This reinforces learning and builds confidence. When signs of airsickness show up, try methods of prevention such as letting the student fly straight and level, stopping instruction, inducing relaxation, making conversation about something else, or whatever will keep a particular student from becoming airsick. You must give reasons for what is expected, draw comparisons with things already known and give examples to clarify points. Tell the class you will find the answer and ensure you do, then inform the individual who asked as well as the rest of the class. Weigh all the factors necessary to make decisions and then act with conviction. By having them write ideas down, you are using another sense and so learning may be reinforced. Essential Background Knowledge 1 Point out safety precautions - cockpit checks, minimum altitude, suitable area, look-out, etc.
You must respond to any feedback by answering questions and providing assistance and correction where needed. Questions should be designed to measure knowledge of a subject, not use of language. Questions should be stated in simple straightforward language; they should be brief, yet complete enough that students have no doubt as to the meaning of the question. Exercise 14 - Spiral Dives Objective To teach: 1 The recognition of the conditions which could lead to a spiral dive. Students must know exactly where they stand and be given specific suggestions for their improvement.
In no case should you deliberately sabotage an aircraft, unless that aircraft is one that is not to be flown at any time. When you learn to fly, you will be flying a double-seater glider from the front seat, with the instructor sitting behind you, having dual-controls so he can fly the airplane from the back seat. The examples you use may be real or imaginary as the main purpose of an example is to paint a verbal picture so students can visualize relationships between the new material and things that have happened before. Present the new material in stages a stage should normally be 8-12 minutes duration. If you do, it means you will have to reteach them.
To learn more about you flight instructor visit our page. A problem you continuously have to face is selecting the student to answer the question. Our exam bank allows you to study the right material without wasting time on extra questions that will not be on your exam. Always attach the same importance to an error, provided the circumstances remain the same. By using these techniques you will make learning easier for your students as you help them meet the required flight test standards. Whenever possible, this exercise should be carried out in smooth air conditions. Our exam bank allows you to study the right material without wasting time on extra questions that will not be on your exam.
They must be asked at the proper place so that these points are emphasized. Everything we do, or with which we come in contact, is coloured by some emotional feeling. Oral questions, hypothetical problems, dual review, or solo practice are all methods of providing mental or physical activity. The younger you are to start your flight training, the quicker you learn and make progress in your training. You would be surprised how many times mis-spelled words are displayed for students. If the problem is attacked directly, and solved, then learning is enhanced. Thorough debriefings allow you to find out about difficulties which you may not hear about otherwise.
Well, the medical requirements for both licenses might influence your decision. This explanation should be given on the ground using visual aids to assist student learning. For example, have students practise the entry to a steep turn until correctly done before going on to the next step. Rules for Using the Demonstration-Performance Method a Give a perfect demonstration or if not practical, show finished product. The reasons why and the techniques for warming the engine during a prolonged power-off descent, particularly in cold weather; J.
The majority of those taking the exam after these questions were introduced failed the exam. Progress may be slow, but encouragement will help. Sometimes instructors make the mistake of continuing to have students attempt a manoeuvre when performance is deteriorating. Students are in unfamiliar situations where accelerated pressures are experienced over a long period of time. Example: An acrobat who can perform a routine to a level of 9.
Provide a final summary that links all stages to the objective s of the lesson. Use rudder to prevent yaw. Sailplanes are those gliders that are aerodynamically optimized for sustained flight using rising air currents. This means that what you teach must be correct the first time. Your exemplary conduct and high ideals will help in this goal. This may sound like the Learning Factors of Readiness and Exercise; however, recency deals with the timing of the practice.