CFI Training

I then did the second half of my initial instrument training, along with the 250NM IFR X/C, in a twin. I wanted to have the basics of instrument flight down pat in the C-172 before I started worrying about dragging along a dead engine or the higher speeds involved with a twin. When I took my instrument check-ride I had 26.6tt in the Travel-Air.

I'm now about to take the single-engine Commercial check-ride by flying a C-172 for the flight maneuvers and then flying the twin to demonstrate complex aircraft operations and the short/soft landings. Once I have demonstrated the requirements for the SE Commercial, we'll then go fly the ME Commercial add-on. I'll live with my FBO's insurance restriction for solo flight in the twin until 350tt/25me, which I should be over by the end of January as a CFI.

For all you low-timers looking at getting your ratings and going on in aviation. Study well, read the AIM, and REALLY read the FAR's! Find a good part-61 CFII/MEI and put together a training plan to make your aspirations become reality while you save money. If you get the multi-engine training done while your still training or building hours towards the instrument or commercial, your almost doing it at half price over waiting until your already a commercial pilot. Don't waste time in an Arrow or C-172RG! Read 61.63(c), 61.65, and 61.129 letter-by-letter along with the PTS for each rating. Make each hour in the air count towards a requirement for a rating (or two or three). Please don't take this as an endorsement for taking shortcuts or lowering the quality of your training. You'll have to study right, fly right, and then pass the written and practical test just like everyone else. A "pinked" check-ride won't be the best thing to discuss during a future job interview. CFI References

Texts:
There are three FAA publications given as references for the written exams and a good resource for the orals.
-- Airplane Flying Handbook (FAA-H-8083-3)
--- Aviation Instructors Handbook (FAA-H-8083-9)
--- Pilots Handbook of Aeronautical Knowledge (FAA-AC61-23C)

Tests:
The Flight Instructor Airplane (FIA) knowledge test and the Ground Instructor Advanced (AGI) knowledge test are pulled from the same bank of questions. Once you have studied for one you have studied for the other, so take them one after the other. The Fundamentals of Instruction (FOI) knowledge test is also required for both certificates.

For the test I suggest making up your own lesson plans. It's a stickler for most examiners and they want to see how YOU approach the subject, rather than how someone else has done it.

CFI Insurance
--Being a named pilot on someone's policy does not provide the CFE personal protection.
--To be protected you must be specifically covered by aircraft or your own policy
--Policies must name you as "Additional insured with a Waiver or Subrogation"
--Other option is to by non-owned liability policy that allows you to operate commercially as CFI

The CFI Checkride
A question: What would be wrong with facing up to the examiner and having him give you a run-down on what he expects you the teach? Then, using that as a basis, do your teaching before you even get into the airplane. That is the way I teach. Also, the way I believe you should teach as well.

The cockpit is a terrible classroom either for instruction or demonstration. I will spend nearly as much time on the ground going over what we will be doing, anticipating areas of difficulties, why we are at a particular altitude, what my initial expectations are, why what we are doing is an ingredient important enough to master, how mastery is demonstrated, etc. There are few maneuvers or procedures that cannot be walked through or illustrated on the ground.

I emphasize fundamentals such as how the yoke is touched, how the throttle is moved, rudder use, trimming for minimum pilot input knowing where you are and where to go if...The basics are still Stick and Rudder.

CFI Checkride Failures
"Rick Cremer wrote:
I get the idea that most of the failures (disregarding the airworthiness issue) are simply due to poor preparation. I would say that is a fair assessment. Most CFI applicants I've encountered have been well prepared and did fine on their practical. The relatively few I've failed really did not seem to be very well prepared. They couldn't answer fairly simple questions and, worse, didn't know where to look.

Those that failed during the flying portion also seemed ill-prepared. Doing things like not using the manufacturers recommend configuration or speeds for various maneuvers, etc.

Dudley wrote:
I am in complete agreement with this analysis. CFI applicants, above all others should first of all, arrive for the test in a completely airworthy piece of equipment. Not only that, but they should as well have gone over

the maintenance history and logs of the test aircraft, and be prepared to point out and discuss with the examiner, any and all details within reason, pertaining to the test aircraft, if asked by the examiner to supply this information.

CFI applicants should as well be prepared to discuss all aspects of flight instruction, and be especially prepared to alter their approach to any explanation, as they determine the examiner needs the approach altered to insure complete understanding by the examiner. The key to passing a CFI practical test is the same key that's required to be a good flight instructor; fluidity, the ability to "alter" the explanation of something

complicated, and present it in terms the examiner [later on the student] can accept as understandable. This requires listening hard to the examiner and "adjusting" the presentation on the fly, to reflect the information exactly on the level the examiner is seeking.

Generally, I recommend instructor applicants forget being pedantic with examiners and concentrate instead on simple, basic flying skills accompanied by simple and easily understandable comment, especially while in the flight phase.

Above all else, I recommend that applicants be brutally honest with examiners. Some applicants enter the flight test phase believing that if they make a mistake in flight, the examiner will fail them. Actually, most good examiners realize that the average applicant will most likely make some mistakes and errors during the flight for various reasons. These anticipated errors are learning points for the good examiner. In other words, you can learn more about an applicant by watching him/her fly into an error; analyze that error in real time; and take corrective action, than you ever could had the applicant flown a perfect flight profile from beginning to end. I always tell applicants to be frank and completely honest during the test. If a mistake is made, acknowledge it immediately and explain the corrective action needed as you are initiating that action.

Basically, the CFI practical test isn't all that hard to pass. Just show up prepared, be honest, keep it simple and don't try to impress the examiner, recognize and correct your mistakes as you make them, and be friendly, yet professional.

Good thought process, and I expect you'll get different answers from different examiners. When you come to me - an FAA inspector - for a practical test, you must already KNOW what to teach and how to teach it. It's all there in the Practical Test Standards. I will give you all pertinent details based on the rating for which you are applying. By asking me to give you the rundown on what I expect you to teach me, my "curiosity" might be aroused: are you THOROUGHLY familiar with the PTS? Have you ADEQUATELY been prepared? Are you QUALIFIED to be here in front of me? You really don't want an inspector's "curiosity" to be aroused. I might then put myself in the position of a student pilot, on who knows nothing. Nothing.

My advice to each of you trying to get a flight instructor certificate? Take command of the lesson right from the start. Treat the examiner EXACTLY like you will treat a student. EXACTLY! Be as gruff or smooth as you need to be, as basic or advanced. Watch EVERYTHING the examiner is doing - feet, hands, eyes, fingers - and remember, what you are seeing might be an act or it might not. But it doesn't matter. Your job is to teach and evaluate. Do that and you will be successful. Don't assume and don't ask, "What would you like me to teach you?" You will get all the information you need before the practical test starts. Examiners have wide latitude during the practical test; as long as the maneuver/situation relates directly and clearly to one of the items in the PTS, it's probably OK. It is important to remember that. Don't fight the system; take command and SHOW that command. That's what I want to see.

Allow me to approach that from a different perspective. Considering that you're in the airplane, you have presumably already demonstrated to the examiner your ability to teach. You did that on the ground. One of the most significant issues and daunting challenges confronting new CFI applicants is teaching a complicated maneuver properly demonstrating WHILE FLYING THE AIRPLANE within prescribed standards. It's my experience that most failures after the ground part result from failure to fly. Maybe that's why you were asked to do all the flying. When I do a CFI practical test, I do very little flying, unless I want to show the applicant how bad I am. And remember, I'm LOOKING for something if I do!

Remember, you GOTTA have an airworthy airplane. That little piece of paper is one item required to demonstrate airworthiness. So is some kind of placard indicating fuel type. I've failed applicants and grounded airplanes (well, not ME, exactly; my airworthiness inspector counterparts) for that reason. And remember, as soon as the practical test with an FAA inspector starts, there are only 3 possible results: successful completion, unsuccessful competition, and voluntary termination, usually by the applicant, but not always.

The best teachers seem to be able to demonstrate only as much as necessary to introduce the basics of the skill or subject to the student. Then, after that, the teacher will then proceed immediately to nudge the student into applying the new knowledge or skill in an appropriate context. This way, the student has to think about the information or perform the skill in "real life". This reinforces and cements the learning in the students mind, particularly if mistakes are made (mistakes are a critical component of learning something). Jim Wilkinson, FAA

 

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