FLIGHT INSTRUCTOR GUIDE Aeroplane - South African Civil ...
FLIGHT INSTRUCTOR GUIDE Aeroplane - South African Civil ...
FLIGHT INSTRUCTOR GUIDE Aeroplane - South African Civil ...
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(iii) When in the air, give a demonstration, but also include important parts of the<br />
explanation. Usually asking students questions about what you are doing or should<br />
do, will give them an opportunity to prove they know the procedure, although they<br />
have not yet flown it.<br />
(iv) After completing the forced landing approach, while climbing for altitude, clear up<br />
any misunderstandings the students may have and ask questions.<br />
(v) The demonstration and explanation portion of the demonstration-performance<br />
method is now complete and you should proceed to the next part, which is the<br />
student performance and instructor supervision.<br />
3. STUDENT PERFORMANCE AND <strong>INSTRUCTOR</strong> SUPERVISION<br />
(a) Student performance and instructor supervision are always carried out concurrently during<br />
the initial stages of training. A student should not be allowed to make a major error at this<br />
time. Your supervision must be close enough to detect the start of an error and you must<br />
correct the student at that point.<br />
(b) The student should be allowed to perform the task in small segments with you providing<br />
close supervision of each segment.<br />
(c) Referring to our example of the forced landing consider the following suggestion of how to<br />
divide the task into segments:<br />
(i) On student's first attempt:<br />
(a) You the instructor;<br />
(1) select the field, making sure that it is within easy gliding range;<br />
(2) perform all in-flight checks including engine clearing and look-out.<br />
(b) The student flies the aircraft and concentrates on making the field.<br />
(c) If the student makes a major error, you take control and place aircraft in the<br />
correct position, then give the student control and continue the approach. (Try<br />
to ensure that the student makes the field on the first attempt even if you have<br />
to help all the way through.)<br />
(ii) On subsequent attempts, depending on the degree of success of the previous<br />
attempt, add more items for the student to carry out.<br />
(iii) Continue the process until you feel the student can fly the complete manoeuvre<br />
alone. You have now completed the student performance and instructor supervision<br />
portion of this method and you should now proceed to the evaluation.<br />
4. EVALUATION<br />
(a) The evaluation portion of the demonstration-performance method is where students get an<br />
opportunity to prove that they can do the manoeuvre without assistance.<br />
(b) For the simulated forced landing you should tell students that you will be simulating an<br />
engine failure and that they are to carry out the entire procedure including all checks and<br />
look-out.<br />
(c) While the student is performing this manoeuvre you must refrain from making any<br />
comments. Offer no assistance whatsoever, not even grunts or head nods. You must,<br />
however, observe the entire manoeuvre very carefully, so that you can analyze any errors<br />
that the student may make and de-brief accordingly.<br />
NOTE: You would interrupt the student's performance, of course, if safety became a<br />
factor (clearing engine is one factor, look-out another, there may be many more).<br />
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