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Instructor Notes
--Instructors should be taught what constitutes proper instructional conduct and behavior. First, do no harm, raise no fears, instill no faults and kill no desires.
--Instructors should be taught that they bear responsibility over life, as does a medical practitioner.  
--An instructor who violates the NAFI code has a problem that needs to be brought to his attention
--Refer your student to some of your former students.
--Instruction should not be based upon time, convenience or cost; rather teach for safety and competence.

Instructor Ideas
or 888-beapilot CFI marketing package.
Instruction
--Airplanes are like horses and women, the lighter the touch the better the performance.

Instructor Factors ..................Facility Factors
Appearance and Experience..... Aircraft
Attitude ....................................Who's in charge
Communication skills ................Classrooms
Discipline ..................................Curriculum
Time in type of aircraft ...............Economics (Cost)
Pre and Post flight briefing......... Willing to counsel
Safety practice ..........................Interactive learning
Simulator availability ..................Policies of promptness
Availability .................................Specialization
Weather experience ...................Training aids

Pre-flight Discussion :
The maneuvers to be performed
The departure and arrival area/checkpoints
Radio procedure
Common errors to be expected and anticipated
How you can measure progress?
When is a 'mistake'?

Instructional Advice from Over 30-years Ago
The performance of any complex activity, such as flying an airplane, requires the learning of highly conditioned responses. Subject matter must be recalled instantly, and procedures must be performed reflexively--without hesitation or dependence on conscious thought. Consequently, good performance in complex activity requires study and practice beyond conscious thought. This study and practice is called 'overlearning', and is accomplished by exercise, drill and repetition.

Instructors can make best use of the time spent in drill and repetition learning activity by adhering to the following principles:
1. Prescribe practice which is objective and is practical in application.  Trimming.
2. Define the specific training objective.  For landings the stabilized approach.
3. Determine in preflight discussion that the learner has a thorough understanding (insight) of the problem or task.  Control position while taxiing.
4. Emphasize the importance of accuracy and technique, and provide the additional motivation to achieve it.  Performing course reversals.
5. Provide guidance, which is neither too controlling, nor too lax, and which permits experiencing what not to do, as well as learning what to do. Radio procedures.
6. Emphasize relationships of parts and tasks. Teach trainees when and how to expect transfer of skills learned in training to good on-the-job performance. Dutch rolls.
7. Prepare the learner for variations, and what to do when variations or changes require modification of procedure. Bring as many realistic variations into the training as time and conditions permit.  Left and right patterns in crosswind instruction.
8. Be alert to recognize the problems and needs of individuals. Regulate your methods and temp to the personality and learning pattern of each student.
9. Remember that higher levels of learning (the ability to apply and correlate) will aid the trainee in transferring knowledge and training from one task to another.
10. Attitude flying and precision aircraft control (which requires the understanding, crosscheck, and use of all flight instruments) should be taught from the start of training to facilitate transition to high performance aircraft and instrument flight.

Canadian learning law #7 is called "Law of relationships in which instruction is sequenced from the known to unknown, simple to complex and easy to difficult.
--Really good pilots don't brag about it.
--A good pilot is most apt in a capacity to utilize cockpit resources.

Humor
If you expect to teach successfully you must incorporate humor as the leavening to make your points rise properly. Learning is fun in and of itself, a well placed remark or joke will serve as a memory 'tag' to keep the learning point in place. Science and technology will triumph over fear and superstition, God willing.

Teaching Precepts

--Docendo Discimus...We learn by teaching. He who teaches learns twice. When by yourself, you are the instructor.
--You don't know what you don't know.  ..and what you don't know can kill you.
--Much of what you think you know is incorrect.  Misplaced assurance causes  accidents.
--Together, we must find out why you don't know what you don't know.
--It is practice of the right kind that makes perfect.
--You will never do well if you stop doing better.
--Students never fail, only teachers do. The more I teach the more certain I become| that this is a fundamental aspect of all education.
--A student's performance is not so much a reflection on the student, as it is on the instructor's ability to teach.
--Learning is not a straight line up...let the teacher set the standards of performance.
--Much of learning to fly is to unlearn preconceptions and habits.
--Unlearning is a very necessary and difficult part of learning to fly.
--The way you are first taught and learn a procedure is the way you will react in an emergency. It's important to learn right the first time.
--You learn according to what you bring into the situation.
--Being prepared for a flight saves you money by saving time.  Efficiency is not a shortcut.
--Given the choice, make the safe decision.  Surviving a mistake is an invitation to do it again.  Turn down the invitation.
--If you must make a mistake, make it a new one.
--One problem is a problem, two problems are a hazard; three problems create accidents.
--It's great to be good; even better to be lucky.
--Trusting to luck alone is not conducive to an extended flying career.
--We progress through repeated success; we learn through our mistakes.
--An instructors knowledge is proportional to the mistakes he's made only once.
--My writings use the editorial "he" for convenience not because of any sexism.
--However, left-handers have an advantage, they are in their right mind.
--Good habits deteriorate over time and bad habits take root.
--Accidents happen when you run out of experience.
Self instruction is the garden that raises bad habits.
Our failures teach us. If you want to increase your chances of success, double your efforts.
... almost always. Nothing is always.
--Luck will do for skill, but not consistently.
--One should never underestimate the stimulation of eccentricity in a teacher. It challenges the teacher, too, when occurring in a student.
--The nice thing about a mistake is the pleasure it gives others.
--If you fly long enough the 'answer' is going to be "Carburetor Heat".
--Never underestimate the stimulation of eccentricity.
--You're only young once, but you can be immature forever.
--Every day you fly you set a new record.  You have never lived so long before.
--Flying, like life, is full of precluded possibilities. Can't do...won't do... shouldn't do...
--What you know is not as important as what you do with it.
--Legendary Lucille Ball gave this statement that very much applies to flying, "Knowing what you can't do is more important than knowing what you can do."

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