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Under no circumstance should the instructor do anything
which implies degrading the student. Acceptance (rather
than ridicule) and support (rather than reproof) encourage
learning. Students must be treated with respect, regardless
of whether they are quick to learn or require more time to
absorb certain concepts. Criticizing a student who does not
learn rapidly is similar to a doctor reprimanding a patient
who does not get well as rapidly as predicted.
Personal Appearance and Habits
Personal appearance has an important effect on the
professional image of the instructor. Today’s aviation
customer expects an instructor to be neat, clean, and
appropriately dressed. Since the instructor is engaged in a
learning situation, the attire worn should be appropriate to
professional status. [Figure 7-7]
Personal habits have a significant effect on the professional
image. The exercise of common courtesy is perhaps the most
important of these. An instructor who is rude, thoughtless,
and inattentive cannot hold the respect of a student, regardless
of the instructor’s ability as a pilot or aviation maintenance
technician. Personal cleanliness is important to aviation
instruction. Frequently, an instructor and a student work in
7-8
close proximity, and even little annoyances such as body odor
or bad breath can cause serious distractions from learning
the tasks at hand.
Demeanor
The attitude and behavior of the instructor can contribute much
to a professional image. The instructor should avoid erratic
movements, distracting speech habits, and capricious changes
in mood. The professional image requires development of a
calm, thoughtful, and disciplined demeanor.
The successful instructor avoids contradictory directions,
reacting differently to similar or identical errors at different
times, demanding unreasonable performance or progress, or
criticizing a student unfairly, and presenting an overbearing
manner or air of flippancy. Effective instruction is best
conducted in a calm, pleasant, thoughtful manner that puts the
student at ease. The instructor must constantly demonstrate
competence in the subject matter and genuine interest in the
student’s well being.
Proper Language
In aviation instruction, as in other professional activities, the
use of profanity and obscene language leads to distrust or, at
best, to a lack of complete confidence in the instructor. Many
people object to such language. The professional instructor
speaks normally, without inhibitions, and speaks positively
and descriptively, without profanity.
Evaluation of Student Ability
Evaluation of a student’s ability is an important element of
instruction. Used in this context, evaluation refers to judging
a student’s ability to perform a maneuver or procedure.
Demonstrated Ability
Evaluation of demonstrated ability during flight or
maintenance instruction is based upon established standards
of performance, suitably modified to apply to the student’s
experience and stage of development as a pilot or mechanic.
The evaluation considers the student’s mastery of the
elements involved in the maneuver or procedure, rather than
merely the overall performance. For example, qualification
of student pilots for solo and solo cross-country privileges
depends upon demonstrations of performance.
Keeping the Student Informed
In evaluating student demonstrations of ability, it is important
for the aviation instructor to keep the student informed of
progress. This may be done as each procedure or maneuver
is completed or summarized during a postflight or class
critique. These critiques should be in a written format, such
as notes, to aid the instructor in covering all areas that were
noticed during the flight or lesson. When explaining errors in
performance, instructors point out the elements in which the
deficiencies are believed to have originated and, if possible,
suggest appropriate corrective measures.
Correction of Student Errors
Correction of student errors does not include the practice of
taking over from students immediately when a mistake is
made. Safety permitting, it is frequently better to let students
progress part of the way into the mistake and find a way
out. For example, in a weight-shift control aircraft the bar
is moved right to turn left. A student may show an initial
tendency to move the bar in the direction of the desired turn.
This tendency dissipates with time, but allowing the student
to see the effect of his or her control input is a valuable aid
　
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