
dividends in student effort and achievement when deserved,
but when given too freely, it becomes valueless.
Criticize constructively—although it is important to give
praise and credit when deserved, it is equally important to
identify mistakes and failures. It does not help to tell students
they have made errors and not provide explanations. If a
student has made an earnest effort but is told that the work is
unsatisfactory, with no other explanation, frustration occurs.
Errors cannot be corrected if they are not identified, and if
they are not identified, they will probably be perpetuated
through faulty practice. On the other hand, if the student is
briefed on the errors and is told how to correct them, progress
can be made.
Be consistent—students want to please their instructor. This
is the same desire that influences much of the behavior of
subordinates toward their superiors in industry and business.
Naturally, students have a keen interest in knowing what
is required to please the instructor. If the same thing is
acceptable one day and unacceptable the next, the student
7-5
Evaluation of student piloting ability
Pilot supervision
Practical test recommendations
Flight instructor endorsements
Additional training and endorsements
Pilot proficiency
See and avoid responsibility
Student’s pre-solo flight thought process
Additional Responsibilities of Flight Instructors
Figure 7-5. The flight instructor has many additional
responsibilities.
becomes confused. The instructor’s philosophy and actions
must be consistent.
Admit errors—no one, including students, expects an
instructor to be perfect. The instructor can win the respect
of students by honestly acknowledging mistakes. If the
instructor tries to cover up or bluff, students are quick to
sense it. Such behavior tends to destroy student confidence
in the instructor. If in doubt about some point, the instructor
should admit it.
Flight Instructor Responsibilities
Learning to fly should provide students with an opportunity
for exploration and experimentation. It should be a habitbuilding period during which students devote their attention,
memory, and judgment to the development of correct habit
patterns. All aviation instructors shoulder an enormous
responsibility because their students will ultimately be flying,
servicing, or repairing aircraft, but flight instructors have
the additional responsibilities of evaluating student pilots
and making a decision of when they are ready to solo. The
flight instructor’s job is to “mold” the student pilot into a
safe pilot who takes a professional approach to flying. Other
flight instructor responsibilities can be found in Title 14 of
the Code of Federal Regulations (14 CFR) part 61 and FAA
advisory circulars (ACs). [Figure 7-5]
Flight instructors must provide the most comprehensive
ground and flight instruction possible. They should be current
and proficient in the aircraft they use for flight instruction,
encouraging each pilot to learn as much as he or she can and
to continually “raise the bar.” Flight instructors have the
responsibility of producing the safest pilots possible with the
overall focus on education and learning. It is also important
to convey an understanding of why pilots are trained to
standards and how they are set.
Instructors should not introduce the minimum acceptable
standards for passing the check ride when introducing lesson
tasks. The minimum standards to pass the check ride should
be introduced during the “3 hours of preparation” for the
check ride. Keep the PTS in the proper perspective, with
emphasis on the Practical Test Standard (PTS) increasing
later in the training.
Physiological Obstacles for Flight Students
Although most student pilots have been exposed to air
travel, they may not have flown in light, training aircraft.
Consequently, students may react to unfamiliar noises or
vibrations, or experience unfamiliar sensations due to Gforce, or an uncomfortable feeling in the stomach. To teach
effectively, instructors cannot ignore the existence of these
negative factors, nor should they ridicule students who are
adversely affected. These negative sensations can usually
be overcome by understanding the nature of their causes.
Remember, a sick student does not learn well.
Ensuring Student Skill Set
　
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