Problem with CFI, need help, please.
LAW, i can`t help but think there is a background `innuendo` here,the way you say `personal friend`,and,`felt uncomfortable`, `something more personal between us`..,disagreement in flight`..Would this fall into the `sexual advance,`hand-on-knee` area...? Rejection,etc...?If so,then you are right to stop there.If not,then I do apologise for suggesting such a situation..
However,I would think that,if your instructor felt you were ready for solo,then `over here` we would normally arrange for a different instructor to do a `check-ride`as an independent observer that you are `good to-go` solo,unless the original instructor has that qualification. It should not be a `pass/fail`,more a check that the instructor has `done a good job`,or there are some things that `need tidying-up`.
Also,does/did your instructor(S) do `write-ups` reports an each sortie and `debrief you on each sortie..?
Do you/have you access to those reports to see what is written is what you did/did not do,an accurate assessment..? Why were you doing night-flying,...?
As others here have said,leave the simulator until later,when you are flying X-country sorties.Try to be relaxed,look out,enjoy the view,and if you feel `let down` at the present school,then find one somewhere quieter..
You should be able to buy a `standardised `checklist for 150/172,and if you use a `tablet/mobile` on your knee,transfer the checklists to it;easier/quicker than turning pages,but,still carry the real one...
However,I would think that,if your instructor felt you were ready for solo,then `over here` we would normally arrange for a different instructor to do a `check-ride`as an independent observer that you are `good to-go` solo,unless the original instructor has that qualification. It should not be a `pass/fail`,more a check that the instructor has `done a good job`,or there are some things that `need tidying-up`.
Also,does/did your instructor(S) do `write-ups` reports an each sortie and `debrief you on each sortie..?
Do you/have you access to those reports to see what is written is what you did/did not do,an accurate assessment..? Why were you doing night-flying,...?
As others here have said,leave the simulator until later,when you are flying X-country sorties.Try to be relaxed,look out,enjoy the view,and if you feel `let down` at the present school,then find one somewhere quieter..
You should be able to buy a `standardised `checklist for 150/172,and if you use a `tablet/mobile` on your knee,transfer the checklists to it;easier/quicker than turning pages,but,still carry the real one...
In my earlier flying journey I got to know a guy who took 120 hours to solo. A couple of years after he got his license he was an instructor. Somehow I got my own private inside the minimum required hours but, it took me several years to learn what he had learnt in those 120. (In those early days I could only afford 25 hours a year) Not just learning about flying, but perhaps more about myself and my shortcomings and then overcoming my severe lack of confidence, to slowly realize I could actually progress to more advanced flying. In fact, the toughest part was writing the Commercial Exams, but all of it was only possible because I had the extreme good fortune to be trained and encouraged by the best every step of the way. I endeavour to give the same back to all who fly at my modest flying club/flight school.to this day.
Don't forget you can P.M. any forum members with silly questions, although you might get the odd silly answer.................
Don't forget you can P.M. any forum members with silly questions, although you might get the odd silly answer.................
He asked me to demonstrate the skills and procedures that i had learned at the previous school: takeoff, Vy climbout, pattern work, radio work with ATC (not my most comfortable skill, admittedly), pwr on/pwr off stalls, slow flight, steep turns, turns around a point, S turns, all of which he said "You certainly have no problems with your skills. I'm satisfied you can solo soon." And then we worked on a ton of touch and gos, night landings, crosswind landings, and I'm sure I'm leaving something out
Mr A, thank you,however,unless you just go for a `bumble to see the lights`,it`s wasted time IMHO...
EDIT; unless it`something like my ;`Tiger in the dark-ish`-AV History &Nost,23 Dec 2023`...
EDIT; unless it`something like my ;`Tiger in the dark-ish`-AV History &Nost,23 Dec 2023`...
Some instructors seem to want to prepare the student for the flight test before solo. I see the solo as a confidence building milestone that both the instructor and student should want to reach as early as can be done safely.
I see the solo as a confidence building milestone that both the instructor and student should want to reach as early as can be done safely.
I agree, and I'm pretty sure that every instructor's guide I've ever read says roughly the same thing.
G
The cynic might suggest it keeps the $$$$ rolling in for the Company/IP....
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Might it be better to find yet another instructor at a quiet airfield. Being ATP qualified doesn't always equate to someone with the confidence to send someone solo.
I had in the 70's old Spitfire pilots teach me. Looking back most wasn't good, like no briefings. Good job i was self motivated to learn.
I have had quite academic students at 60, but there was a niggling feeling something could go wrong on their own.
Age is not a barrier for solo, i had a 80 year old i could have sent solo. His landings were perfect, but what if engine malfunctioned. Would he have the speed of mind to deal with it. I never took the chance, he was happy flying dual just for fun.
I had in the 70's old Spitfire pilots teach me. Looking back most wasn't good, like no briefings. Good job i was self motivated to learn.
I have had quite academic students at 60, but there was a niggling feeling something could go wrong on their own.
Age is not a barrier for solo, i had a 80 year old i could have sent solo. His landings were perfect, but what if engine malfunctioned. Would he have the speed of mind to deal with it. I never took the chance, he was happy flying dual just for fun.
The first solo is an artifact of WW 2 training gates. You had X hours to meet the gate, if you did not you washed out. Given the throughput required an up or out system was required. There was also a high tolerance for bent training aircraft and even dead students.
However flying schools are no longer in the business of saving the world from evil dictators. Personally I think far too much emphasis is placed on the first solo and the idea the sooner the student solo’s the better. In my flying instructing career I have found that the time to solo for my students has gone up but the time to PPL has gone done with a marked increase in flight test scores. (My last 10 PPL’s all scored in the top 20% of the national totals)
This is because I realized that the most important part of the PPL was properly teaching the foundation flight maneuvers. My students didn’t spend a lot of time in the circuit because they had very sold flying skills already and all I had to teach was the go around, the flare and the touchdown.
Finally I think it is professional malpractice if the instructor has not ensured the first solo student can’t handle an engine failure, a change of runways, a comm failure, and a diversion to a nearby airport if the home field becomes unavailable while they are the circuit. (Note, I taught at a busy controlled airport with 3 runways)
However flying schools are no longer in the business of saving the world from evil dictators. Personally I think far too much emphasis is placed on the first solo and the idea the sooner the student solo’s the better. In my flying instructing career I have found that the time to solo for my students has gone up but the time to PPL has gone done with a marked increase in flight test scores. (My last 10 PPL’s all scored in the top 20% of the national totals)
This is because I realized that the most important part of the PPL was properly teaching the foundation flight maneuvers. My students didn’t spend a lot of time in the circuit because they had very sold flying skills already and all I had to teach was the go around, the flare and the touchdown.
Finally I think it is professional malpractice if the instructor has not ensured the first solo student can’t handle an engine failure, a change of runways, a comm failure, and a diversion to a nearby airport if the home field becomes unavailable while they are the circuit. (Note, I taught at a busy controlled airport with 3 runways)
Finally I think it is professional malpractice if the instructor has not ensured the first solo student can’t handle an engine failure, a change of runways, a comm failure, and a diversion to a nearby airport if the home field becomes unavailable while they are the circuit. (Note, I taught at a busy controlled airport with 3 runways)
Alright,
Best of luck to you.
- All Ppruners stop rehashing their experiences from the ‘60-ies
- Checklists are required by the FAA, the use of an appropriate one is tested on your checkride.
- Appropriate means for the make, model, type and tail number
- Flows are perfectly acceptable IF THEY ARE BACKED UP WITH A CHECKLIST.
Which means you can do a flow then take the checklist and verify you’ve done everything. It’s a checklist not a do-list. - Don’t focus on irrelevant things. Different strokes different folks. I used to roll up the tie down ropes to minimize trip hazard or catching a rope with the prop. That is a technique and by no means a procedure.
- I am a 15,000 hr airline pilot and still have my CFI, this does not garantee in any shape or form that I am a better instructor than a green one who just finished his or her training. My airline experience is IRRELEVANT.
- Don’t be afraid to sit down your instructor and ask what is wrong.
- Memorization only works to a certain extend with physical skills. There is definitely a monkey see monkey do component and I’m not being facetious.
- the FAA system of training is just as much based on building blocks as the (apparently ever superior) UK system.
- Flying (at least the physical aspect) is no more difficult then riding a motorcycle or driving a car. There is a chance you are massively overthinking things.
Best of luck to you.
I realized that the most important part of the PPL was properly teaching the foundation flight maneuvers. My students didn’t spend a lot of time in the circuit because they had very sold flying skills already and all I had to teach was the go around, the flare and the touchdown.
My sympathy to the OP. I am not a CFI, but I have some guesses.
a) Worrying about how tie-down chains are laid out, and listening to ATIS multiple times might point towards OCD - obsessive compulsive disorder. This might translate into you spending too much time when airborne concentrating on certain relatively minor tasks, and not enough time on other important ones.
b) Your age and your stated 'being in charge' attitude suggest there might be an uncomfortable authority gradient in the cockpit. Your instructors might find you difficult to get on with - or unusual - and they might have the impression that you think you know more than you actually do and they might be nervous about your actual knowledge and ability.
c) You might have mild Asperger's syndrome, which could result in being perfectly functional, competent and more than averagely intelligent, but also means you don't make 'normal' eye contact for example, or do not react 'normally' to social interactions, which might be making your instructors uncertain about you.
~ ~ ~
a) Listen to the ATIS once and write it down on your knee board, then you can go back to flying the 'plane and glance at the written ATIS whenever you want to. Develop a short-hand way of writing down the ATIS. I write it in the same format as the METARs, e.g. 240/10G15 10+ F020 B040 -RA 22/20 TEMPO +RA etc.(I realise a PPL probably would not be flying in that particular weather !).
"Correcting" a CFI's actions, e.g. pulling out the tie-down chains he left in a heap will probably annoy them. (It's untidy, but not a safety issue).
c). I think I might have suffered this in my airline career. I was competent and confident, but I also knew that I wasn't - and never would be - the next Chuck Yeager or the future base Captain. I was fully aware that I was not the best but I might have given the wrong impression to my instructors.
One early day in my PPL training; CFI Craig was trying to see how much I actually knew about engine failure procedures, and if I really knew what to do. I was presumably coming across as too casual or overconfident, and he presumably did not think I was "getting it", so he took control, and stopped the engine, (and pitched up momentarily to stop the propellor), (we were at a safe height). Then he handed the aircraft back and said "Right; you have control, what are you going to do ?".............
NOW my brain kicked-in and I selected carb heat, the best glide speed, looked for a field, Size, Shape, Slope, Shade, etc, changed fuel tanks, switched on the electric pump, then looked towards the runway and saw we could get in safely with a glide approach, etc. etc. Then he knew that I did really know.
b) It will not be easy, but I would ask for a few minutes with your instructors in a quiet room and ask them straight, but nicely and politely, with a smile on your face; "what is it about me that is making you nervous or uncomfortable? Please tell me truthfully and don't worry about hurting my feelings, because whatever it is, I want to change it".
Good luck
(I ended up flying Airbus A330s long-haul).
.
a) Worrying about how tie-down chains are laid out, and listening to ATIS multiple times might point towards OCD - obsessive compulsive disorder. This might translate into you spending too much time when airborne concentrating on certain relatively minor tasks, and not enough time on other important ones.
b) Your age and your stated 'being in charge' attitude suggest there might be an uncomfortable authority gradient in the cockpit. Your instructors might find you difficult to get on with - or unusual - and they might have the impression that you think you know more than you actually do and they might be nervous about your actual knowledge and ability.
c) You might have mild Asperger's syndrome, which could result in being perfectly functional, competent and more than averagely intelligent, but also means you don't make 'normal' eye contact for example, or do not react 'normally' to social interactions, which might be making your instructors uncertain about you.
~ ~ ~
a) Listen to the ATIS once and write it down on your knee board, then you can go back to flying the 'plane and glance at the written ATIS whenever you want to. Develop a short-hand way of writing down the ATIS. I write it in the same format as the METARs, e.g. 240/10G15 10+ F020 B040 -RA 22/20 TEMPO +RA etc.(I realise a PPL probably would not be flying in that particular weather !).
"Correcting" a CFI's actions, e.g. pulling out the tie-down chains he left in a heap will probably annoy them. (It's untidy, but not a safety issue).
c). I think I might have suffered this in my airline career. I was competent and confident, but I also knew that I wasn't - and never would be - the next Chuck Yeager or the future base Captain. I was fully aware that I was not the best but I might have given the wrong impression to my instructors.
One early day in my PPL training; CFI Craig was trying to see how much I actually knew about engine failure procedures, and if I really knew what to do. I was presumably coming across as too casual or overconfident, and he presumably did not think I was "getting it", so he took control, and stopped the engine, (and pitched up momentarily to stop the propellor), (we were at a safe height). Then he handed the aircraft back and said "Right; you have control, what are you going to do ?".............
NOW my brain kicked-in and I selected carb heat, the best glide speed, looked for a field, Size, Shape, Slope, Shade, etc, changed fuel tanks, switched on the electric pump, then looked towards the runway and saw we could get in safely with a glide approach, etc. etc. Then he knew that I did really know.
b) It will not be easy, but I would ask for a few minutes with your instructors in a quiet room and ask them straight, but nicely and politely, with a smile on your face; "what is it about me that is making you nervous or uncomfortable? Please tell me truthfully and don't worry about hurting my feelings, because whatever it is, I want to change it".
Good luck
(I ended up flying Airbus A330s long-haul)..
Last edited by Uplinker; 6th Apr 2024 at 09:56. Reason: typo
Technique - ways to do certain things to make your life easier and to achieve a certain outcome
Procedure - something that must be done in order to achieve the desired result. If a procedure requires a certain order then it must be done that way.
If it does not require a certain order then generally a technique is used to comply with the procedure.
Lots of people confuse the two, even instructors. They may have a favorite technique which they teach as procedure.
The airplane is a very poor classroom, any questions and misconceptions must be dealt with (mostly) on the ground
Anything new to be covered during the next flight must be discussed on the ground prior.
Example:
For the next lesson please read Chapter 16-18 of your training manual, write down any questions. We will do a groundschool lesson on the subjects before our next flight.
Wax in wax out, multiple facets of learning.
You read about it, watch a video or two online, think about it, read about it again.
Groundschool with relevant training aids, instructor covers the material you’ve read already, discussing your questions and instructor will ask some questions to determine understanding. Then you brief the next flight and fly the brief.
There’s obviously always room for a little impromptu items during the flight but it should not be at the expense of the briefed lesson.
Procedure - something that must be done in order to achieve the desired result. If a procedure requires a certain order then it must be done that way.
If it does not require a certain order then generally a technique is used to comply with the procedure.
Lots of people confuse the two, even instructors. They may have a favorite technique which they teach as procedure.
The airplane is a very poor classroom, any questions and misconceptions must be dealt with (mostly) on the ground
Anything new to be covered during the next flight must be discussed on the ground prior.
Example:
For the next lesson please read Chapter 16-18 of your training manual, write down any questions. We will do a groundschool lesson on the subjects before our next flight.
Wax in wax out, multiple facets of learning.
You read about it, watch a video or two online, think about it, read about it again.
Groundschool with relevant training aids, instructor covers the material you’ve read already, discussing your questions and instructor will ask some questions to determine understanding. Then you brief the next flight and fly the brief.
There’s obviously always room for a little impromptu items during the flight but it should not be at the expense of the briefed lesson.
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I think the problem is with the student! The length of your post says it all, you are obsessed with all the wrong things. If you want to learn to fly an aeroplane just do what the instructor shows you
To the OP: Why don't you put your training on hold for a few month's and maybe go and do something completely different. I suggest go and fly gliders and don't continue with your training until you have gone at least solo in gliders. Flying an aircraft(basic training aircraft i.e. PA28, C172 etc) is not a very difficult thing to do…….
Change the environment, hopefully to reset the thinking process also….
If everyone started in gliders, then tailwheel airplanes, the understanding of the airmass we fly in and the basics of aircraft control would be at a far higher standard than is typically seen in airplane pilots.
The bulk of learning should be done out of the aeroplane, with slides, white/blackboard presentations, videos, dialogue with your instructor in briefings.
The flying part is then to consolidate that, ensure it sticks and can be applied, and then move on.
Books are a lousy way to learn anything, just a good way to store knowledge. I don't encourage my students to use books as their main source of learning, albeit that they are a vital part of the mix.
G
The flying part is then to consolidate that, ensure it sticks and can be applied, and then move on.
Books are a lousy way to learn anything, just a good way to store knowledge. I don't encourage my students to use books as their main source of learning, albeit that they are a vital part of the mix.
G