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approaches and landing errors. Make power-off, stallwarning blaring, on centerline touchdowns in the first
third of runway.
• Always—remember safety is paramount.
Flight instructors have the responsibility of producing the
safest pilots possible. For that reason, CFIs should encourage
each student to learn as much as he or she is capable of and
keep raising the bar. When introducing lesson tasks, flight
instructors should not introduce the minimum acceptable
standards for passing the checkride. The Practical Test
Standard (PTS) is not a teaching tool. It is a testing tool.
The overall focus of flight training should be on education,
learning, and understanding why the standards are there
and how they were set. The minimum standards to pass
the checkride should not be introduced until the 3 hours of
preparation for the checkride.
Obstacles to Learning During Flight
Instruction
Certain obstacles are common to flight instruction and may
apply directly to the student’s attitude, physical condition, and
psychological make-up. These include but are not limited to:
• Feeling of unfair treatment
• Impatience to proceed to more interesting operations
• Worry or lack of interest
• Physical discomfort, illness, fatigue, and dehydration
• Apathy due to inadequate instruction
• Anxiety
Unfair Treatment
Students who believe their instruction is inadequate, or that
their efforts are not conscientiously considered and evaluated,
do not learn well. In addition, their motivation suffers no
matter how intent they are on learning to fly. Motivation also
declines when a student believes the instructor is making
unreasonable demands for performance and progress.
[Figure 8-2]
Assignment of goals the student considers difficult, but
possible, usually provides a challenge and promotes learning.
In a typical flight lesson, reasonable goals are listed in the
lesson objectives and the desired levels of proficiency for
the goals are included in statements that contain completion
standards.
Impatience
Impatience is a greater deterrent to learning pilot skills than
is generally recognized. For a student, this may take the
form of a desire to make an early solo flight, or to set out
on cross-country flights before the basic elements of flight
have been learned.
The impatient student fails to understand the need for
preliminary training and seeks only the ultimate objective
without considering the means necessary to reach it. With
every complex human endeavor, it is necessary to master
the basics if the whole task is to be performed competently
and safely. The instructor can correct student impatience by
presenting the necessary preliminary training one step at a
time, with clearly stated goals for each step. The procedures
and elements mastered in each step should be clearly
identified in explaining or demonstrating the performance
of the subsequent step.
Impatience can result from instruction keyed to the pace of
a slow learner when it is applied to a motivated, fast learner.
It is just as important that a student be advanced to the
subsequent step as soon as one goal has been attained, as it
is to complete each step before the next one is undertaken.
Disinterest grows rapidly when unnecessary repetition and
drill are requested on operations that have already been
adequately learned.
Worry or Lack of Interest
Worry or lack of interest has a detrimental effect on learning.
Students who are worried or emotionally upset are not ready
to learn and derive little benefit from instruction. Worry or
8-4
distraction may be due to student concerns about progress
in the training course, or may stem from circumstances
completely unrelated to their instruction. Significant
emotional upsets may be due to personal problems,
psychiatric disturbances, or a dislike of the training program
or the instructor.
The experiences of students outside their training activities
affect behavior and performance in training; the two cannot
be separated. When students begin flight training, they bring
with them their interests, enthusiasms, fears, and troubles. The
instructor cannot be responsible for these outside diversions,
but cannot ignore them because they have a critical effect
on the learning process. Instruction must be keyed to the
utilization of the interests and enthusiasm students bring
with them, and to diverting their attention from their worries
and troubles to learning the tasks at hand. This is admittedly
　
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