1
00:00:00,680 --> 00:00:06,679
Chapter eight of Aviation Instructor's Handbook by
the FAA. This LibriVox recording is in

2
00:00:06,719 --> 00:00:15,519
the public domain. Chapter eight Techniques
of Flight Instruction Instruction Certificated Flight Instructor c

3
00:00:15,720 --> 00:00:21,280
f I. Daniel decides his student, Mary has gained enough confidence in flying

4
00:00:21,519 --> 00:00:26,359
that it is time for her to
develop personal weather minimums. While researching the

5
00:00:26,440 --> 00:00:33,719
subject at the Federal Aviation Administration FAA
website, he locates several sources that provide

6
00:00:33,799 --> 00:00:39,479
background information, such as the fact
that statistically weather often poses some of the

7
00:00:39,520 --> 00:00:45,960
greatest risks to General Aviation GA pilots, regardless of their experience level. He

8
00:00:46,039 --> 00:00:51,280
also finds charts and a lesson plan
he can use. Daniel's decision to help

9
00:00:51,320 --> 00:00:56,399
Mary develop personal weather minimums reflects a
key component of the flight instructor's job,

10
00:00:57,079 --> 00:01:02,200
providing the student with the tools to
insure safe during a flight. Every flight

11
00:01:02,240 --> 00:01:07,319
instructor can agree that everyone wants to
be safe, But what does safety really

12
00:01:07,359 --> 00:01:11,319
mean? How can a flight instructor
ensure the safety of flight training activities and

13
00:01:11,599 --> 00:01:18,599
also train clients to operate their aircraft
safely after they leave the relatively protected flight

14
00:01:18,640 --> 00:01:23,280
training environment. According to one definition, safety is the freedom from conditions that

15
00:01:23,359 --> 00:01:29,079
can cause death, injury or illness, damage to or loss of equipment or

16
00:01:29,120 --> 00:01:34,719
property, or damage to the environment. FAA regulations are intended to promote safety

17
00:01:36,040 --> 00:01:41,040
by eliminating or mitigating conditions that can
cause death, injury, or damage.

18
00:01:41,719 --> 00:01:47,079
These regulations are comprehensive, but there
has been increasing recognition that even the strictest

19
00:01:47,120 --> 00:01:53,120
compliance with regulations may not be sufficient
to guarantee safety. Rules and regulations are

20
00:01:53,120 --> 00:01:57,400
designed to address known or suspected conditions
detrimental to safety, but there is always

21
00:01:57,439 --> 00:02:04,519
the probability that some new combination of
circumstances not contemplated by the regulations will arise.

22
00:02:05,920 --> 00:02:10,319
The recognition of aviation training and flight
operations has led to a system approach

23
00:02:10,520 --> 00:02:15,719
to aviation safety. Since flight instructors
or a critical part of the aviation safety

24
00:02:15,800 --> 00:02:23,520
system, this chapter introduces system safety, aeronautical decision making ADM, risk management,

25
00:02:23,879 --> 00:02:30,439
situational awareness, and single pilot resource
management SRM in the modern flight training

26
00:02:30,560 --> 00:02:38,520
environment. It also provides methods flight
instructors can teach students to use practical risk

27
00:02:38,599 --> 00:02:44,759
management tools and discusses how to evaluate
student decision making. The chapter begins with

28
00:02:44,800 --> 00:02:52,159
practical strategies flight instructors can use to
enhance their instruction the demonstration performance training delivery,

29
00:02:52,159 --> 00:02:58,599
method of flight instruction, integrated flight
instruction, positive exchange of flight controls,

30
00:02:59,560 --> 00:03:04,840
use of astractions, obstacles to learning
encountered during flight training, and how

31
00:03:04,879 --> 00:03:10,159
to evaluate students after an intensive look
at ADM. It closes with a discussion

32
00:03:10,199 --> 00:03:19,400
of CFI recommendations and endorsements. Flight
instructor qualifications. A CFI must be thoroughly

33
00:03:19,400 --> 00:03:23,919
familiar with the functions, characteristics,
and proper use of all flight instruments,

34
00:03:23,240 --> 00:03:30,560
avionics, and other aircraft systems being
used for training. This is especially important

35
00:03:30,840 --> 00:03:36,599
due to the wide variety of Global
Positioning System GPS and glass panel displays.

36
00:03:37,400 --> 00:03:43,039
It is the personal responsibility of each
flight instructor to maintain familiarity with current pilot

37
00:03:43,080 --> 00:03:47,479
training techniques and certification requirements. This
may be done by frequent review of new

38
00:03:47,520 --> 00:03:57,199
periodicals and technical publications, personal contacts
with FAA inspectors and Designated Pilot Examiners DPE,

39
00:03:57,800 --> 00:04:02,319
and by participation in pilot and flight
instructor clinics. Additional information can be

40
00:04:02,360 --> 00:04:09,240
obtained from veteran flight instructors. Figure
eight Dash one. The application of outmoded

41
00:04:09,280 --> 00:04:17,439
instructional procedures or the preparation of students
using obsolete certification requirements is inexcusable. Practical

42
00:04:17,480 --> 00:04:24,519
flight instructor strategies during all phases of
flight training, seafis should remember they are

43
00:04:24,600 --> 00:04:29,639
role models for the student. The
flight instructor should demonstrate good aviation sense at

44
00:04:29,680 --> 00:04:34,240
all times before the flight, Discuss
safety and importance of proper preflight and use

45
00:04:34,240 --> 00:04:42,720
of the checklist During flight. Prioritize
the tasks of aviating, navigating and communicating,

46
00:04:43,480 --> 00:04:48,160
and still importance of sea and avoid
in the student. During landing,

47
00:04:48,480 --> 00:04:56,399
conduct stabilized approaches, maintain desired air
speed on final Demonstrate good judgment for go

48
00:04:56,560 --> 00:05:02,360
arounds, right turbulence, traffic and
ragin avoidance. Use ADM to correct faulty

49
00:05:02,360 --> 00:05:10,160
approaches and landing errors. Make power
off stall warning blaring on centerline touchdowns in

50
00:05:10,199 --> 00:05:15,920
the first third of runway. Always
remember safety is paramount. Flight instructors have

51
00:05:15,000 --> 00:05:20,399
the responsibility of producing the safest pilots
possible. For that reason, cfis should

52
00:05:20,480 --> 00:05:25,879
encourage each student to learn as much
as he or she is capable of and

53
00:05:26,199 --> 00:05:30,879
keep raising the bar. When introducing
lesson tasks, Flight instructors should not introduce

54
00:05:30,920 --> 00:05:36,680
the minimum acceptable standards for passing the
check ride. The Practical Test Standard PTS

55
00:05:38,160 --> 00:05:42,240
is not a teaching tool, it
is a testing tool. The overall focus

56
00:05:42,240 --> 00:05:46,240
of flight training should be on education, learning and understanding why the standards are

57
00:05:46,279 --> 00:05:51,279
there and how they were set.
The minimum standards to pass the check ride

58
00:05:51,360 --> 00:05:57,199
should not be introduced until the three
hours of preparation for the check ride.

59
00:05:58,000 --> 00:06:02,519
Obstacles to learning during flight and struck. Certain obstacles are common to flight instruction

60
00:06:02,839 --> 00:06:09,240
and may apply directly to the student's
attitude, physical condition, and psychological makeup.

61
00:06:10,519 --> 00:06:14,839
These include, but are not limited
to, feeling of unfair treatment,

62
00:06:15,519 --> 00:06:19,240
in patience to proceed to more interesting
operations, worry or lack of interest,

63
00:06:19,879 --> 00:06:27,319
physical discomfort, illness, fatigue and
dehydration, apathy due to inadequate instruction,

64
00:06:27,879 --> 00:06:34,839
anxiety unfair treatment. Students who believe
their instruction is inadequate or that their efforts

65
00:06:34,839 --> 00:06:41,959
are not conscientiously considered and evaluated do
not learn well. In addition, their

66
00:06:41,959 --> 00:06:46,360
motivation suffers, no matter how intent
they are on learning to fly. Motivation

67
00:06:46,439 --> 00:06:53,240
also declines when a student believes the
instructor is making unreasonable demands for performance and

68
00:06:53,399 --> 00:07:00,480
progress. Figure eight two. Assignment
of goals the student considers difficult but possible,

69
00:07:00,040 --> 00:07:04,560
usually provides a challenge and promotes learning. In a typical flight lesson,

70
00:07:04,959 --> 00:07:11,120
reasonable goals are listed in the lesson
objectives and the desired levels of proficiency for

71
00:07:11,120 --> 00:07:17,920
the goals, or included in statements
that contain completion standards. Impatience Impatience is

72
00:07:17,959 --> 00:07:24,560
a greater deterrent to learning pilot skills
than is generally recognized. For a student.

73
00:07:24,759 --> 00:07:28,040
This may take the form of a
desire to make an early solo flight

74
00:07:28,759 --> 00:07:31,759
or to set out on cross country
flights before the basic elements of flight have

75
00:07:31,839 --> 00:07:38,920
been learned. The impatient student fails
to understand the need for preliminary training and

76
00:07:39,000 --> 00:07:44,680
seeks only the ultimate objective without considering
the means necessary to reach it. With

77
00:07:44,759 --> 00:07:48,360
every complex human endeavor, it is
necessary to master the basics if the whole

78
00:07:48,399 --> 00:07:55,680
task is to be performed competently and
safely. The instructor can correct student impatience

79
00:07:56,040 --> 00:08:01,439
by presenting the necessary preliminary training one
step at a time, with clearly stated

80
00:08:01,519 --> 00:08:07,319
goals for each step. The procedures
and elements mastered in each step should be

81
00:08:07,360 --> 00:08:13,319
clearly identified in explaining or demonstrating the
performance of the subsequent step. Impatience can

82
00:08:13,360 --> 00:08:18,800
result from instruction keyed to the pace
of a slow learner when it is applied

83
00:08:18,800 --> 00:08:22,240
to a motivated, fast learner.
It is just as important that a student

84
00:08:22,360 --> 00:08:28,120
be advanced to the subsequent step as
soon as one goal has been attained as

85
00:08:28,120 --> 00:08:33,399
it is to complete each step before
the next one is undertaken. Disinterest grows

86
00:08:33,600 --> 00:08:39,000
rapidly when unnecessary repetition and drill are
requested on operations that have already been adequately

87
00:08:39,080 --> 00:08:46,080
learned. Worry or lack of interest
Worry or lack of interest as a detrimental

88
00:08:46,120 --> 00:08:50,279
effect on learning. Students who are
worried or emotionally upset are not ready to

89
00:08:50,360 --> 00:08:56,879
learn and derive little benefit from instruction. Worry or distraction may be due to

90
00:08:56,879 --> 00:09:01,639
student concerns about progress in the training
course, or may stem from circumstances completely

91
00:09:01,759 --> 00:09:07,679
unrelated to their instruction. Significant emotional
upsets may be due to personal problems,

92
00:09:07,960 --> 00:09:13,879
psychiatric disturbances, or a dislike of
the training program or the instructor. The

93
00:09:13,919 --> 00:09:20,399
experiences of students outside their training activities
affect behavior and performance in training. The

94
00:09:20,480 --> 00:09:24,559
two cannot be separated. When students
begin flight training, they bring with them

95
00:09:24,639 --> 00:09:31,120
their interests, enthusiasms, fears,
and troubles. The instructor cannot be responsible

96
00:09:31,279 --> 00:09:35,799
for these outside diversions, but cannot
ignore them because they have a critical effect

97
00:09:35,799 --> 00:09:39,799
on the learning process. Instruction must
be keyed on the utilization of the interests

98
00:09:39,799 --> 00:09:45,759
and enthusiasm students bring with them,
and to diverting their attention from their worries

99
00:09:45,759 --> 00:09:50,879
and troubles to learning the task at
hand. This is admittedly difficult, but

100
00:09:50,039 --> 00:09:54,559
must be accomplished if learning is to
proceed at a normal rate. Worries and

101
00:09:54,639 --> 00:10:00,320
emotional upsets that result from a flight
training course can be identified and a rest

102
00:10:00,960 --> 00:10:05,000
These problems are often due to inadequacies
of the course or of the instructor.

103
00:10:05,639 --> 00:10:11,039
The most effective cure is prevention.
The instructor must be alert and ensure students

104
00:10:11,120 --> 00:10:15,240
understand the objectives of each step of
their training, and that they know at

105
00:10:15,240 --> 00:10:20,279
the completion of each lesson exactly how
well they have progressed in what deficiencies are

106
00:10:20,320 --> 00:10:26,600
apparent. Discouragement and emotional upsets are
rare when students feel that nothing is being

107
00:10:26,639 --> 00:10:31,799
withheld from them or is being neglected
in their training. Physical discomfort, illness,

108
00:10:33,039 --> 00:10:39,519
fatigue and dehydration. Physical discomfort,
illness, and fatigue will materially slow

109
00:10:39,559 --> 00:10:45,039
the rate of learning during both classroom
instruction and flight training. Students who are

110
00:10:45,080 --> 00:10:50,600
not completely at ease and whose attention
is diverted by discomforts such as the extremes

111
00:10:50,600 --> 00:10:56,879
of temperature, poor ventilation, inadequate
lighting, or noise and confusion cannot learn

112
00:10:56,960 --> 00:11:00,919
at a normal rate. This is
true no matter how diligent they attempt to

113
00:11:01,000 --> 00:11:05,879
apply themselves to the learning task.
A minor illness, such as a cold,

114
00:11:05,559 --> 00:11:11,639
major illness, or injury interferes with
a normal rate of training. This

115
00:11:11,679 --> 00:11:18,519
is especially important for flight instruction.
Most illnesses adversely affect the acuteness of vision,

116
00:11:18,799 --> 00:11:22,840
hearing, and feeling, all of
which are essential to correct performance.

117
00:11:24,320 --> 00:11:28,679
Airsickness can be a great deterrent to
flight instruction. A student who is air

118
00:11:28,799 --> 00:11:33,080
sick or bothered with incipient airsickness is
incapable of learning at a normal rate.

119
00:11:33,639 --> 00:11:39,519
There is no sure cure for air
sickness, but resistance or immunity usually can

120
00:11:39,600 --> 00:11:45,159
be developed in a relatively short period
of time. An instructional flight should be

121
00:11:45,240 --> 00:11:50,279
terminated as soon as an incipient illness
is experienced. As the student develops immunity,

122
00:11:50,600 --> 00:11:56,480
flights can be increased in length until
normal flight periods are practicable. Keeping

123
00:11:56,519 --> 00:12:01,919
students interested and occupied during flight is
a deterrent to airsickness. They are much

124
00:12:03,039 --> 00:12:09,320
less apt to become airsick while operating
the controls themselves. Rough air and unexpected

125
00:12:09,320 --> 00:12:15,600
abrupt maneuvers tend to increase the chances
of airsickness. Tension and apprehension apparently contribute

126
00:12:15,639 --> 00:12:20,440
to airage sickness and should be avoided. Fatigue. Fatigue is one of the

127
00:12:20,480 --> 00:12:24,440
most treacherous hazards to flight safety,
as it may not be apparent to a

128
00:12:24,480 --> 00:12:31,279
pilot until serious errors are made.
Fatigue can be either acute, short term

129
00:12:31,519 --> 00:12:37,120
or chronic long term. Acute fatigue, a normal occurrence of everyday living,

130
00:12:37,600 --> 00:12:41,519
is the tirdness felt after long periods
of physical and mental strain, including strenuous

131
00:12:41,639 --> 00:12:48,440
muscular effort, immobility, heavy mental
workout, strong emotional pressure, monotony,

132
00:12:48,559 --> 00:12:54,799
and lack of sleep. Acute fatigue
caused by training operations may be physical or

133
00:12:54,919 --> 00:13:00,919
mental, or both. Is not
necessarily a function of physical robustus or mental

134
00:13:00,919 --> 00:13:07,639
acuity. The amount of training any
student can absorb without incurring debilitating fatigue varies.

135
00:13:07,559 --> 00:13:13,360
Generally speaking, complex operations tend to
induce fatigue more rapidly than in simpler

136
00:13:13,399 --> 00:13:20,000
procedures do regardless of the physical effort
involved. Fatigue is the primary consideration in

137
00:13:20,080 --> 00:13:26,639
determining the length and frequency of flight
instruction. Periods and flight instruction should be

138
00:13:26,639 --> 00:13:31,600
continued only as long as the student
is alert, receptive to instruction, and

139
00:13:31,840 --> 00:13:37,240
is performing at a level consistent with
experience. It is important for a CFI

140
00:13:37,360 --> 00:13:41,639
to be able to detect fatigue,
both in assessing a student's substandard performance early

141
00:13:41,679 --> 00:13:48,679
in a lesson and also in recognizing
the deterioration of performance. If fatigue occurs

142
00:13:48,720 --> 00:13:52,559
as a result of application to a
learning task, the student should be given

143
00:13:52,600 --> 00:13:58,919
our break in instruction and practice.
A CFI who is familiar with the signs

144
00:13:58,919 --> 00:14:03,000
indicative to acute fatigue will be more
aware if the student is experiencing them.

145
00:14:03,759 --> 00:14:09,600
The deficiencies listed below are apparent to
others before the individual notices any physical signs

146
00:14:09,639 --> 00:14:18,039
of fatigue. Acute fatigue is characterized
by inattention, distractability, errors in timing,

147
00:14:18,679 --> 00:14:24,360
neglect of secondary tasks, loss of
accuracy and control, lack of awareness

148
00:14:24,399 --> 00:14:31,600
of error, accumulation, irritability.
Another form of fatigue is chronic fatigue,

149
00:14:31,960 --> 00:14:35,600
which occurs when there is not enough
time for full recovery from repeated episodes of

150
00:14:35,639 --> 00:14:41,720
acute fatigue. Chronic fatigues underlying cause
is generally not rest related and may have

151
00:14:41,799 --> 00:14:46,960
deeper points of origin. Therefore,
rest alone may not resolve chronic fatigue.

152
00:14:48,720 --> 00:14:56,720
Chronic fatigue is a combination of both
physiological problems and psychological issues. Psychological problems

153
00:14:56,759 --> 00:15:01,679
such as financial, home life,
or related stresses cause a lack of qualified

154
00:15:01,720 --> 00:15:07,519
rest that is only solved by mitigating
the underlying problems. Before the fatigue is

155
00:15:07,519 --> 00:15:13,200
solved, without resolution, human performance
continues to fall off and judgment becomes impaired

156
00:15:13,559 --> 00:15:20,000
so that unwarranted risks may be taken. Recovery from chronic fatigue requires a prolonged

157
00:15:20,039 --> 00:15:26,840
and deliberate solution. In either case, Unless adequate precautions are taken, personal

158
00:15:26,840 --> 00:15:33,159
performance could be impaired and adversely affect
pilot judgment and decision making. Dehydration and

159
00:15:33,240 --> 00:15:37,799
heat stroke. Dehydration is the term
given to critical loss of water from the

160
00:15:37,840 --> 00:15:43,840
body. Dehydration reduces a pilot's level
of alertness, producing a subsequent slowing of

161
00:15:43,919 --> 00:15:50,200
decision making processes or even the inability
to control the aircraft. The first noticeable

162
00:15:50,200 --> 00:15:56,519
effect of dehydration is fatigue, which
in turn makes top physical and mental performance

163
00:15:56,519 --> 00:16:02,159
difficult, if not impossible. Flying
for long periods in hot summer temperatures or

164
00:16:02,200 --> 00:16:08,799
at high altitudes increases susceptibility to dehydration, since dry air at high altitudes tends

165
00:16:08,840 --> 00:16:12,919
to increase the rate of water loss
from the body if this fluid is not

166
00:16:14,000 --> 00:16:19,279
replaced. Fatigue presses to dizziness,
weakness, nausea, tingling of hands and

167
00:16:19,320 --> 00:16:26,480
feet, abdominal cramps, and extreme
thirst. Heat stroke is a condition caused

168
00:16:26,480 --> 00:16:30,240
by any inability of the body to
control its temperature. Onset of this condition

169
00:16:30,440 --> 00:16:34,759
may be recognized by the symptoms of
dehydration, but also has been known to

170
00:16:34,799 --> 00:16:41,120
be recognized only by complete collapse.
To prevent these symptoms, it is recommended

171
00:16:41,200 --> 00:16:45,720
that an ample supply of water be
carried and used at frequent intervals on any

172
00:16:45,759 --> 00:16:51,519
long flight, whether the pilot is
thirsty or not. If the airplane has

173
00:16:51,559 --> 00:16:56,720
a canopy or roof window, wearing
light colored porous clothing and a hat helps

174
00:16:56,759 --> 00:17:03,360
provide protection from the sun. Keeping
the flight deck well ventilated aids in dissipating

175
00:17:03,519 --> 00:17:10,799
excess heat. Apathy due to inadequate
instruction. Students can become apathetic when they

176
00:17:10,839 --> 00:17:15,279
recognize that the instructor has made inadequate
preparations for the instruction being given, or

177
00:17:15,319 --> 00:17:22,400
when the instruction appears to be deficient, contradictory, or insincere. To hold

178
00:17:22,400 --> 00:17:26,640
the student's interest and to maintain the
motivation necessary for efficient learning, well planned,

179
00:17:26,680 --> 00:17:33,440
appropriate and accurate instruction must be provided. Nothing destroys a student's interest as

180
00:17:33,480 --> 00:17:40,160
quickly as poorly organized period of instruction. Even an inexperienced student realizes immediately when

181
00:17:40,200 --> 00:17:45,039
the instructor has failed to prepare for
a lesson Figure eight, Dash three.

182
00:17:45,599 --> 00:17:49,480
Instruction may be overly explicit and so
elementary it fails to hold student interest,

183
00:17:51,119 --> 00:17:55,240
or it may be so general or
complicated that it fails to evoke the interest

184
00:17:55,440 --> 00:18:00,200
necessary for effective learning. To be
effective, the instructor must teach for the

185
00:18:00,279 --> 00:18:03,799
level of the student. Their presentation
must be adjusted to be meaningful to the

186
00:18:03,839 --> 00:18:08,799
person for whom it is intended.
For example, instruction in the preflight inspection

187
00:18:08,839 --> 00:18:14,279
of an aircraft should be presented quite
differently for a student who is a skilled

188
00:18:14,359 --> 00:18:19,400
aircraft maintenance technician a MT, compared
to the instruction on the same operation for

189
00:18:19,440 --> 00:18:25,920
a student with no previous aeronautical experience. The instruction needed in each case is

190
00:18:25,920 --> 00:18:30,000
the same, but a presentation meaningful
to one of these students might not be

191
00:18:30,039 --> 00:18:36,720
appropriate for the other. Poor instructional
presentations may result not only from poor preparation,

192
00:18:37,480 --> 00:18:41,599
but also from distracting mannerisms, personal
untidiness, or the appearance of irritation

193
00:18:41,680 --> 00:18:47,240
with the student. Creating the impression
of talking down to the student is one

194
00:18:47,279 --> 00:18:51,119
of the fastest ways for an instructor
to lose a student confidence and attention.

195
00:18:52,000 --> 00:18:56,960
Once the instructor loses student confidence,
it is difficult to regain and the learning

196
00:18:56,039 --> 00:19:03,200
rate is unnecessarily diminished. Anxiety.
Student anxiety may place additional burdens on the

197
00:19:03,240 --> 00:19:10,480
instructor. This frequently limits the student's
perceptive ability and retards the development of insights.

198
00:19:11,000 --> 00:19:15,480
The student must be comfortable, confident
in the instructor and the aircraft,

199
00:19:15,680 --> 00:19:19,960
and at ease if effective learning is
to occur. Providing this atmosphere for learning

200
00:19:21,039 --> 00:19:25,599
is one of the first and most
important tasks of the instructor. Although doing

201
00:19:25,640 --> 00:19:30,200
so may be difficult at first,
successive accomplishment of recognizable goals and avoidance of

202
00:19:30,240 --> 00:19:37,240
alarming occurrences or situations will rapidly ease
the student's mind. This is true of

203
00:19:37,279 --> 00:19:41,240
all flight students, but special handling
by the instructor may be required for students

204
00:19:41,400 --> 00:19:49,880
who are obviously anxious or uncomfortable.
Demonstration performance training delivery method. The demonstration

205
00:19:51,000 --> 00:19:56,240
performance training delivery method was discussed briefly
in chapter four the Teaching Process, but

206
00:19:56,319 --> 00:20:02,680
the following in depth discussion is geared
to the flight instructor. This training method

207
00:20:02,720 --> 00:20:07,000
has been in use for a long
time and is very effective in teaching kinesthetic

208
00:20:07,119 --> 00:20:11,559
skills, so flight instructors find it
valuable in teaching procedures and maneuvers. The

209
00:20:11,599 --> 00:20:19,920
demonstration performance method is divided into four
phases, explanation, demonstration, student performance

210
00:20:19,960 --> 00:20:29,559
with instructor supervision, and evaluation Figure
eight Dash four. Explanation phase, the

211
00:20:29,559 --> 00:20:33,279
flight instructure needs to be well prepared
and highly organized. If complex maneuvers and

212
00:20:33,359 --> 00:20:40,319
procedures are to be taught effectively,
the student must be intellectually and psychologically ready

213
00:20:40,480 --> 00:20:45,680
for the learning activity. The explanation
phase is accomplished prior to the flight lesson

214
00:20:45,920 --> 00:20:49,720
with a discussion of lesson objectives and
completion standards, as well as a thorough

215
00:20:49,799 --> 00:20:56,960
preflight briefing. Explanations must be clear
pertinent to the objectives of the particular lesson,

216
00:20:56,000 --> 00:21:00,519
to be presented and based on the
known experiences and knowledge of the students.

217
00:21:02,400 --> 00:21:06,319
Students need to know not only what
they will learn, but also how

218
00:21:06,359 --> 00:21:08,960
they will learn it, that is, how lesson will proceed and how they

219
00:21:08,960 --> 00:21:14,599
will be evaluated. In teaching a
skill, the instructor must convey to the

220
00:21:14,640 --> 00:21:18,880
students the precise actions they are to
perform. In addition to the necessary steps,

221
00:21:19,240 --> 00:21:25,079
the instructor should describe the end result
of these efforts. The explanation phase

222
00:21:25,440 --> 00:21:30,160
also should include coverage of appropriate safety
procedures. Before leaving this phase, the

223
00:21:30,200 --> 00:21:34,880
instructor should encourage students to ask questions
about any step of the procedure that they

224
00:21:34,920 --> 00:21:42,000
do not understand. Demonstration phase,
the instructor must show students the actions necessary

225
00:21:42,039 --> 00:21:48,200
to perform a skill. As little
extraneous activity as possible should be included in

226
00:21:48,240 --> 00:21:52,640
the demonstration if students are to clearly
understand that the instructor is accurately performing the

227
00:21:52,680 --> 00:22:00,680
actions previously explained. If due to
some unanticipated circumstances, the demostration does not

228
00:22:00,839 --> 00:22:06,640
closely conform to the explanation, this
deviation should be immediately acknowledged and explained.

229
00:22:07,759 --> 00:22:14,480
Student performance and instructor supervision phases as
discussed in chapter four. These two phases

230
00:22:14,519 --> 00:22:18,599
involve separate actions that are performed concurrently. The first of these phases is the

231
00:22:18,599 --> 00:22:25,279
students performance the physical or mental skills
that have been explained and demonstrated. The

232
00:22:25,359 --> 00:22:30,920
second activity is the instructor's supervision.
Student performance requires students to act and do.

233
00:22:32,720 --> 00:22:37,440
To learn skills, students must practice. The instructor must therefore allot enough

234
00:22:37,480 --> 00:22:44,559
time for meaningful student activity. Through
doing, students learn to follow correct procedures

235
00:22:44,599 --> 00:22:48,599
and to reach established standards. It
is important that students be given an opportunity

236
00:22:48,680 --> 00:22:53,400
to perform the skill as soon as
possible. After a demonstration, Then the

237
00:22:53,480 --> 00:22:59,119
instructor reviews what has been covered during
the instructional flight and determines to what extent

238
00:22:59,160 --> 00:23:03,359
the student has met the objectives outlined
during the preflight discussion. The instructor should

239
00:23:03,359 --> 00:23:08,240
be satisfied that the student is well
prepaired and understands the task. Before starting,

240
00:23:10,079 --> 00:23:15,920
the instructor observes as the student performs
and then makes appropriate comments evaluation phase.

241
00:23:17,680 --> 00:23:22,039
In this phase, the instructor traditionally
evaluates student performance, records the student's

242
00:23:22,079 --> 00:23:27,640
performance, and verbally advises the student
of the progress made toward the objectives.

243
00:23:27,680 --> 00:23:33,400
Regardless of how well a skill is
taught, there may still be performance deficiencies.

244
00:23:33,880 --> 00:23:37,319
When pointing out areas that need improvement, offer concrete suggestions that help,

245
00:23:37,680 --> 00:23:42,680
if possible, avoid ending the evaluation
on a negative note, as discussed in

246
00:23:42,759 --> 00:23:51,599
chapter five. Assessment. Collaborative assessment
or learner centered grading LCG is a form

247
00:23:51,599 --> 00:23:57,960
of authentic assessment currently used in aviation
training with problem based learning PBL. PBL

248
00:23:59,200 --> 00:24:03,480
structures the less to confront the students
with problems that are encountered in real life

249
00:24:03,799 --> 00:24:10,079
and forces them to reach real world
solutions. Scenario based training SBT, a

250
00:24:10,160 --> 00:24:15,400
type of PBL, uses a highly
structured script of real world experiences to address

251
00:24:15,559 --> 00:24:22,400
aviation training objectives in an operational environment. Collaborative assessment is used to evaluate whether

252
00:24:22,440 --> 00:24:30,240
certain learning criteria were met during the
SBT. Collaborative assessment includes two parts,

253
00:24:30,880 --> 00:24:36,160
learner self assessment and a detailed assessment
by the flight instructor. The purpose of

254
00:24:36,200 --> 00:24:41,119
the self assessment is to stimulate growth
in the learner's thought processes and in turn

255
00:24:41,279 --> 00:24:45,039
behaviors. The self assessment is followed
by an in depth discussion between the instructor

256
00:24:45,079 --> 00:24:52,160
and the student, which compares the
instructor's assessment to the student's self assessment the

257
00:24:52,279 --> 00:24:57,119
telling and doing technique the demonstration performance
method can be applied to the telling and

258
00:24:57,200 --> 00:25:02,960
doing technique of flight instruction in three
steps. However, the telling and doing

259
00:25:03,000 --> 00:25:11,240
technique includes specific variations for flight instruction
Figure eight five. Instructor tells instructor does.

260
00:25:11,440 --> 00:25:15,839
First, the flight instructure gives a
carefully planned demonstration of the procedure or

261
00:25:15,839 --> 00:25:22,519
maneuver with accompanying verbal explanation. While
demonstrating in flight maneuvers, the instructor should

262
00:25:22,519 --> 00:25:27,880
explain the required power settings, aircraft
attitudes, and describe any other pertinent factors

263
00:25:27,920 --> 00:25:32,880
that may apply. This is the
only step in which the student plays a

264
00:25:32,920 --> 00:25:37,839
passive role. It is important for
the demonstration to conform to the explanation as

265
00:25:37,880 --> 00:25:41,400
closely as possible. In addition,
it should be demonstrated in the same sequence

266
00:25:41,640 --> 00:25:47,279
in which it was explained, so
as to avoid confusion and provide reinforcement.

267
00:25:48,440 --> 00:25:53,640
Since students generally imitate the instructor's performance, the instructor must demonstrate the skill exactly

268
00:25:53,680 --> 00:25:59,279
the way the students are expected to
practice it, including all safety procedures that

269
00:25:59,359 --> 00:26:04,160
the students must follow. If due
to some unanticipated circumstances, the demonstration does

270
00:26:04,200 --> 00:26:11,000
not closely conformed to the explanation.
This deviation should be immediately acknowledged and explained.

271
00:26:11,640 --> 00:26:15,960
Most physical skills lend themselves to a
sequential pattern, where the skill is

272
00:26:15,039 --> 00:26:21,480
explained the same step by step order
normally used to perform it. When the

273
00:26:21,559 --> 00:26:26,400
skill being taught is related to previously
learned procedures or maneuvers, the known to

274
00:26:26,480 --> 00:26:30,799
unknown strategy may be used effectively when
teaching more than one skill at a time.

275
00:26:32,119 --> 00:26:37,279
The simple to complex strategy works well. By starting with the simplest skill,

276
00:26:37,640 --> 00:26:41,039
The student gains confidence and is less
likely to become frustrated when faced with

277
00:26:41,119 --> 00:26:47,920
building skills that are more complex.
Another consideration in this phase is the language

278
00:26:48,000 --> 00:26:53,200
used. Instructors should attempt to avoid
unnecessary jargon and technical terms that their students

279
00:26:53,240 --> 00:27:00,000
do not know. Instructors should also
take care to clearly describe the actions students

280
00:27:00,119 --> 00:27:04,680
are expected to perform. Communication is
the key. It is neither appropriate nor

281
00:27:04,720 --> 00:27:10,920
effective for instructors to try to impress
students with their expertise by using language that

282
00:27:11,000 --> 00:27:15,440
is unnecessarily complicated. As an example, a level turn might be demonstrated and

283
00:27:15,559 --> 00:27:22,880
described by the instructor in the following
way use outside visual references and monitor the

284
00:27:22,880 --> 00:27:27,559
flight instruments. After clearing the airspace
around the aircraft, add power, slightly,

285
00:27:27,960 --> 00:27:33,079
turn the aircraft to the desired direction, and apply a slight amount of

286
00:27:33,079 --> 00:27:37,440
back pressure on the yoke to maintain
altitude. Maintain coordinated flight by applying the

287
00:27:37,519 --> 00:27:42,000
rudder in the direction of the turn. Remember, the ailerons control the roll

288
00:27:42,119 --> 00:27:45,960
rate as well as the angle of
bank. The rate at which the aircraft

289
00:27:47,079 --> 00:27:52,000
rolls depends on how much aileron deflection
is used. How far the aircraft rolls.

290
00:27:52,400 --> 00:27:56,640
Steepness of the bank depends on how
long the ailerons are deflected. Since

291
00:27:56,640 --> 00:28:00,839
the aircraft continues to roll as long
as the ailerons are deflect the desired angle

292
00:28:00,880 --> 00:28:07,519
of bank is reached, neutralize the
ailerons and trim as appropriate. Lead the

293
00:28:07,640 --> 00:28:11,319
rollout by approximately one half the number
of degrees of the angle of bank.

294
00:28:11,279 --> 00:28:18,400
Use coordinated aileron and rudder control pressures
simultaneously begin releasing the back pressure, so

295
00:28:18,559 --> 00:28:23,440
aileron, rudder and elevator pressures are
neutralized when the aircraft reaches the wings level

296
00:28:23,480 --> 00:28:29,519
position. Leading the rollout heading by
one half the bank angle is a good

297
00:28:29,599 --> 00:28:33,759
rule of thumb for initial training.
However, keep in mind that the required

298
00:28:33,759 --> 00:28:37,519
amount of lead really depends on the
type of turn, turn rate and rollout

299
00:28:37,599 --> 00:28:42,440
rate. As a pilot gains experience, he or she will develop a consistent

300
00:28:42,559 --> 00:28:48,359
roll in and rollout technique for various
types of turns. Upon reaching a wings

301
00:28:48,440 --> 00:28:56,599
level attitude, reduce power and trim
to remove control pressures. Student tells instructor

302
00:28:56,680 --> 00:29:00,440
does. Second, the student tells
as the instructor does. In this step,

303
00:29:00,680 --> 00:29:04,920
the student actually plays the role of
instructor, telling the instructor what to

304
00:29:04,960 --> 00:29:10,160
do and how to do it.
Two benefits accrue from this step. The

305
00:29:10,240 --> 00:29:14,920
student, being freed from the need
to concentrate on performance of the maneuver and

306
00:29:15,160 --> 00:29:18,920
from concerned about its outcome, is
able to organize his or her thoughts regarding

307
00:29:18,920 --> 00:29:23,920
the steps involved and the techniques to
be used. In the process of explaining

308
00:29:23,920 --> 00:29:30,119
the maneuver. As the instructor performs
it, perceptions begin to develop into insights.

309
00:29:30,720 --> 00:29:36,799
Mental habits begin to form with repetition
of the instructions previously received. Plus,

310
00:29:36,839 --> 00:29:41,039
the instructor is able to evaluate the
student's understanding of the factors involved in

311
00:29:41,079 --> 00:29:47,319
performance of the maneuver. According to
the principle of primacy, it is important

312
00:29:47,359 --> 00:29:49,480
for the instructor to make sure the
student gets it right the first time.

313
00:29:51,279 --> 00:29:56,160
The student should also understand the correct
sequence and be aware of safety precautions for

314
00:29:56,200 --> 00:30:00,359
each procedure or maneuver. If a
misunderstanding exists, it can be corrected before

315
00:30:00,400 --> 00:30:07,240
the student becomes absorbed in controlling the
aircraft. Student tells a student does.

316
00:30:07,039 --> 00:30:11,640
Application is the third step of this
method. This is where learning takes place

317
00:30:11,680 --> 00:30:17,680
and where performance habits are formed.
If the student has been adequately prepared and

318
00:30:17,759 --> 00:30:23,680
the procedure or maneuver fully explained and
demonstrated, meaningful learning occurs. The instructor

319
00:30:23,720 --> 00:30:29,640
should be alert during the student's practice
to detect any errors in technique and to

320
00:30:29,640 --> 00:30:33,400
prevent the formation of vaulty habits.
At the same time, the students should

321
00:30:33,440 --> 00:30:37,720
be encouraged to think about what to
do during the performance of a maneuver until

322
00:30:37,759 --> 00:30:42,079
it becomes habitual. In this step, the thinking can be done verbally.

323
00:30:42,599 --> 00:30:48,359
This focuses concentration on the task to
be accomplished, so the total involvement in

324
00:30:48,400 --> 00:30:52,559
the maneuver is fostered. All of
the student's physical and mental faculties are brought

325
00:30:52,599 --> 00:30:57,519
into play. The instructor should be
aware of the student's thought processes, it

326
00:30:57,640 --> 00:31:03,079
is easy to determine whether where an
error is induced by a misconception or by

327
00:31:03,079 --> 00:31:07,079
a simple lack of motor skills.
Therefore, in addition to forcing total concentration

328
00:31:07,160 --> 00:31:11,680
on the part of the student,
this method provides a means for keeping the

329
00:31:11,720 --> 00:31:15,319
instructor aware of what the student is
thinking. The student is not only learning

330
00:31:15,319 --> 00:31:19,720
to do something, but he or
she is also learning a self teaching process

331
00:31:19,759 --> 00:31:25,960
that is highly desirable in development of
a skill. The exact procedures that the

332
00:31:25,960 --> 00:31:30,680
instructor should use during student practice depends
on factors such as the student's proficiency level,

333
00:31:32,359 --> 00:31:37,160
the type of maneuver, and the
stage of training. The instructor must

334
00:31:37,200 --> 00:31:41,480
exercise good judgment to decide how much
control to use. With potentially hazardous or

335
00:31:41,480 --> 00:31:45,960
difficult maneuvers, the instructor should be
alert and ready to take control at any

336
00:31:47,000 --> 00:31:52,480
time. This is especially true during
a student's first attempt at a particular maneuver.

337
00:31:52,160 --> 00:31:56,839
On the other hand, if a
student is progressing normally, the instructor

338
00:31:56,880 --> 00:32:01,839
should avoid unnecessary interruptions are too much
assistant. A typical test of how much

339
00:32:01,880 --> 00:32:07,559
control is needed often occurs during a
student's first few attempts to land an aircraft,

340
00:32:07,640 --> 00:32:13,279
the instructor must quickly evaluate the student's
need for help and not hesitate to

341
00:32:13,319 --> 00:32:16,440
take control if required. At the
same time, a students should be allowed

342
00:32:16,480 --> 00:32:22,519
to practice the entire maneuver often enough
to achieve the level of proficiency established in

343
00:32:22,559 --> 00:32:27,720
the lesson objectives. Since this is
a learning phase rather than an evaluation phase

344
00:32:27,759 --> 00:32:32,200
of the training, errors or unsafe
practices should be identified and corrected in a

345
00:32:32,240 --> 00:32:37,440
positive and timely way. In some
cases, the student is not able to

346
00:32:37,440 --> 00:32:42,599
meet the proficiency level specified in the
lesson objectives within the allotted time. When

347
00:32:42,599 --> 00:32:47,640
this occurs, the instructor should be
prepared to schedule additional training. Positive exchange

348
00:32:47,680 --> 00:32:52,640
of flight controls. Positive exchange of
flight controls is an integral part of flight

349
00:32:52,680 --> 00:33:00,640
training is especially critical during the demonstration
performance method of flight instruction due to the

350
00:33:00,680 --> 00:33:05,720
importance of this subject. The following
discussion provides guidance on the recommended procedure to

351
00:33:05,880 --> 00:33:10,400
use with a positive exchange of flight
controls between pilots when operating an aircraft.

352
00:33:12,400 --> 00:33:19,359
Background incident slash accident statistics indicate a
need to place additional emphasis on the exchange

353
00:33:19,359 --> 00:33:23,559
of control of an airplane by pilots. Numerous accidents have occurred due to a

354
00:33:23,640 --> 00:33:30,119
lack of communication or misunderstanding regarding who
it actual control of the aircraft, particularly

355
00:33:30,160 --> 00:33:37,119
between students and flight instructors. Establishing
the following procedure during initial training will insure

356
00:33:37,119 --> 00:33:42,079
the formation of a habit pattern that
should stay with students throughout their flying careers.

357
00:33:42,839 --> 00:33:47,240
Procedure during flight training there must always
be a clear understanding between students and

358
00:33:47,359 --> 00:33:52,640
flight instructors about who has control of
the aircraft. The preflight briefing should include

359
00:33:52,640 --> 00:33:58,680
procedures for the exchange of flight controls. A positive three step process in the

360
00:33:58,720 --> 00:34:02,559
exchange of flight controls between pilots is
a proven procedure and one that is strongly

361
00:34:02,599 --> 00:34:07,199
recommended. When an instructor is teaching
a maneuver to a student, the instructor

362
00:34:07,280 --> 00:34:13,400
normally demonstrates the maneuver first, then
has the student follow along on the controls

363
00:34:13,559 --> 00:34:17,440
during a demonstration, and finally,
the student performs the maneuver with the instructor

364
00:34:17,480 --> 00:34:23,440
following along on the controls Figure eight
Dash six Figure eight Dash six text.

365
00:34:24,320 --> 00:34:29,239
During this procedure, a visual check
is recommended to see that the other person

366
00:34:29,320 --> 00:34:32,920
actually has the flight controls. When
returning the controls to the instructor. The

367
00:34:34,000 --> 00:34:37,159
students should follow the same procedure the
instructor used when giving the control to the

368
00:34:37,159 --> 00:34:43,119
student. The student should stay on
the controls and keep flying the aircraft until

369
00:34:43,159 --> 00:34:46,800
the instructor says I have the controls. There should never be any doubt about

370
00:34:46,800 --> 00:34:52,360
who is flying the aircraft. Positive
exchange of flight controls one. When the

371
00:34:52,400 --> 00:34:57,679
instructor wishes the student to take control
of the aircraft, the instructor says to

372
00:34:57,719 --> 00:35:02,039
the student, you have the flight
controls. Two. The student acknowledges immediately

373
00:35:02,039 --> 00:35:07,360
by saying I have the flight controls. Three. The flight instructor again says,

374
00:35:07,559 --> 00:35:13,760
you have the flight controls end of
Figure eight, Dash six. Flight

375
00:35:13,800 --> 00:35:17,360
instructors should always guard the controls and
be prepared to take control of the aircraft

376
00:35:17,679 --> 00:35:22,920
when necessary. The instructors should take
the controls and comply announce I have the

377
00:35:22,920 --> 00:35:27,519
flight controls. If an instructor allows
a student to remain on the controls,

378
00:35:27,559 --> 00:35:31,480
the instructor may not have full and
effective control of the aircraft. Anxious students

379
00:35:31,519 --> 00:35:37,760
can be incredibly strong and usually exhibit
reactions inappropriate to the situation. If a

380
00:35:37,840 --> 00:35:43,360
recovery is necessary, there is absolutely
nothing to be gained by having the student

381
00:35:43,400 --> 00:35:46,960
on the controls and having to fight
for control of the aircraft. Students should

382
00:35:46,960 --> 00:35:52,760
never be allowed to exceed the flight
instructor's limits. Flight instructors should not exceed

383
00:35:52,760 --> 00:35:55,199
their own ability to perceive a problem, decide on the course of action,

384
00:35:55,280 --> 00:36:01,199
and physically react within their ability to
fly. The Aircraft Sterile Cockpit Rule,

385
00:36:02,039 --> 00:36:07,480
commonly known as the Sterile Cockpit Rule, Title fourteen of the Code of Federal

386
00:36:07,559 --> 00:36:14,920
Regulations fourteen CFR, Section one twenty
one point five four two requires flight members

387
00:36:15,000 --> 00:36:20,079
to refrain from non essential activities during
the critical phases of flight as defined in

388
00:36:20,119 --> 00:36:25,239
the regulation. Critical phases of flight
or all ground operations involving taxi takeoff and

389
00:36:25,400 --> 00:36:31,880
landing, and all other operations below
ten thousand feet except crews flight non essential

390
00:36:31,880 --> 00:36:37,480
activities, including such activities as eating, reading a newspaper, or chatting.

391
00:36:37,239 --> 00:36:43,000
A series of aircraft accidents caused by
flight crews who are distracted from their flight

392
00:36:43,079 --> 00:36:47,840
duties during critical phases of flight caused
the FAA to propose the rule. While

393
00:36:47,880 --> 00:36:52,039
the regulation grew out of accidents in
the airline industry, it holds true for

394
00:36:52,079 --> 00:37:00,119
the entire aviation community. Pilots can
improve flight safety significantly by reducing distractions in

395
00:37:00,119 --> 00:37:05,199
critical phases of flight is important the
flight instructure not only teach the concept of

396
00:37:05,199 --> 00:37:09,760
a sterile cock pit, but also
model such behavior during flight instruction. Use

397
00:37:09,760 --> 00:37:17,280
of distractions. National Transportation Safety Board
NTSB statistics revealed that most stall slash spin

398
00:37:17,440 --> 00:37:22,679
accidents occurred when the pilot's attention was
diverted from the primary task of flying the

399
00:37:22,719 --> 00:37:30,599
aircraft. Sixty percent of stalls spin
accidents occurred during takeoff and landing, and

400
00:37:30,639 --> 00:37:37,360
twenty percent were preceded by engine failure. Preoccupation inside or outside the flight deck

401
00:37:37,440 --> 00:37:44,119
while changing aircraft configuration or trim maneuvering
to avoid other traffic, or clearing hazardous

402
00:37:44,119 --> 00:37:50,480
obstacles during takeoff in climb could create
a potential stall slash spin situation. The

403
00:37:50,559 --> 00:37:55,320
intentional practice of stalls and spins seldom
resulted in an accident. The real danger

404
00:37:55,400 --> 00:38:01,960
was inadvertent stalls induced by distractions during
routine flight situations. Pilots at all skill

405
00:38:02,039 --> 00:38:07,400
levels should be aware of the increased
risk of entering into an inadvertent stall or

406
00:38:07,440 --> 00:38:13,119
spin while performing tasks that are secondary
to controlling the aircraft. The FAA has

407
00:38:13,199 --> 00:38:17,800
established a policy for use of certain
distractions on practical tests for pilot certification.

408
00:38:19,519 --> 00:38:24,159
The purpose is to determine that applicants
possess the skills required to cope with distractions

409
00:38:24,159 --> 00:38:30,679
while maintaining the degree of aircraft control
required for safe flight. The most effective

410
00:38:30,719 --> 00:38:36,239
training is a simulation of scenarios that
can lead to inadvertent stalls by creating distractions

411
00:38:36,440 --> 00:38:43,000
while a student is practicing certain maneuvers. Instructor responsibilities include teaching the student to

412
00:38:43,079 --> 00:38:47,480
divide his or her attention between the
distracting task and maintaining control of the aircraft.

413
00:38:49,280 --> 00:38:52,559
The following are examples of distractions that
can be used for this training.

414
00:38:52,320 --> 00:38:57,199
Drop a pencil, ask the student
to pick it up. Ask the student

415
00:38:57,280 --> 00:39:00,800
to determine a heading to an airport
using a chart. Ask the student to

416
00:39:00,840 --> 00:39:05,679
reset the clock. Ask the student
to get something from the back seat.

417
00:39:06,719 --> 00:39:10,159
Ask the student to read the outside
air temperature. Ask the student to call

418
00:39:10,480 --> 00:39:16,760
the Automated Flight Service Station a f
SS for weather information. Ask the student

419
00:39:16,760 --> 00:39:22,519
to compute true airspeed with a flight
computer. Ask the student to identify terrain

420
00:39:22,639 --> 00:39:28,639
or objects on the ground. Ask
the student to identify a field suitable for

421
00:39:28,679 --> 00:39:32,840
a forest landing. Have the student
climb two hundred feet and maintain altitude,

422
00:39:34,199 --> 00:39:38,639
and then descend two hundred feet and
maintain altitude, have the student reverse course

423
00:39:38,719 --> 00:39:45,000
after a series of s turns.
It is a flight instructor's responsibility to teach

424
00:39:45,000 --> 00:39:49,039
the student how to take charge during
a flight. A pilot in command p

425
00:39:49,199 --> 00:39:52,599
i C must know when to tell
any passengers, even a DPE, when

426
00:39:52,599 --> 00:39:57,840
the p i C finds actions in
the aircraft that distract and interfere with the

427
00:39:57,880 --> 00:40:05,320
safe conduct of the flight. Integrated
flight instruction Integrated flight instruction is flight instruction

428
00:40:05,519 --> 00:40:10,360
during which students are taught to perform
flight maneuvers both by outside visual references and

429
00:40:10,559 --> 00:40:15,159
by reference to flight instruments. For
this type of instruction to be fully effective,

430
00:40:15,519 --> 00:40:20,559
the use of instrument references should begin
the first time each new maneuver is

431
00:40:20,599 --> 00:40:25,280
introduced. No distinction in the pallette's
operation of the flight controls is permitted regardless

432
00:40:25,280 --> 00:40:30,920
of whether outside references or instrument indications
are used for the performance of the maneuver.

433
00:40:32,079 --> 00:40:37,440
When this training technique is used,
Instruction in the control of an aircraft

434
00:40:37,480 --> 00:40:43,760
by outside visual references is integrated with
instruction and the use of flight instrument indications

435
00:40:43,800 --> 00:40:49,760
for the same operations. Development of
habit patterns. It is important for the

436
00:40:49,800 --> 00:40:54,039
student to establish the habit of observing
and relying on flight instruments from the beginning

437
00:40:54,079 --> 00:40:59,039
of flight training. It is equally
important for the student to learn the feel

438
00:40:59,079 --> 00:41:02,039
of the airplane while conducting maneuvers,
such as being able to feel when the

439
00:41:02,079 --> 00:41:07,760
airplane is out of trim or in
a nose high or nose low attitude.

440
00:41:07,719 --> 00:41:13,559
Students who have been required to perform
all flight maneuvers by reference to instruments as

441
00:41:13,559 --> 00:41:17,760
well as by outside references developed from
the start. The habit of continuously monitoring

442
00:41:17,800 --> 00:41:24,239
their own and the aircraft's performance.
The early establishment of proper habits of instrument

443
00:41:24,320 --> 00:41:30,159
cross check, instrument interpretation, and
aircraft control is highly useful to the student.

444
00:41:31,159 --> 00:41:37,920
The habitual attention to instrument indications leads
to improved landings because of more precise

445
00:41:37,000 --> 00:41:44,039
air speed control. Effective use of
instruments also results in superior cross country navigation,

446
00:41:44,679 --> 00:41:51,000
better coordination, and generally a better
overall pilot competency level. General aviation

447
00:41:51,039 --> 00:41:55,639
accident reports provide ample support for the
belief that reference to flight instruments is important

448
00:41:55,639 --> 00:42:01,719
to safety. The safety record of
pilots who hold ratings is significantly better than

449
00:42:01,760 --> 00:42:07,280
that of pilots with comparable flight time
who have never received formal flight training for

450
00:42:07,360 --> 00:42:12,400
an instrument rating. Pilots in training
who have been required to perform all normal

451
00:42:12,400 --> 00:42:16,880
flight maneuvers by reference to instruments as
well as by outside references, will develop

452
00:42:16,920 --> 00:42:22,320
from the start the habit of continuously
monitoring their own and the aircraft's performance.

453
00:42:22,079 --> 00:42:28,920
The early establishment of proper habits of
instrument cross check, instrument interpretation, and

454
00:42:29,119 --> 00:42:34,199
aircraft control is highly useful to the
student. The habits formed at this time

455
00:42:34,559 --> 00:42:38,079
also give him or her a firm
foundation for the later training of an instrument

456
00:42:38,159 --> 00:42:45,800
rating operating efficiency. As students become
proficient in monitoring and correcting their own flight

457
00:42:45,840 --> 00:42:51,920
technique by reference to flight instruments,
the performance obtained from an aircraft increases noticeably.

458
00:42:52,679 --> 00:42:57,679
This is particularly true of modern complex
or high performance aircraft, which are

459
00:42:57,760 --> 00:43:01,400
responsive to the use of correct operating
air speeds. The use of correct power

460
00:43:01,440 --> 00:43:07,800
settings and climb speeds, and the
accurate control of headings during climbs result in

461
00:43:07,840 --> 00:43:13,639
a measurable increase in climb performance.
Holding precise headings and altitudes in cruising flight

462
00:43:14,119 --> 00:43:21,119
definitely increases average cruising performance. The
use of Integrated flight instruction provides the student

463
00:43:21,199 --> 00:43:25,280
with the ability to control an aircraft
in flight for limited periods if outside references

464
00:43:25,280 --> 00:43:30,159
are lost in an emergency. This
ability could save the pilot's life and those

465
00:43:30,199 --> 00:43:36,280
of the passengers. During the conduct
of integrated flight training, the flight instructor

466
00:43:36,360 --> 00:43:40,199
must emphasize to the students that the
introduction to the use of flight instruments does

467
00:43:40,239 --> 00:43:47,239
not prepare them for operations in marginal
weather or instrument meteorological conditions IMC. The

468
00:43:47,320 --> 00:43:53,039
possible consequences both to themselves and to
others of experiments with flight operations and weather

469
00:43:53,079 --> 00:44:00,719
conditions below visual flight roles VFR minimums
before they are instrument rated should be constantly

470
00:44:00,760 --> 00:44:06,519
impressed on the students. According to
NTSB accident data, in flight encounters with

471
00:44:06,559 --> 00:44:12,800
weather attempting VFR flight into IMC is
one of the most lethal types of GA

472
00:44:12,920 --> 00:44:19,559
flying procedures. Integrated flight instruction begins
with the first briefing on the function of

473
00:44:19,559 --> 00:44:24,400
the flight controls. This briefing includes
the instrument indications to be expected, as

474
00:44:24,440 --> 00:44:29,599
well as the outside references to be
used to control the attitude of the aircraft.

475
00:44:30,480 --> 00:44:36,119
Each new maneuver is introduced using both
outside and instrument references. With students

476
00:44:36,239 --> 00:44:40,920
developing the ability to maneuver an aircraft
equally as well by instrument or outside references,

477
00:44:42,440 --> 00:44:45,559
they naturally accept the fact that the
manipulation of the flight controls is identical,

478
00:44:45,920 --> 00:44:51,039
regardless of which references are used to
determine the attitude of the aircraft.

479
00:44:51,960 --> 00:44:57,280
This practice should continue throughout the flight
instruction for all maneuvers. To fully achieve

480
00:44:57,360 --> 00:45:01,360
the demonstrated benefits of this type of
training, the use of visual and instrument

481
00:45:01,400 --> 00:45:07,559
references must be constantly integrated throughout the
training. Failure to do so lengthens the

482
00:45:07,599 --> 00:45:13,639
flight instruction necessary for the student to
achieve the competency required for the private pilot

483
00:45:13,719 --> 00:45:19,320
certificate. See and avoid. From
the start of flight training, the instructor

484
00:45:19,400 --> 00:45:22,679
must insure students develop the habit of
looking for other air traffic at all times.

485
00:45:23,360 --> 00:45:29,760
If students believe the instructor assumes all
responsibility for scanning and collision avoidance procedures,

486
00:45:30,280 --> 00:45:34,079
they do not develop the habit of
maintaining a constant vigilance, which is

487
00:45:34,159 --> 00:45:38,840
essential to safety. Any observed tendency
of a student to enter flight maneuvers without

488
00:45:38,880 --> 00:45:45,239
first making a careful check for other
air traffic must be corrected immediately. Recent

489
00:45:45,280 --> 00:45:50,800
studies of mid air collisions determined that
flight instructors were on board the aircraft in

490
00:45:50,880 --> 00:45:54,440
thirty seven percent of the accidents in
the study. Most of the aircraft involved

491
00:45:54,480 --> 00:45:59,920
in collisions were engaged in recreational flying, not on any type of flight plane.

492
00:46:00,079 --> 00:46:07,159
Most midair collisions occur in VFR weather
conditions during weekend daylight hours. The

493
00:46:07,280 --> 00:46:12,639
vast majority of accidents occurred at our
near non towered airports and in altitudes below

494
00:46:12,679 --> 00:46:16,920
one thousand feet. Pilots of all
experienced levels were involved in mid air collisions,

495
00:46:16,960 --> 00:46:22,239
from pilots on their first solo to
twenty thousand hour veterans. Most collisions

496
00:46:22,239 --> 00:46:28,719
occur in daylight with visibility greater than
three miles. It is imperative to introduce

497
00:46:28,840 --> 00:46:34,800
fourteen CFR Section ninety one point one
one three right of way rules to the

498
00:46:34,840 --> 00:46:39,519
student practice the c and avoid concept
at all times, regardless of whether the

499
00:46:39,559 --> 00:46:46,079
training is conducted under VFR or instrument
flight rules IFR. For more information on

500
00:46:46,119 --> 00:46:52,440
how to reduce the odds of becoming
involved in a midair collision, c www

501
00:46:52,679 --> 00:47:01,599
dot FAA dot gov, slash about
slash Office Underscore ORGLAS Headquarters Underscore offices,

502
00:47:02,000 --> 00:47:09,880
slash Ato, slash Tracon, t
R A C O N, slash Anchorage,

503
00:47:09,880 --> 00:47:19,400
slash Pilots, Underscore Info, slash
MCA, slash end of part one

504
00:47:19,480 --> 00:47:20,239
of Chapter eight,