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opportunities.
• Remember that self-direction does not mean isolation.
Studies of self-directed learning indicate self-directed
projects involve other people as resources, guides,
etc.
• Use books, programmed instruction, and computers
which are popular with adult learners.
• Refrain from “spoon-feeding” the student.
• Set a cooperative learning climate.
• Create opportunities for mutual planning.
An aviation student may be the retired business executive
who always wanted to learn how to fly, an Army helicopter
pilot who wants to learn how to fly an airplane, or a former
automobile mechanic who decides to pursue avionics.
These students may be financially stressed, or they may
be financially secure. They may be healthy, but they may
be experiencing such age-related problems as diminished
hearing or eyesight. Whatever the personal circumstances
of the student, he or she wants the learning experience to
be problem-oriented, personalized, and the instructor to be
accepting of the student’s need for self-direction and personal
responsibility.
Chapter Summary
This chapter discussed how human behavior affects learning,
human needs that must be met before students can learn,
defense mechanisms students use to prevent learning, how
adults learn, and the flight instructor’s role in determining
a student’s future in the aviation community. For more
information on these topics, it is recommended the instructor
read a general educational psychology text or visit one of the
many online sites devoted to education.
Teaching the Adult Student
While aviation instructors teach students of all ages, the
average aviation student age is 30 years old. This means the
aviation instructor needs to be versed in the needs of adult
students. The field of adult education is relatively young,
having been established in the late twentieth century by Dr.
Malcolm Knowles. His research revealed certain traits that
need to be recognized when teaching adult students as well as
ways instructors can use these traits to teach older students.
Adults as learners possess the following characteristics:
• Adults who are motivated to seek out a learning
experience do so primarily because they have a use
for the knowledge or skill being sought. Learning is
a means to an end, not an end in itself.
• Adults seek out learning experiences in order to cope
with specific life-changing events—marriage, divorce,
a new job. They are ready to learn when they assume
new roles.
• Adults are autonomous and self-directed; they need
to be independent and exercise control.
• Adults have accumulated a foundation of life
experiences and knowledge and draw upon this
reservoir of experience for learning.
• Adults are goal oriented.
• Adults are relevancy oriented. Their time perspective
changes from one of postponed knowledge application
to immediate application.
• Adults are practical, focusing on the aspects of a lesson
most useful to them in their work.
• As do all learners, adults need to be shown respect.
• The need to increase or maintain a sense of self-esteem
is a strong secondary motivator for adult learners.
• Adults want to solve problems and apply new
knowledge immediately.
Instructors should:
• Provide a training syllabus (see Chapter 8, Planning
Instructional Activity) that is organized with clearly
defined course objectives to show the student how the
training helps him or her attain specific goals.
• Help students integrate new ideas with what they
already know to ensure they keep and use the new
information.
• Assume responsibility only for his or her own
expectations, not for those of students. It is important
to clarify and articulate all student expectations early
on.
2-1
Introduction
The First Flight
When Beverly (student) enthusiastically presents herself for her first day of flight instruction, Bill, her Certificated Flight
Instructor (CFI), decides to spend some time in the classroom. Beverly knows a lot of facts about flying and shares her
knowledge with Bill, but when he asks questions to test her understanding of the facts, she cannot answer them. During
their first flight, Bill discovers Beverly has mastered a few basic skills, but her performance is awkward, as if she were
working from a list of memorized steps.
In the early stages of flight training, Beverly focuses all her attention on performing each skill. If Bill asks her a question or
　
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