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truly hears the communication, he or she then interprets
the communication based on their knowledge to that point,
processes the information to a level of understanding,
and attempts to make a correlation of that communicated
information to the task at hand. The increased level of
motivation of typical flight and aviation maintenance students
makes this process much easier.
Students also need to be reminded that emotions play a large
part in determining how much information is retained. One
emotional area to concentrate on is listening to understand
rather than refute. For example, an instrument student pilot
anticipating drastic changes in requested routing becomes
anxious. With this frame of mind, it is very difficult for the
student to listen to the routing instructions and then retain
very much. In addition, instructors must ensure that students
are aware of their emotions concerning certain subjects. If
certain areas arouse emotion in a student, the student should
be aware of this and take extra measures to listen carefully.
For example, if a student who is terrified of the prospect of
spins is listening to a lesson on spins, the emotions felt by the
student might overwhelm the attempt to listen. If the student,
aware of this possibility, made a conscious effort to put that
fear aside, listening would probably be more successful.
3-9
GUARD AGAINST
DAYDREAMING
READY
TO LISTEN
TAKE NOTES
BE EMOTIONALLY
CALM
LISTEN TO
UNDERSTAND,
NOT REFUTE
RESPONSIBLE FOR
LISTENING
LISTEN FOR MAIN IDEAS
Figure 3-5. Students can improve their listening skills by applying
the steps to effective listening.
paraphrasing, or summarizing the speaker’s words. Doing so
uses the extra time to reinforce the speaker’s words, allowing
the student to retain more of the information.
Nobody can remember everything. Teaching a student to
take notes allows the student to use an organized system to
reconstruct what was said during the lesson. Every student
has a slightly different system, but no attempt to record the
lecture verbatim should be made.
In most cases, a shorthand or abbreviated system of the
student’s choosing should be encouraged. Notetaking is
merely a method of allowing the student to recreate the lecture
so that it can be studied. The same notetaking skills can be
used outside the classroom any time information needs to
be retained. For example, copying an instrument clearance
word for word is very difficult. By knowing the format of a
typical clearance, student instrument pilots can develop their
own system of abbreviations. This allows them to copy the
clearance in a useful form for read back and for flying the
clearance. By incorporating all or some of these techniques,
students retain more information. Instructors can vastly
improve their students’ retention of information by making
certain their students have the best possible listening skills.
Questioning
Good questioning can determine how well the student
understands what is being taught. It also shows the student
that the instructor is paying attention and that the instructor
is interested in the student’s response. An instructor should
ask focused, open-ended questions and avoid closed-ended
questions.
Focused questions allow the instructor to concentrate on
desired areas. An instructor may ask for additional details,
examples, and impressions from the student. This allows
the instructor to ask further questions if necessary. The
presentation can then be modified to fit the understanding
of the student.
Open-ended questions are designed to encourage full,
meaningful answers using the student’s own knowledge
and perceptions while closed-ended questions encourage a
short or single-word answer. Open-ended questions, which
typically begin with words such as “why” and “how” tend
to be more objective and less leading than closed-ended
questions. Often open-ended questions are not technically
questions, but statements that implicitly ask for completion.
An instructor’s ability to ask open-ended questions is an
important skill to develop.
Listening for main ideas is another listening technique.
Primarily a technique for listening to a lecture or formal
lesson presentation, it sometimes applies to hands-on
situations as well. People who concentrate on remembering
or recording facts might very well miss the message because
they have not picked up on the big picture. A listener must
　
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