FLIGHT INSTRUCTOR GUIDE Aeroplane - South African Civil ...

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(b) DO NOT MAKE A HABIT OF REPEATING ANSWERS. This becomes monotonous to students when you always repeat the answer. If the answer provided is not correct or needs clarification, pass the question to another student. If the students do not answer loudly enough for all the class to hear, have them speak more loudly and repeat the answer. (c) GIVE CREDIT FOR GOOD ANSWERS. This is especially true for the weak or shy student. When using oral questions to develop points from the class, do not reject answers that pertain to the subject although they may not be exactly what you are after. Give praise and try using a newly phrased question to bring out your point. If you receive a completely incorrect answer, don't embarrass your student by saying "Wrong". Diplomatically state that the answer is not what you wanted and ask a supplemental question or refer the question to another student. QUESTION # 7 What technique would you use if a student answers a question and all the class cannot hear it? QUESTION # 8 Why should group answers be discouraged? Handling Student Questions 7. Never discourage a genuine question pertaining to the lesson. There is an old saying, — "For every student who asks a question there are six others who wanted to ask it". Usually students ask questions because you have not given a clear explanation of the point or fact being queried. Some techniques to follow regarding student questions are: (a) ENCOURAGE QUESTIONS. Let the class know early in the lesson that you encourage questions at any time the students are not clear on points being taught. If it will not interfere with the presentation of the lesson, it is usually best to allow questions immediately any point arises rather than waiting for a break in the lesson to solicit questions. If you wait for questions, the point of concern may have slipped their mind. (b) PASS QUESTIONS TO OTHER STUDENTS. Occasionally pass a student question to other members of the class — this will create interest and get class participation. Do not over-use this technique as the students may get the impression that you don't know the answer and are fishing for help. Above all, never use this technique for any question to which you do not know the answer. (c) REJECT QUESTIONS NOT RELATED TO THE LESSON. Quite often students will ask a question totally unrelated to the lesson. Politely reject the question being careful not to offend the student and say it is a question you would prefer to discuss after class. (d) DO NOT BLUFF. No matter how knowledgeable you are of your subject, there will be times you will be asked a legitimate question and not have the answer. If you do not know the answer, say so, do not bluff. Tell the class you will find the answer and ensure you do, then inform the individual who asked as well as the rest of the class. (e) ENSURE ALL THE CLASS HEARS THE QUESTION. When a question is asked, check that all the class has heard it. When you answer the question, answer to the class and not only to the individual asking it. If a long detailed answer is necessary, the remainder of the class may lose interest and "tune out" if you get into a conversation with one student. QUESTION # 9 At what time in a lesson should students be encouraged to ask questions? 12
QUESTION # 10 How would you handle a student's question if it did not pertain to the lesson? QUESTION # 11 How would you handle a question for which you were unable to provide the answer? 13
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Page 18 and 19: lack of understanding. You must res
Page 20 and 21: students are following before you p
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Page 40 and 41: STUDENT PROGRESS 1. RATES OF LEARNI
Page 42 and 43: Personality Differences 2. Attitude
Page 44 and 45: SUGGESTED ACTION PROBLEM Provide le
Page 46 and 47: 2. The desire to help your student
Page 48 and 49: CHARACTERISTICS OF EFFECTIVE ANALYS
Page 50 and 51: 3. For most new exercises you shoul
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Page 58 and 59: EXERCISE SECTIONS Objective Details
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Page 70 and 71: EXERCISE 6 Objective To teach the s
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EXERCISE 6 (4) Introduce the compas
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EXERCISE 7 Objective To teach: CLIM
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EXERCISE 7 (3) Instrument indicatio
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EXERCISE 8 Objective To teach: DESC
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EXERCISE 8 (2) To resume cruise fli
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EXERCISE 9 Objective To teach: TURN
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EXERCISE 9 (10) Steep turns as an e
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EXERCISE 10 Objective To enable the
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EXERCISE 11 Objective SLOW FLIGHT (
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EXERCISE 11 (iv) flight characteris
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EXERCISE 12 Objective To teach: STA
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EXERCISE 12 (9) Instrument indicati
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EXERCISE 13 Objective To teach: SPI
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EXERCISE 13 Instructor and Student
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EXERCISE 14 Objective To teach: SPI
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EXERCISE 15 Objective SIDE-SLIPPING
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EXERCISE 16 Objective To teach: TAK
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EXERCISE 16 (5) The instructor must
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EXERCISE 17 Objective THE CIRCUIT T
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EXERCISE 17 (2) Departing and joini
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EXERCISE 18 Objective To teach: THE
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EXERCISE 18 should then decide whet
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EXERCISE 18 FOR TAIL WHEEL AIRCRAFT
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EXERCISE 18 (a) Tail wind; (b) Gras
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EXERCISE 19 Objective THE FIRST SOL
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EXERCISE 20 Objective To teach the
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EXERCISE 20 115
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EXERCISE 21 Objective PRECAUTIONARY
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EXERCISE 21 (6) It should be pointe
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EXERCISE 22 Objective FORCED LANDIN
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EXERCISE 22 (10) Simulated engine f
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EXERCISE23 Objective PILOT NAVIGATI
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EXERCISE23 (7) Prior to being autho
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EXERCISE23 129
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EXERCISE24 FULL PANEL Attitudes and
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EXERCISE24 (b) The pilot refers to
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EXERCISE24 (e) Demonstrate the rela
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EXERCISE24 Objective Straight And L
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EXERCISE24 (5) As power is changed
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EXERCISE24 Climbing Objective To te
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EXERCISE24 (c) Cross check the airs
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EXERCISE24 (c) When levelling off f
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EXERCISE24 (i) cross check the atti
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EXERCISE24 (c) Maintain the turn wi
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EXERCISE24 (7) Explain that, to fly
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EXERCISE24 (c) Closely monitor the
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EXERCISE24 (g) Refer to the magneti
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EXERCISE24 Instruction and Student
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EXERCISE24 UNUSUAL ATTITUDES Object
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EXERCISE24 (3) Demonstrate how to r
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EXERCISE24 (9) Explain how to deter
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EXERCISE24 (3) Outline the advantag
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EXERCISE24 (2) Have the student pra
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EXERCISE24 (8) Ensure that students
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EXERCISE 25 INTRODUCTION Organizing
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EXERCISE 25 PRE FLIGHT INSPECTION O
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EXERCISE 25 Instruction and Student
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EXERCISE 25 (6) Explain illusion of
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EXERCISE 25 Essential Background Kn
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EXERCISE 25 (2) Encourage, for flig
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EXERCISE 25 Advice to Instructors (
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EXERCISE 26 SEAPLANES For the Seapl
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EXERCISE 27 Objective SKIPLANES To
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EXERCISE 27 Instruction and Student
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EXERCISE 28 (4) If the student has
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EXERCISE 29 (4) Teach emergency pro
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A brief discussion (post-flight deb
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LESSON PLAN NO. 2 (DUAL) This Lesso
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LESSON PLAN NO. 4 (DUAL) In this Le
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LESSON PLAN NO. 11 (SOLO) Upon bein
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LESSON PLAN NO. 15 (SOLO) After suf
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LESSON PLAN NO. 19 (SOLO) This Less
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Flight Test for Private Pilot Licen
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Typical questions which may be used
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(1) What effect will increased weig
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(9) Describe why care must be exerc
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Ex. 24 Instrument Flying (1) Instru
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INSTRUCTOR’S TRAINING RECORD WHIL
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FLIGHT INSTRUCTOR GUIDE Aeroplane - South African Civil ...

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