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in chapters 4 and 5, SBT uses a highly structured script of realworld experiences to address aviation training objectives in
an operational environment. During the postflight evaluation,
collaborative assessment is used to evaluate whether certain
learning criteria were met during the SBT.
Collaborative assessment includes learner self-assessment
and a detailed assessment by the aviation instructor. The
purpose of the self-assessment is to stimulate growth in the
learner’s thought processes and, in turn, behaviors. The selfassessment is followed by an in-depth discussion between the
instructor and the student which compares the instructor’s
assessment to the student’s self-assessment.
First Solo Flight
During the student’s first solo flight, the instructor must
be present to assist in answering questions or resolving
any issues that arise during the flight. To ensure the solo
flight is a positive, confidence-building experience for the
student, the flight instructor needs to consider time of day
when scheduling the flight. Time of day is a factor in traffic
congestion, possible winds, sun angles, and reflection.
If possible, the flight instructor needs access to a portable
radio during any supervised solo operations. A radio enables
the instructor to terminate the solo operation if he or she
observes a situation developing. The flight instructor must
use good judgment when communicating with a solo student.
Keep all radio communications to a minimum. Do not talk to
the student on short final of the landing approach.
Post-Solo Debriefing
During a post-solo debriefing, the flight instructor discusses
what took place during the student’s solo flight. It is important
for the flight instructor to answer any questions the student
may have as result of a solo flight. Instructors need to be
involved in all aspects of the flight to ensure the student
utilizes correct flight procedures. It is very important for the
flight instructor to debrief a student immediately after a solo
flight. With the flight vividly etched in the student’s memory,
questions about the flight will come quickly.
Correction of Student Errors
Correction of student errors should not include the practice
of immediately taking the controls away 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 control
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 will dissipate with time, but allowing the
student to see the effect of his or her control input is a valuable
aid in illustrating the stability of the aircraft. It is difficult for
students to learn a maneuver properly if they seldom have the
opportunity to correct an error.
On the other hand, students may perform a procedure or
maneuver correctly and not fully understand the principles
and objectives involved. When the instructor suspects this,
students should be required to vary the performance of the
maneuver slightly, combine it with other operations, or apply
the same elements to the performance of other maneuvers.
Students who do not understand the principles involved will
probably not be able to do this successfully.
Pilot Supervision
Flight instructors have the responsibility to provide guidance
and restraint with respect to the solo operations of their
students. This is by far the most important flight instructor
responsibility. The flight instructor is the only person in a
position to make the determination a student is ready for solo
8-13
operations. Before endorsing a student for solo flight, the
instructor should require the student to demonstrate consistent
ability to perform all of the fundamental maneuvers.
Dealing with Normal Challenges
Instructors should teach students how to solve ordinary
problems encountered during flight. Traffic pattern
congestion, change in active runway, or unexpected
crosswinds are challenges the student masters individually
before being able to perform them collectively.
Visualization
SBT lends itself well to visualization techniques. For
example, have a student visualize how the flight may occur
under normal circumstances, with the student describing
how he or she would fly the flight. Then, the instructor adds
　
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