Words from the Wise?
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Words from the Wise?
As a newly qualified CPL about to commence Flying Instructor training, it would seem like a good idea to request hints and tips, dire warnings of common pitfalls etc. from those 'old sweats' who may be kind enough to pass on such nuggets of wisdom.
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Today is a good day for vanity and chasing after the wind.
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Today is a good day for vanity and chasing after the wind.
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Not wise, but a slightly singed student...
1. Don't make pretend 'Cabin Announcements' all the time, even as a joke... We already know you probably want to be an airline pilot, from the BA/SAS/KLM models on your desk.
2. Make the student talk more about what they're doing.
3. Don't 'help' so much, like immediately banging the flaps up after getting into a 172. Let the student do it.
4. Debrief properly.
5. Set a proper reading list. e.g. Stick and Rudder, ABCs of Safe Flying etc etc.
Sorry, the first part of that was meant to be a joke, but in my case it's actually true...
1. Don't make pretend 'Cabin Announcements' all the time, even as a joke... We already know you probably want to be an airline pilot, from the BA/SAS/KLM models on your desk.
2. Make the student talk more about what they're doing.
3. Don't 'help' so much, like immediately banging the flaps up after getting into a 172. Let the student do it.
4. Debrief properly.
5. Set a proper reading list. e.g. Stick and Rudder, ABCs of Safe Flying etc etc.
Sorry, the first part of that was meant to be a joke, but in my case it's actually true...
Moderator
Golden rule #1
Always carry a couple of sick bags for when your students go all "quiet"....
(one for them, and one for you!)
Golden rule #2
The CFI is always right even when they're wrong.
Golden rule # 3
Make friends with your students but don't socialise with them.
(OK OK I married one of mine but that was AFTER he got his licence!!)
Always carry a couple of sick bags for when your students go all "quiet"....
(one for them, and one for you!)
Golden rule #2
The CFI is always right even when they're wrong.
Golden rule # 3
Make friends with your students but don't socialise with them.
(OK OK I married one of mine but that was AFTER he got his licence!!)
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Keep your own lookout + listenout.
Keep it shorter rather than longer, they can always come back but they have to want to.
If in doubt, interfere earlier rather than later. Your supervisor will let you know when it's OK to let things go.
Remember Murphy's Law, and stack the cards in your favour.
Don't try and teach them more than one thing per lesson, maybe two for the really good ones (who will be pointed out to you when you talk about them afterwards).
Talk with your supervisors. They know.
Don't do what I'm doing here - all good points, but too many! Writing is OK because they can come back to it, but verbally, only one or two things to remember at a time. One to start with.
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Confident, cocky, lazy, dead.
Keep it shorter rather than longer, they can always come back but they have to want to.
If in doubt, interfere earlier rather than later. Your supervisor will let you know when it's OK to let things go.
Remember Murphy's Law, and stack the cards in your favour.
Don't try and teach them more than one thing per lesson, maybe two for the really good ones (who will be pointed out to you when you talk about them afterwards).
Talk with your supervisors. They know.
Don't do what I'm doing here - all good points, but too many! Writing is OK because they can come back to it, but verbally, only one or two things to remember at a time. One to start with.
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Confident, cocky, lazy, dead.
Guest
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"Monkey see, Monkey do" 1
Follow all the rules and regs both on the ground and in the air. Don't take any shortcuts either, eg don't ever say, "The oil is OK Ive just been flying!" because if you say that he/she will do the same later on! Practise what you preach!
"Monkey see Monkey do" 2
Don't be afraid of re-demonstrating sequences if they are struggling(particularly circuits) just because you think you are denying the student "more hands on time", they need to see what they are aiming for otherwise its just trial and error and theres no way they can remember that first circuit demo completely!
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Ba$tards !!
Follow all the rules and regs both on the ground and in the air. Don't take any shortcuts either, eg don't ever say, "The oil is OK Ive just been flying!" because if you say that he/she will do the same later on! Practise what you preach!
"Monkey see Monkey do" 2
Don't be afraid of re-demonstrating sequences if they are struggling(particularly circuits) just because you think you are denying the student "more hands on time", they need to see what they are aiming for otherwise its just trial and error and theres no way they can remember that first circuit demo completely!
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Ba$tards !!
Guest
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one more to keep the thread alive
In the briefings, white space is good! Just had a look at my last post and it's all cluttered and hard to see where the new points are, but everyone else's are so clean and tidy...
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Confident, cocky, lazy, dead.
In the briefings, white space is good! Just had a look at my last post and it's all cluttered and hard to see where the new points are, but everyone else's are so clean and tidy...
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Confident, cocky, lazy, dead.
Guest
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Another couple before bed
"Make the soundtrack fit the movie" said my testing officer i.e. no point talking about things that have just happened, or aren't happening at all, talk about what IS happening or is about to.
And a corollary to that, don't use the word "obviously". I used it when doing my Instructor's Rating and had it pointed out to me that obviously this thing is not "obvious" otherwise the student would have picked it up.
It came up trying to teach circuits (which is HARD!), and I said "we're obviously too low here so I'll put a bit of power on..." - what makes it obvious? Spell things out in single concepts - runway shape, stall warning sound, airspeed reading X instead of the normal Y etc.
"Make the soundtrack fit the movie" said my testing officer i.e. no point talking about things that have just happened, or aren't happening at all, talk about what IS happening or is about to.
And a corollary to that, don't use the word "obviously". I used it when doing my Instructor's Rating and had it pointed out to me that obviously this thing is not "obvious" otherwise the student would have picked it up.
It came up trying to teach circuits (which is HARD!), and I said "we're obviously too low here so I'll put a bit of power on..." - what makes it obvious? Spell things out in single concepts - runway shape, stall warning sound, airspeed reading X instead of the normal Y etc.
Guest
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'Guess most of the "hands-on" tips are submitted, so here's another side of instructing.
Teach your students the proper attitude and make sure they are disciplined.
Read Tony Kern's "Redefining Airmanship";
ISBN 0-07-034284-9
Good luck!
[This message has been edited by Crossunder (edited 06 May 2001).]
Teach your students the proper attitude and make sure they are disciplined.
Read Tony Kern's "Redefining Airmanship";
ISBN 0-07-034284-9
Good luck!
[This message has been edited by Crossunder (edited 06 May 2001).]
Moderator
Avoid the temptation to "ghost" on the controls.
One of the commonest complaints from students is "the instructor kept grabbing the controls"
Also during training ensure they are aware of their legal liabilities and responsibilities once they are qualified.
One of the commonest complaints from students is "the instructor kept grabbing the controls"
Also during training ensure they are aware of their legal liabilities and responsibilities once they are qualified.
Guest
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CFI. Surely you were not serious when you stated your Rule 3 - "Don't socialise with your students".
Rather toffy-nose attitude, madam...
This may surprise someone of your lofty position in the aviation society, but socialising with your students can lead to many a long lasting friendship. I have done this for 45 years and learnt much from my students opinions and different point of view.
One became the Chief of the Air Staff RAAF, others went on to high rank in the airlines.
Rather toffy-nose attitude, madam...
This may surprise someone of your lofty position in the aviation society, but socialising with your students can lead to many a long lasting friendship. I have done this for 45 years and learnt much from my students opinions and different point of view.
One became the Chief of the Air Staff RAAF, others went on to high rank in the airlines.
Moderator
Thank you Mrs Centaurus!!
Seriously though I think it's a good idea to keep a respectful distance especially if alcohol is involved!
[This message has been edited by Charlie Foxtrot India (edited 10 May 2001).]
Seriously though I think it's a good idea to keep a respectful distance especially if alcohol is involved!
[This message has been edited by Charlie Foxtrot India (edited 10 May 2001).]
Guest
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Thanks for all the advice so far. I'll try to bear it all in mind.
CFI, sound's like you have a few stories up your sleeve which you're not letting on about!
I completely understand, since I have frequently been foolhardy enough to mix situations where the opportunity exists to make an ar*e of myself with alcohol.
However by applying "reductio ad absurdum" to this proposition: life itself is just such an opportunity writ large, therefore life and alcohol should not be mixed.
Hang on, perhaps that's the answer? Is there a "Salvation Air Force", do they recruit ab-initio instructors?
CFI, sound's like you have a few stories up your sleeve which you're not letting on about!
I completely understand, since I have frequently been foolhardy enough to mix situations where the opportunity exists to make an ar*e of myself with alcohol.
However by applying "reductio ad absurdum" to this proposition: life itself is just such an opportunity writ large, therefore life and alcohol should not be mixed.
Hang on, perhaps that's the answer? Is there a "Salvation Air Force", do they recruit ab-initio instructors?
Guest
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If you stuff up a demonstration, tell the student that you stuffed it up and why. They will learn from your mistakes rather than think you are a hypocritical instructor. Most students can tell you stuffed up.
Also never say "OK" in a briefing. When I was doing my rating, I was also going to uni and I counted approx 150 OK's from one of my lecturers during a very frustrating lecture. After that I swore I would never say OK.
Also never say "OK" in a briefing. When I was doing my rating, I was also going to uni and I counted approx 150 OK's from one of my lecturers during a very frustrating lecture. After that I swore I would never say OK.
Guest
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1. thorough briefs and debriefs..
2. dont hog the controls
3. draw the line between friendliness and helpfulness
4. be professional, even if having a bad day
5. know your theory..!!
6. fly your demo's as accurately as possible
7. do not show inadequate knowledge of tech stuff. if you dont know the answer, buy some time, ask the student what he thinks and how he can think logically to come up with the correct answer..it helps you as well..!! having said that, be careful..they know if you are bluffing
lastly, have fun..you will be surprised how little you know as a brand new CPL..!!
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As one who long ago wondered where to learn all this stuff the instructor talked about but never taught me ...
DON'T ASSUME THE STUDENT KNOWS! Brief the poor soandso before the flight, debrief after, and if you aren't teaching her groundschool, make sure she knows what's expected.
Would have saved me a lot of pain in the early days...
DON'T ASSUME THE STUDENT KNOWS! Brief the poor soandso before the flight, debrief after, and if you aren't teaching her groundschool, make sure she knows what's expected.
Would have saved me a lot of pain in the early days...