Instructional Constants
A number of constants have been recommended. Constants, while not the only way to fly, simplify the complexities of maneuvering an aircraft.

Throttle constant is use of palm, index finger, and feel at Full power, 2450 rpm, 1500 rpm and at 800 rpm. Set by sound check on tachometer.

Yoke constant is use of index finger, thumb, light touch, and anticipation.

Engine constants are the sound at taxi 800, run-up 1700, takeoff/climb full power, cruise 2450, slow flight 2000 and 1500 descent.

The climb constant of the C-150 is full throttle at Vy, one full trim down from neutral, 65 kts when solo and 68 kts flying dual. Set by attitude and trim check by airspeed. Hands off.

The cruise constant of the C-150 is 2450 rpm at 85 kts, and neutral trim. Set by attitude and trim, check hands off.

The power reduction constant is carb heat, 1500 rpm, hold heading and altitude. (Trim except for stalls-changed in 1991) Set by sound and feel, check by attitude and hands off.

The turn constants are 30 degree banks and 90 degree turns because they ingrain pattern turns. Hood turns are always constant rate turns.

The descent constant is carb heat, 1500 rpm, and three down trim.

The trim constant is by full turns by the button and not the pinch.

The stall constant is clearing turns before making speed reduction holding altitude and heading until application of power.

The bank/turn constant is 30 degrees bank for 90 degrees of turn.

The slow flight constant is 60 kts, three down trim and 2000 and reduce to 1500 for descent.

Minimum controllable constant is at whatever speed/power keeps the stall warner whimpering at 10 knots above stall.

What My Instruction Is Not
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The instructor who perpetuates antiquated operational techniques is condoning criminal activity in today's flight environment. This perpetuation is most commonly accomplished by teaching down to the student rather than up to proficiency standards. A student will achieve to a teacher's expectations. When the teacher accepts and expects less of a student, the student performs accordingly. Any lowering teaching standards is not in the best interests of the flying student nor of aviation. A few, well-chosen words, will often do more than a running commentary.

It costs nearly as much to operate an airplane on the ground as it the air. Efficiency in copying the ATIS with the engine running will lead to greater time saving in the air. The ability to pre-set several engine speeds by sound and finger position both on the ground and in the air will improve efficiency and safety. I have found that the most inefficient use of student pilot time is the way they use and hold the checklist. The student should be trained from the beginning to make any departure or arrival request that will reduce the expense of flying. It is up to the instructor to advise the student if his flight program is either uneconomical or inefficient. Maximum use should be made of departure and return times from practice sessions. Failure of the instructor to include the recognition of checkpoints and departure/arrival routes is a disservice and contributes to inefficiency. In some cases it may be best to delay beginning instruction until a more practical time. The inefficiently trained pilot is the one most likely to have future difficulty due to air contamination of the fuel tanks, radio procedures, or checkpoint awareness.

Learning to fly is not a race. There are several 'short-cuts' to an early solo. These short cuts are not right for the kind a flying to follow. The 'right' way is harder to master and less enjoyable in the immediate situation.
The actual flying of the airplane is relatively easy, like riding a bike or roller-skating. The precision and planning needed to make flying safe is more difficult and subject to stronger critiques. The setting of standards is never complete, every flight is best if raised to a higher level. A mistake is a learning experience. Exposure to mistake opportunities is needed to reveal flawed or unlearned techniques. The way you learn is just as important as what you learn and perhaps more so. The importance of what you learn is a variable of many small steps upward. Taking a few steps backwards to re-think a step is part of the process.

The highest level or satisfaction that I achieve in instruction is when I see or hear a student of mine use my words to explain or teach others. My demise will not bee the end of my teaching. This is especially rewarding
when a student who has given up on himself, heeds my advice not to quit. On continuing, he crosses the 'hump' and goes on and on and on. The good student exceeds his teacher. The readiness of a pilot for a flight is in a large part made up of his intellectual awareness of aircraft and his own capabilities. This concept of being ready means the pilot is knowledgeable of the risks inherent in a given flight condition? Why is it more desirable to initially climb at best rate rather than cruise? When should a pilot choose to fly close to rising terrain? Why make thirty degree banks? To what extent should a pilot trust a tower or radar controller. What options does the new pilot have? What changes in flight procedures are desirable under SVFR or at night? The pilot's knowledge and awareness of the real risks set the threshold of tension onset and thereby the decision making process.

Unless every student maneuver has airspeed and heading parameters designed to grow and meet the requirements for the flight examination, the time and money are wasted. This does not mean that every maneuver and student need be perfect. It does mean that the student must know what the tolerances of acceptability are. If, for whatever reason, his solo performance is outside these limits he must so advise his instructor and plan for a corrective lesson. Criticism is a nine-letter dirty word. No one likes criticism. When you hire a teacher (flight instructor) you are hiring a critic; one whose job is to criticize. The instructor must be able to make criticism constructive. Any instructor can point out errors; teachers tell why.

Instructional decisions are a component part of every flight and ground lesson. The decisions are made to increase the probability of learning and retention by the student. The instructor is creating situations that allow the student to learn and demonstrate that he has learned. While the instructor may be an active participant in the initial lessons, it is important that proficiency be demonstrated with a minimum of instructor input.

Every instructor must make multiple decisions as to what to teach, how to teach it, how to evaluate learning, how to confirm proficiency, and how often to review. Some students have a style of learning that may not adapt to your method of teaching. The sooner this lack of conformity is noted the sooner the student can be referred elsewhere.

I recently flew with a student where my criticism was rampant. I was faced with a training situation where the student was not flying frequently enough to retain previous acquired skills. The student started out tense and my criticism about his tension and tight (frozen) control use just made matters worse. I wanted him to be a better and safer pilot. He was faced with a conflict in time constraint between flying and his occupation. We went home.

 

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