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more effective.
4-1
Introduction
Bob, an aviation maintenance instructor, arrives thirty minutes before a scheduled class to prepare for the lesson he plans to
present that day. A quick visual scan tells him the classroom is well lit, the desks are in order, and the room presents a neat
overall appearance. He places his lecture notes on the podium, checking to make sure they are all there and in the correct
order. Then, he turns on the computer and projector to ensure the audio visual components are working correctly. A quick
run of his visual presentation reassures him this portion of his lecture is ready. Next, he counts the handouts he plans to
distribute to the class. By now, students are beginning to filter into the classroom. With his preparations made, Bob is free
to greet the students, chat with them socially, or answer any questions they might have about the previous class.
Today’s class is Bob’s introductory lecture on aircraft weight and balance. Using a software program, he has created a slide
show featuring examples of safety problems caused by out-of-balance aircraft. He uses these images to introduce the class to
the importance of aircraft weight and balance in safe flying. Then, Bob teaches the class how to compute weight and balance
for a generic aircraft. To reinforce the lecture, Bob divides the class into small groups and distributes the handouts which
contain sample weight and balance problems. Working as a group, the students solve the first weight and balance problem.
During this time, Bob and the students freely discuss how to figure weight and balance for that particular aircraft. Once the
problem is solved, Bob reiterates the steps used to calculate weight and balance. Now Bob assigns another problem to the
students to be solved independently in the class. After each student complete this assignment, Bob is confident they will be
able to successfully complete the remaining three weight and balance problems as homework for the next class.
The Teaching Process
Chapter 4
4-2
Figure 4-1. A good aviation instructor organizes worthwhile course
material and ensures competence in the procedures and methods
used to promote learning.
By using a combination of teaching methods (lecture, group
learning, and discussion) and instructional aids (audio/visual
and handouts), Bob achieves his instructional objective,
which is for the students to learn how to compute weight
and balance. In order to present the lesson on weight
and balance, Bob has taken the theoretical information
presented in previous chapters—concepts and principles
pertinent to human behavior, how people learn, and effective
communication—into the classroom. He has turned this
knowledge into practical knowledge utilized in the teaching
process. Drawing on previously discussed theoretical
knowledge, this chapter discusses specific recommendations
on how to use this information to teach aviation students.
What Is Teaching?
Teaching is to instruct or train someone, or the profession
of someone who teaches. Someone who teaches is, of
course, a teacher or, for the purposes of this handbook, an
instructor. Measured in number of people in the profession,
teaching is one of the world’s largest professions. To be
a teacher implies one has completed some type of formal
training, has specialized knowledge, has been certified or
validated in some way, and adheres to a set of standards
of performance. Defining a “good instructor” has proven
more elusive, but in The Essence of Good Teaching (1985),
psychologist Stanford C. Ericksen wrote “good teachers
select and organize worthwhile course material, lead students
to encode and integrate this material in memorable form,
ensure competence in the procedures and methods of a
discipline, sustain intellectual curiosity, and promote how
to learn independently.”
Essential Teaching Skills
Much research has been devoted to trying to discover what
makes a “good” or effective instructor. This research has
revealed that effective instructors come in many forms, but
they generally possess four essential teaching skills: people
skills, subject matter expertise, management skills, and
assessment skills. [Figure 4-1]
People Skills
People skills are the ability to interact, talk, understand,
empathize, and connect with people. Effective instructors
relate well to people. Communication, discussed in Chapter 3,
Effective Communication, underlies people skills. It is
important for instructors to remember:
• Technical knowledge is useless if the instructor fails
　
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