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Getting the ATIS 2010-03-18
One of my readers asked that I expand of the following statement: "The student will benefit from getting the ATIS with the engine running at all times." As a teacher I used several techniques that I found successful in the teaching of children. I found that hungry kids learn faster and better. After the lunch bell I would line the kids by the door. I would start a tape with math such as a mixture of multiplication and division tables. The tape would say the problem and after a pause of a second would give the answer. If the kid beat the tape to the answer, he got to go to lunch. Otherwise, he went to the end of the line. Worked with rote things such as states and capitols etc. I have found that it is a tremendous advantage to be able to get the ATIS the first time every time. I have also found, that the expense of having the engine running is a prime motivation to listen and get the ATIS quickly and efficiently. I have had many pilots come to me who, even with the engine off, as you do will listen to the ATIS several times. In a 150 mph aircraft it becomes very inefficient for the pilot to slow down to C-150 speed just to get the ATIS. My intent in getting the ATIS, as well as all of my primary instruction, is to prepare students for life after the C-150. I have received many belated compliments for using this ATIS method from students who have gone on to IFR copying of the ATIS and clearances. I suggest writing the ATIS on the hand. I use a + format and let the vertical line represent the runway. In the top left quadrant I put the "name" of the ATIS. At the top of the + I put the runway used for takeoff and landing. In the top right quadrant I put the wind direction and in the bottom left quadrant I put the wind velocity. The lower right quadrant gets at least the last two digits of the altimeter setting. These are the essentials. I may make the vertical part of the + into a runway and draw an vector arrow to show the crosswind direction and velocity. I don't bother getting the visibility and weather. I already know the conditions or I wouldn't be sitting in the plane getting the ATIS. The other ATIS information can be observed or noted without writing. Where an instrument runway number is always on the ATIS, ignore it when it is not the "landing" runway. Where the departure runway is into an instrument procedure route you will, be given a place to 'breakoff' your approach or where to expect instrument arrivals to 'breakoff'. Look out, some don't. It is best to keep your head up in the cockpit. Pilots with their heads down have rolled, unknowingly, into other aircraft while copying the ATIS. You do not need to look down at a lap-board as you write the ATIS. It is best to keep your head up and an eye outside the cockpit. Never, never rely on a parking brake. Don't look down to your lap while writing the ATIS or other information. Find a way to do your writing 'heads up'. The student will benefit from getting the ATIS with the engine running at all times. The cost for time on the ground will be recovered many times over in the air. This puts economic, as well as mental pressure, on his ability to WRITE the ATIS first time it is broadcast. This is a skill that can be learned and acquired. The dividend is a flying career time/cost saver. You can practice at home on the phone by calling the ATIS number at your nearest airport. (See phone numbers) Comment		External Links  Recent articles Effective Instruction First of four elements is identification of the objectives…not the creation of them as would the FAA have you believe BR The... Teaching To A Higher Level P Because of the concentrated information that is being loaded on the student in the beginning I use a tape recorder so that the material is available... 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