"your circuits are too wide"
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"your circuits are too wide"
How does one go about telling a fellow instructor that the circuit that they were flying was too wide????
Recently I was told to follow a company aircraft in the circuit pattern...they went way wide....forcing me to slow down.I was always of the understanding that circuit width was "gliding distance".
I did not want to say anything over the radio to them, as chastising over radio is downright rude!(IMHO)
This is not the first time that this has happened!!!and no doubt it will not be the last.
Recently I was told to follow a company aircraft in the circuit pattern...they went way wide....forcing me to slow down.I was always of the understanding that circuit width was "gliding distance".
I did not want to say anything over the radio to them, as chastising over radio is downright rude!(IMHO)
This is not the first time that this has happened!!!and no doubt it will not be the last.
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Try asking for a standardisation meeting- without saying anybody is doing the wrong thing, suggest that you all choose a common circuit. Don't name names, and be prepared for the meeting standardising on the other guy's point of view!
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actually the person was female!(and not bigger than me!!!)
The only way I could think of was to ask " what do you use on this runway,as a general rule of thumb, as a downwind reference point?"
She then got really snotty saying that she had 7 times as many hours as me and that she was "still within gliding distance" and not to comment on her flying skills ever again!!!
I think I may have hit a nerve!
I also think that many people will "fly off the handle" if you are even a little bit untactful about this issue!
The only way I could think of was to ask " what do you use on this runway,as a general rule of thumb, as a downwind reference point?"
She then got really snotty saying that she had 7 times as many hours as me and that she was "still within gliding distance" and not to comment on her flying skills ever again!!!
I think I may have hit a nerve!
I also think that many people will "fly off the handle" if you are even a little bit untactful about this issue!
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"My dear - if you need re-education in asessing distance or length, perhaps you would like to re-calibrate your estimation by starting at 8 inches and taking it from there.......??"
or,
"We'd prefer it tighter, my dear!!"
No - of course I'm not being serious!!
or,
"We'd prefer it tighter, my dear!!"
No - of course I'm not being serious!!
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Tend to agree with Capt. Homesick. Any training organisation, or airline for that matter should have regular standards meetings in order to address issues just like this.
"Remaining within gliding distance" could be perceived as somewhat nebulous. What does your Ops Manual state?
You could possibly identify key geographical features in the circuit area that may be of use to both the student and instructor, but the problem with that is it is only applicable at that airfield. You have to start somewhere, though.
Class-e, you wrote that you were told to follow an A/C, so I assume you were in Controlled Airspace. Did the other instructor consider the implications of a wide circuit vs adjacent airspace? If one was to 'go wide' at somewhere like YSBK (Oz), they could be either in a busy CTR, an active Army firing range, or in the middle of a busy arrival route. A 105 Howitzer shell through the windscreen is not a good look.
"Remaining within gliding distance" could be perceived as somewhat nebulous. What does your Ops Manual state?
You could possibly identify key geographical features in the circuit area that may be of use to both the student and instructor, but the problem with that is it is only applicable at that airfield. You have to start somewhere, though.
Class-e, you wrote that you were told to follow an A/C, so I assume you were in Controlled Airspace. Did the other instructor consider the implications of a wide circuit vs adjacent airspace? If one was to 'go wide' at somewhere like YSBK (Oz), they could be either in a busy CTR, an active Army firing range, or in the middle of a busy arrival route. A 105 Howitzer shell through the windscreen is not a good look.
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Stay within gliding range/ Hmmmm.
How do you climb away from ground level and stay within gliding range should the develish little engine fail shortly after take off (departure? [Cap 413]).
Then, let's go to the other end and prepare for a flapless landing...bit further out (blah, blah, blah) and have an engine failure just as you turn final (singular, no 's')...could you glide to the threshold from there?
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LIVE in peace...or REST in it!
How do you climb away from ground level and stay within gliding range should the develish little engine fail shortly after take off (departure? [Cap 413]).
Then, let's go to the other end and prepare for a flapless landing...bit further out (blah, blah, blah) and have an engine failure just as you turn final (singular, no 's')...could you glide to the threshold from there?
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LIVE in peace...or REST in it!
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It should be a matter for the CFI. Perhaps a word on what the "standard circuit" should be? Does your flight school not hold regular meetings of instructors with the CFI?
If not, how do you discuss ongoing problems? Does the CFI fly with the instructors regularly to ensure they are "standard"?
If not, how do you discuss ongoing problems? Does the CFI fly with the instructors regularly to ensure they are "standard"?
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Sometimes ATC can get into the act and help you out, if they feel like it.
Recently, one of my colleagues was in the training circuit at Bankstown, following a cessna which was atleast 2 miles out on mid downwind.
Tower :"ABC confirm you're following the cessna" to which his response was a simple "negative!"
A few change of sequence instructions followed soon after.
All following circuits were normal - by all aircraft.
[This message has been edited by Pub 45 (edited 09 December 1999).]
Recently, one of my colleagues was in the training circuit at Bankstown, following a cessna which was atleast 2 miles out on mid downwind.
Tower :"ABC confirm you're following the cessna" to which his response was a simple "negative!"
A few change of sequence instructions followed soon after.
All following circuits were normal - by all aircraft.
[This message has been edited by Pub 45 (edited 09 December 1999).]
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Not much has changed. When I was there the circuit would get progressively wider until someone (usually SY Approach) complained, then ATC would sort it out 
Don't forget, it's usually the student flying the circuit, so we have to make allowances for their learning curve...
Don't forget, it's usually the student flying the circuit, so we have to make allowances for their learning curve...
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Hugh Jarse, whilst I agree with you in that in most cases the student is flying the aircraft, surely it is up to the instructor(when onboard) to ensure correct distances etc.
If there is no instructor onboard, then,IMHO, he has failed in his teachings of circuits/circuit emergencies, because the student is not performing the circuit correctly.A student cannot be blamed for the instructors failings....at some point in his/her professional career, the instructor must stand up and say..."do it properly"
If there is no instructor onboard, then,IMHO, he has failed in his teachings of circuits/circuit emergencies, because the student is not performing the circuit correctly.A student cannot be blamed for the instructors failings....at some point in his/her professional career, the instructor must stand up and say..."do it properly"
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Apache,
I can think of lots of times where good instructional technique is to let the student fly a larger than normal circuit - at least until the students capacity has caught up with what's happening in 'real-time'. eg. upgrading to a faster or more complicated type / at times during early circuit training.
And, no, I'm not saying that the student should be allowed to stay there through out his/her training, but that the extra time given can provide enormous advantages to the learning process. It can allow the poor sod operating at 110% in a foreign, noisy, cramped, often uncomfortable environment, the time to 'catch up' & match his or her mental processes to workload.
Of course the instructor must ensure that the student learns to fly a 'correct' circuit (whatever that might be). But to push a student into a smaller circuit before he or she has the capacity to cope with the workload in the compressed timeframe can, & does, overload him or her and reduce learning effectiveness.
I'm not discounting off-loading some of the workload onto the instructor either. Both methods are part of an instructor's tools-of-trade
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Fascinating how scientists & research engineers have managed to make aircraft that all use the same laws of aerodynamics all over the world.........Has anyone thought to tell the CAA?
I can think of lots of times where good instructional technique is to let the student fly a larger than normal circuit - at least until the students capacity has caught up with what's happening in 'real-time'. eg. upgrading to a faster or more complicated type / at times during early circuit training.
And, no, I'm not saying that the student should be allowed to stay there through out his/her training, but that the extra time given can provide enormous advantages to the learning process. It can allow the poor sod operating at 110% in a foreign, noisy, cramped, often uncomfortable environment, the time to 'catch up' & match his or her mental processes to workload.
Of course the instructor must ensure that the student learns to fly a 'correct' circuit (whatever that might be). But to push a student into a smaller circuit before he or she has the capacity to cope with the workload in the compressed timeframe can, & does, overload him or her and reduce learning effectiveness.
I'm not discounting off-loading some of the workload onto the instructor either. Both methods are part of an instructor's tools-of-trade
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Fascinating how scientists & research engineers have managed to make aircraft that all use the same laws of aerodynamics all over the world.........Has anyone thought to tell the CAA?
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Tinstaafl.....I'm sorry,but I must disagree with you on this issue.
When upgrading to a faster machine, the pilot should be taught from day one to respect the speed of his/her new equipment and to be "ahead" of the aircraft.Under no circumstances should you let the aircraft dictate to you.If this means that for the first 3 or 4 circuits you have to "go-around" then why not? surely you will practice go-arounds anyway?and this will ensure that the new pilot thinks a lot more about what he/she is doing.
If they still can't handle the speed of it, then straight away you will know that although they can fly it in cruise pretty well, they do need to practice circuits a lot more!
If they are learning to fly a new aircraft,to me it would indicate that they are wishing to fly this type from now on and should be taught the correct sequence right from the start!---Don't make allowances for the pilot---if they think that they are ready for a new toy, then make them prove that they are!
When upgrading to a faster machine, the pilot should be taught from day one to respect the speed of his/her new equipment and to be "ahead" of the aircraft.Under no circumstances should you let the aircraft dictate to you.If this means that for the first 3 or 4 circuits you have to "go-around" then why not? surely you will practice go-arounds anyway?and this will ensure that the new pilot thinks a lot more about what he/she is doing.
If they still can't handle the speed of it, then straight away you will know that although they can fly it in cruise pretty well, they do need to practice circuits a lot more!
If they are learning to fly a new aircraft,to me it would indicate that they are wishing to fly this type from now on and should be taught the correct sequence right from the start!---Don't make allowances for the pilot---if they think that they are ready for a new toy, then make them prove that they are!
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I'm with Tinstaafl (OK, where's the name from?) on this one. It's the same thing as letting learner drivers **** around at roundabouts etc. It annoys everyone but when you think about it, it has to be done. Not everyone is an ace so people have to be allowed time to catch up with it all. Flying training, at whatever stage, is all about having sufficient spare mental capacity to handle the situation so if it means flying a few wider, slower circuits then so be it. Pushing people too far at that stage will more than likely discourage them which is not the aim in flight training. Besides which, when I have a student who is finding it all too much in the circuit and I get them to widen it out a bit it always seems to help. I rest my case.
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Instructing should be all about getting the best possible outcome for the student and if this requires making life a little easier for a few ccts by either taking some of the load yourself (ie radio calls, perhaps) or allowing the circuit to widen a LITTLE, then within the bounds of good airmanship, this should be done. What is the most important thing though is that good AIRMANSHIP be maintained - no infringing adjoining airspace, no 747 ccts in a Grob with a C310 up your clacker and no stuffing around when there are 6 other aircraft in the pattern. And of course if the student is finding the cct, whether pre-solo or on conversion to a quicker a/c, too much to handle give them a break and avoid rush hour! If all else fails and you're at a controlled field a polite call to the tower along the lines of 'Tower, ABC, confirm I am number 2 to the a/c on a WIDE downwind 23?' Then you have alerted the controller to the developing situation and if they deem it necessary can intervene. If they think it's still okay either live with it or request an early turn after take off to get ahead of the preceding a/c. Happy Landings J.
PS. class-e, I'm sure you would have done so anyway, but always make sure that if you are questioning a colleague that it is done in the right place ie. in private - NO STUDENTS in the area or at a standardisation meeting. And learn from your friends mistake and when a sprog with 1/7th your experience questions your actions keep off the defensive and be gracious!(It will happen!)
[This message has been edited by Jatz (edited 12 December 1999).]
PS. class-e, I'm sure you would have done so anyway, but always make sure that if you are questioning a colleague that it is done in the right place ie. in private - NO STUDENTS in the area or at a standardisation meeting. And learn from your friends mistake and when a sprog with 1/7th your experience questions your actions keep off the defensive and be gracious!(It will happen!
)[This message has been edited by Jatz (edited 12 December 1999).]
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Sorry - but I disagree with screwing up everyone else's circuit just because one student can't cope. Go and practise 'circuits at height' elsewhere if you must, but don't let the student get away with flying wide circuits just because he/she can't cope with trying to do too much too soon. Build them up slowly at a pace with which they can cope, but within a standard circuit. That's how the military do it - and they invented flying training methodology!!
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Dead right, Beagle. Wide circuits are the curse of them all. Air rage has its beginnings with wide circuits I reckon!
The standard Boeing 737 circuit width is 1.5 miles wide. I have seen C150,s dual and solo, that wide. Keep ab initio circuits to half a mile at the most.That may mean turning downwind at 800 ft instead of climbing cross-wind to 1000ft. The fault lies primarily with the instructors concerned for not insisting on a standard circuit. It is also bad form to allow your student to do a wide circuit with its commensurate long final. It is not only wasting his hard earned dollars, but worse still costs the unfortunates trailing behind him their dollars too. Mind you, dare I say that some instructors make more money with wide dual circuits and log more hours in the long run. Why do you think that some instructors students take 20 hours to go solo, with 15 hours of that being on circuits?
The standard Boeing 737 circuit width is 1.5 miles wide. I have seen C150,s dual and solo, that wide. Keep ab initio circuits to half a mile at the most.That may mean turning downwind at 800 ft instead of climbing cross-wind to 1000ft. The fault lies primarily with the instructors concerned for not insisting on a standard circuit. It is also bad form to allow your student to do a wide circuit with its commensurate long final. It is not only wasting his hard earned dollars, but worse still costs the unfortunates trailing behind him their dollars too. Mind you, dare I say that some instructors make more money with wide dual circuits and log more hours in the long run. Why do you think that some instructors students take 20 hours to go solo, with 15 hours of that being on circuits?