Many students constantly feel like there is something they are forgetting to do. The first hours of flying are an overwhelming experience. I always use a tape recorder for my students. They provide the recorder and the tapes and all ground work is recorded as well as all flight time. Students can then play the tape back afterwards and have a better idea of what things went right as well as what still needs work. The digital recorders have expanded the time and versatility of recording your flight lessons.  Cost is less since you don't need tapes.

By now you should have noticed that about 90% of all radio procedures are 'canned' ...always the same. The next time you are going to fly between airports, take the time to write out word for word what you are going to say and what you expect to have said to you. Once you do this successfully you have the radio problem licked. I have some examples under CCR on my web site.

Before I take a student up I go over everything we are going to do. In teaching pattern work I draw on paper or using a line of the tarmac as a runway with a pattern around it. At every point of the pattern (walking) say out loud such things as hold heading, airspeed and altitude. Pre-landing--(checklist on a small card Velcroed to the yoke) Abeam the numbers, C.H. - power - trim - airspeed - flaps... and so on. A student will seem to be behind or pressed for time because he is not thinking ahead at least steps in anticipation of what comes next. What you do will soon become so automatic that you become over confident and stop using the checklist. That's the time to be concerned. When you think you think you know how to fly... be twice as careful.

The purpose of this meeting is to assemble all the information into a meaningful and organized memory package. We want the student to understand the safety concepts involved, aircraft performance factors and especially the planning procedures for making a flight. In the course of the presentation and afterwards give the student an opportunity for input and questions.

Interesting that I have just read as the most effective method to communicate at a table is when seated at 90 degrees. I have always preferred this method in giving single student instruction for fifty years. Nice to know an expert agrees with me. It is most likely that if we are seated in a teaching-learning situation we will be seated at 90 degrees.

I am presently teaching a student who flew eight hours out of a Class C airport without being allowed to use the radio. I have no idea as to what the instructor's concept of primacy, or sequential building of radio procedures might be. The student has had to work extra hard to overcome a training deficiency not of his own making.  Unlearning and overcoming of difficulties is so many times more difficult for a student than being taught correctly from the beginning. The previous instructor's teaching exacerbated a student problem by ignoring its existence. Radio is a major part of today's flying.  Now, several years later, I feel that the next giant step in aviation must be in letting airborne computers 'talk' to both ground and space computers with lights or sounds to speed up the ATC system.  The technology exists but the 'system' will resist just as it has resisted all other changes.

Radio, or any other ongoing aspect of flying, cannot be taught in a massive sequence of material. The teaching of a skill must be reduced to multiple bits (less than ten) of sequenced material. Sequenced material can be more readily processed from short term to long term memory. Even then a student must be allowed a time to see the sequence and accept the logic of any order involved. Many years ago I was told that a word must be used 32 times before it can become a part of your useful vocabulary. A given sequence of less than ten items must be utilized nearly ten times before it is capable of useful retention. If a particular sequence cannot be presented to this level, then it must be reinforced with additional sessions even again and again. It is for this reason that learning to fly needs to be concentrated into as little time as feasible. Four or five flights a week can be justified if there is a logical sequence and development in the lessons.

Without being fully aware of its over all significance I have always emphasized reference points during air work flights. I attempt to fly in different directions make different departures and arrivals. Once we begin to fly between airports these previously designated reference points become radio arrival call-up points. Now in the twilight of my career I see that the efficiency and order of my instruction has insured confidence and success in my students. The reinforcement of previous learning has made subsequent lessons more meaningful and successful.

An essential element of all my flight instruction has to do with pilotage. We do not even look at a chart until my students have made a solo flight to the four other nearby airports and back. We have already been there two or three times on dual flights to learn all the reporting points and radio procedures. With this background diversions to airports and 'cow pasture international' are relatively common events. Knowing where you are is a major step in being able to use the radio properly. I want my students to know where the nearest airport is and what it takes to get to the best available runway with altitude available.

I hold my students accountable for learning assigned reading and study material. I expect them to be familiar with applicable student and flight FARs as well as standards of courtesy and performance. I expect my students to participate in the planning and measuring progress of the training program. I also expect the student to be honest with me about his fears, concerns, and any sense of not being prepared.

As the instructor I will attempt to keep the program on track and efficiently organized for the least practical cost. I will be honest with the student as to his abilities and potential. I do believe that when a student fails to learn, I have failed to teach. As an instructor I try to impart to the student what he needs to know to a higher level than will be required in normal operations. I will not deliberately try to impress the student with what I know but I will keep trying to expand the student knowledge base of the area. A pilots becomes unsafe if he does not have a mental reserve sufficient to handle the unexpected.

It is not always easy to communicate effectively. Body language makes a difference. If your attitude, body language, and demeanor radiates confidence, a student is far more likely to be successful. An instructor's selection of words, phrases and even topics are significant in they way what is said will be received by the student. MY problem is that my body is having difficulty moving let alone talking.

Flight instruction and flying cannot just be centered in the middle of the aircraft/student capability. Students need to be exposed to their outer-limits to sensitize them for avoidance. Students need to be made aware that the performance capability of most aircraft greatly exceeds that of the student. The blending of the two capabilities, student and aircraft is what flight instruction is all about. This is a never ending teaching/learning process.

The Departure Procedure.
What effect will the weather have on the flight? The wind direction makes a great difference for flights. Between airports flights but not so much in airwork flights. The presence of clouds and their location as well as altitude are teaching-learning opportunities. Cloud clearance is easy to talk about but the real learning can only take place through actual exposure.

Abnormal conditions are a part of flying and should be a part of the instructional program. Any instructor or FBO that would limit exposure of students to crosswinds of a six-knot maximum, and there are those, is providing disservice instead of service. Weather flying is opportunistic. When a weather learning experience exists, the instructor should make the most of it.

The flight abortion procedure along with its call-outs are a part of every departure. The reasons for aborting are varied from airspeeds, controls, fire, or whatever. The procedure is pre-planned as to call-out, responsibility, and performance sequence.

The immediate pre-takeoff checklist would include mixture, transponder, lights, strobes, trim, flaps seats, belts, and doors. A brief hold at the threshold can always be requested to confirm compass/HI set, and brakes.  Use a standardized method to confirm that every necessary step has been completed.  Be it flow, or finger-touch is not as important as it being DONE.

Takeoff
The actual takeoff involves confirming an active airspeed indicator, callout of rotation speed, positive climb, gear, and flaps. Post takeoff call-outs should include reaching airport minimums, frequency changes, headings, and altitude restrictions.

En route
Situational awareness is the game when en route. This means eyes outside the cockpit. It also includes area familiarization. The route of flight is covered along with primary visual identifier points. During the flight additional points should be identified as they affect future flights, safety options, and altitude. You must (should) be aware of what you can see ahead and to the sides.  Just as importantly you should know what is out of sight below you, to the rear, and beyond the horizon.

Once again the weather conditions function as a flight factor, the abnormal weather, the winds are factored into the flight. Added in, however, are deviations and a different selection of options covering the most routine to the next emergency. These items are all of the preflight briefing. However, when things related to this briefing occur in the flight itself, they are only discussed as part of the debriefing after the flight. This post flight evaluation is to show how effective or ineffective the preflight briefing was in anticipating events.  The pilot who is not two planning steps ahead of his present situation is 'behind' the aircraft.

Arrival
The preflight briefing is designed to help the instructor and student to plan the arrival process as the conclusion of a series of other planned events. The arrival consists of several time spaced sequences. The student must be taught and trained to anticipate the communication requirements of an airport arrival. The distance from the destination is used as a basis in which to plan the descent and do those things that can be done ahead of time. The planning included positioning the aircraft for several different runways.  Only communicating with radio or ATIS will make the preferred runway selection.  The pilot still has the option to suggest/request another runway.  In strong winds do not hesitate to request a taxiway if you feel that is a safer alternative.  Been there; done that.

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