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instructor is the student’s primary source of knowledge, but
an instructor also recommends other sources of knowledge.
These include books, photographs, videos, diagrams and
charts, and other instructional materials. These sources are
important for the student because they allow information to
be archived and easily transferred from one person to another.
They also allow the reader to self-pace the acquisition of
information and permit the reader to pause, think, formulate,
and reformulate his or her understanding.
The instructor also encourages the student to gain experience
in the real world of aviation. These experiences enhance
the student’s incidental learning: observation of other
pilots or mechanics, thinking about what has been learned,
formulation of schemas, and ability to make correlations
about what has been learned. Interactive computer-based
instruction programs, another excellent source of knowledge,
often go hand-in-hand with the flight training syllabus,
assuring academics are delivered just-in-time to complement
lessons.
Summary of Instructor Actions
To help students remember what they have learned, the
instructor should:
• Discuss the difference between short-term memory
and long-term memory.
• Explain the effect of frequent and recent usage of
knowledge on remembering and forgetting.
• Explain the effect of depth of understanding on
remembering and forgetting.
• Encourage student use of mnemonic devices while
studying.
• Explain the benefits of studying at regularly spaced
intervals, and the disadvantages of “cramming.”
Chapter Summary
Learning theory has caused instruction to move from basic
skills and pure facts to linking new information with prior
knowledge, from relying on a single authority to recognizing
multiple sources of knowledge, and from novice-like to
expert-like problem-solving. While educational theories
facilitate learning, no one learning theory is good for all
learning situations and all learners. Instruction in aviation
should utilize a combination of learning theories.
3-1
Introduction
Carol, a Certified Flight Instructor (CFI), has planned the
first tailwheel flight with Jacob, her student pilot. She begins
the preflight briefing with an explanation of the tendency
of tailwheel aircraft to yaw in normal takeoff. This yawing
tendency gives the illusion that the tailwheel aircraft is
unstable during the takeoff. Since this yawing tendency
occurs on every takeoff, it is predictable and the pilot is able
to compensate for it. Carol then discusses the precession,
which causes the noticeable yaw when the tail is raised from
a three point attitude to a level flight attitude. This change
of attitude tilts the horizontal axis of the propeller, and the
resulting precession produces a forward force on the right side
(90° ahead in the direction of rotation), yawing the aircraft’s
nose to the left. To demonstrate the yawing tendency, she
places a model aircraft prop under a desk lamp. [Figure 3-1]
By moving the prop, the shadow it casts illustrates the pitch
change of the propeller when the aircraft is on its tailwheel
and when the aircraft is raised to a level flight attitude.
Effective Communication
Chapter 3
3-2
Figure 3-1. An aviation instructor communicates with her student
using model airplanes to ensure the student’s understanding of the
principles discussed.
Effective communication is an essential element of
instruction. An aviation instructor may possess a high level
of technical knowledge, but he or she needs to cultivate the
ability to communicate effectively in order to share this
knowledge with students. While communication is a complex
process, aviation instructors need to develop a comfortable
style of communication that meets the goal of passing on
desired information to students. The elements of effective
communication, the barriers to communication, and the
development of communication skills are discussed in this
chapter. It is also important to recognize that communication
is a two-way process.
Basic Elements of Communication
Communication takes place when one person transmits
ideas or feelings to another person or group of people.
The effectiveness of the communication is measured by
the similarity between the idea transmitted and the idea
received. The process of communication is composed of
three elements:
• Source (sender, speaker, writer, encoder, transmitter,
　
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