I doubt that there is a pilot flying who has not at one time
or another felt the twinge of doubt that his learning curve is
not going well. The emotions involved can run the gamut, self-doubt,
blame, resentment, and anger. Quit, seek support, change instructors,
and kick the dog are typical initial reactions.
We begin expecting that flying will be much as we have seen
it in the media and read in books. We often assume that our prior
experience and even expertise in another field will transfer into
flying and expedite the learning process. Not so. A very important
part of learning to fly is to unlearn all the preconceptions we
have acquired since childhood. It is very difficult to overcome
first learned ideas. We are very used to adding power to go faster.
Yet, just adding power to an airborne airplane makes it go slower.
Pointing an airplane up does not mean that it is going or will
go up. Instinctive reactions can be very dangerous when applied
to flying airplanes. Illusions exist and will be believed by even
the best of pilots.
Much of the difficulty in giving flight instruction arises
from communication problems. The instructor has acquired an experience
'bank' from his own training and teaching. The instructor's problem
is to fit his knowledge and presentation of it into your learning
requirements. The student is not a blank slate. As the previous
paragraph indicates the student is loaded with flying information.
The student doesn't know what he doesn't know. What he knows he
knows may be all the way from totally correct in concept and application
to just the opposite and anywhere in between.
This is the 'playing field' of flight instruction. The student
and instructor must communicate information and understanding
back and forth. This communication can be verbal, demonstration,
emotional and even extra-sensory. Instructors want every student
to be a successful student. Every student wants to succeed. When
it doesn't work out it is most often a failure to communicate.
Written by Gene Whitt
