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with flight students. After the flight, James critiques their
instruction period. As increased emphasis is placed on SBT,
there will be a corresponding increase in the importance of
role playing.
Instructional Communication
Instruction has taken place when the instructor has explained
a particular procedure and subsequently determined that the
desired student response has occurred. The instructor can
improve communication by adhering to several techniques
of good communication.
One of the basic principles used in public speaking courses
is to encourage students to talk about something they
understand. It would not be good if an instructor without a
maintenance background tried to teach a course for aviation
maintenance. Instructors perform better when speaking of
something they know very well and for which they have a
high level of confidence.
The instructor should not be afraid to use examples of past
experiences to illustrate particular points. When teaching
the procedures to be used for transitioning from instrument
meteorological conditions (IMC) to visual cues during an
3-8
DO NOT
INTERRUPT
DO NOT
JUDGE
THINK
BEFORE
ANSWERING
BE CLOSE
ENOUGH
TO HEAR
BEWARE
OF BIASES
LOOK FOR
UNDERL YING
FEELINGS
CON-
CENTRATE
AVOID
REHEARSING
ANSWERS
WHILE
LISTENING
WATCH
NONVERBAL
BEHAVIOR
DO NOT
INSIST ON
THE LAST
WORD
Figure 3-4. Instructors can use a number of tools to become better
at listening.
approach, it would be helpful to be able to tell the student
about encountering these same conditions. An instructor’s
personal experiences make instruction more valuable than
reading the same information in a textbook. The instructor
should be cautioned, however, to exercise restraint with
this technique of illustration, as these types of discussions
frequently degrade into a “war story” or “there I was”
discussion.
Communication has not occurred unless desired results of
the communication have taken place. The instructor needs
some way of determining results, and the method used should
be related to the expected outcome. In the case of flight
training, the instructor can judge the actual performance of a
maneuver. For a maintenance student, the instructor can judge
the level of accomplishment of a maintenance procedure.
In both cases, the instructor must determine whether the
student has actually received and retained the knowledge or
if acceptable performance was a one-time event.
The aviation student should know how and why something
should be done. For example, a maintenance student may
know how to tighten a particular fastener to a specified
torque, but it is more important for the student to know that
the security and integrity of any fastener depends on proper
torque. In this way, the student would be more likely to
torque all fasteners properly in the future. For a flight student,
simply knowing the different airspeeds for takeoffs and
landings is not enough. It is essential to know the reasons for
different airspeeds in specific situations to fully understand
the importance of proper airspeed control. Normally, the
instructor must determine the level of understanding by use
of some type of evaluation. See Chapter 5, Assessment, for
more information.
Listening
Instructors must know something about their students in
order to communicate effectively. As discussed earlier, an
instructor needs to determine the abilities of the students
and understand the students to properly communicate. One
way of becoming better acquainted with students is to be a
good listener. Instructors can use a number of techniques to
become better at listening. It is important to realize that in
order to master the art of listening, an attitude of wanting to
listen must be developed. [Figure 3-4]
Just as it is important for instructors to want to listen in order
to be effective listeners, it is necessary for students to want to
listen. Wanting to listen is just one of several techniques that
allow a student to listen effectively. Instructors can improve
the percentage of information transfer by teaching students
how to listen. [Figure 3-5]
Listening is more than hearing. Most instructors are
familiar with the concept that listening is “hearing with
comprehension.” When the student hears something being
communicated, he or she may or may not comprehend what
is being transmitted. On the other hand, when the student
　
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