FLIGHT INSTRUCTOR GUIDE Aeroplane - South African Civil ...

(f) Reversals sometimes occur, during which a student's performance becomes worse with
continued practise. Generally such reversals are due to a faulty habit pattern involving
one of the basic elements of the manoeuvre or operation involved. This faulty habit
causes your student to practise an erroneous performance repeatedly, until correction
becomes very difficult. You must not accept such errors and misunderstandings as
normal plateaus in the learning process. They must be corrected before progress can
resume.
(g) During advanced stages of learning, the rate of progress can be very slow. Example: An
acrobat who can perform a routine to a level of 9.6 continually practises to improve the
performance. Raising the score up to 9.8 or 10 requires extensive training and practise.
Students may be nearly ready for a flight test at an early stage and added training will only
show slight, slow improvement.
(h) Reversals in the rate of learning could also take place if you were to place too much
emphasis on a single phase, element or manoeuvre.
INDIVIDUAL DIFFERENCES
1. You are likely to be discouraged when you discover that a well-planned lesson does not
teach all students with equal effectiveness. Usually, however, you soon see that this is natural.
One manifestation of the difference among students is that they seldom learn at the same rate.
Differences in rates of learning are based on differences in intelligence, background,
experience, interest, desire to learn, and countless psychological, emotional, and physical
factors. You must recognize that students are different. You must recognize that this fact
dictates how much you can teach, at what rate, and when.
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