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but there is always a chance that some new combination of
circumstances not contemplated by the regulations will arise.
It is important for aviation instructors to be proactive to ensure
the safety of flight or maintenance training activities.
The safety practices aviation instructors emphasize have a
long-lasting effect on students. Generally, students consider
their instructor to be a role model whose habits they attempt
to imitate, whether consciously or unconsciously. The
instructor’s advocacy and description of safety practices
mean little to a student if the instructor does not demonstrate
them consistently. For example, if a maintenance student
observes the instructor violating safety practices by not
wearing safety glasses around hazardous equipment, the
student probably will not be conscientious about using safety
equipment when the instructor is not around. One of the best
actions a flight or maintenance instructor can take to enhance
aviation safety is to emphasize safety by example.
Another way for the instructor to advocate safety is to join
the new FAA Safety Team (FAASTeam). The FAASTeam
is dedicated to improving the aviation safety record by
conveying safety principles and practices through training,
outreach, and education. More information is available at
FAASafety.gov.
Professionalism
The aviation instructor is the central figure in aviation training
and is responsible for all phases of required training. The
instructor, either pilot or aircraft maintenance technician,
must be a professional. As professionals, aviation instructors
strive to maintain the highest level of knowledge, training,
and currency in the field of aviation. To achieve this goal,
instructors need to commit themselves to continuous, lifelong
learning and professional development through study,
service, and membership in professional organizations such
as the National Association of Flight Instructors (NAFI)
7-7
Be professional at all times.
Be sincere.
Present a professional appearance and personal habits.
Maintain a calm demeanor.
Practice safety and accident prevention at all times.
Avoid profanity.
Define common terms.
Continue professional development.
Minimize student frustration.
Motivate the student.
Keep the student informed.
Approach each student as an individual.
Give credit when due.
Criticize constructively.
Be consistent.
Admit errors.
Instructor Do’s
Figure 7-6. Guidelines for an aviation instructor.
Ridicule the student’s performance.
Use profanity.
Model irresponsible flight behaviors.
Say one thing but do another.
Forget personal hygiene.
Disrespect the student.
Demand unreasonable progress.
Forget the student is new to aviation jargon.
Set the student up for failure.
Correct errors without an explanation of what went wrong.
Instructor Don’ts
Figure 7-7. The aviation instructor should always present a
professional appearance.
and Professional Aviation Mechanics Association (PAMA).
Professionals build a library of resources that keeps them in
touch with their field through the most current procedures,
publications, and educational opportunities. Being a
professional also means behaving in a professional manner.
[Figure 7-6] An aviation instructor should strive to practice
the characteristics on the Instructor Do’s list when teaching
a student.
Sincerity
An aviation instructor should be straightforward and honest.
Attempting to hide inadequacy behind a smokescreen of
unrelated instruction makes it impossible for the instructor
to command the respect and full attention of a student.
Teaching an aviation student is based upon acceptance of the
instructor as a competent, qualified teacher and an expert pilot
or aircraft maintenance technician. Any facade of instructor
pretentiousness, whether it is real or mistakenly presumed
by the student, causes the student to lose confidence in the
instructor, and learning is adversely affected.
Acceptance of the Student
The instructor must accept students as they are, including all
their faults and problems. The student is a person who wants
to learn, and the instructor is a person who is available to help
in the learning process. Beginning with this understanding,
the professional relationship of the instructor with the student
should be based on a mutual acknowledgement that the
student and the instructor are important to each other, and
that both are working toward the same objective.
　
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