private pilot ground school Articles | Index    

Postflight Debriefing
2010-03-18

Postflight Debriefing The postflight debriefing begins as a self-evaluation by both student and instructor as to why certain. operations were less than successful or why some others went well. This final process should emphasize the prevention of similar mistakes in the future and the continuation of those elements that went well. The entire preflight instructional meeting above has an advanced parallel in the crew briefings associated with the airlines.
Self analysis

I tend to be, too, intense in my instruction. I want my students to succeed, save money, and learn quickly. I love flying and teaching it. I have difficulty accepting that others may have other conflicting interests like jobs, vacations, and family. I am constantly narrowing the student's perceptual field to flying or a single aspect of it. Students, on the other hand, fail to see that flying is not just the 'fun' of being in the air. Flying is the homework, preparation, and required knowledge to make the 'fun' safe. The best flight instruction takes place on the ground, it is on the ground that you are exposed to the habit of preparation that makes flying safe. Learn the habit of "What if..." before you ever get into the plane. Murphy's Law exists in flying as in everything else.

The teaching process requires that the performance objective proposed to the student be explained, diagramed, and demonstrated. I demonstrate those objectives that are difficult to explain. I will create situations that are likely to be a part of the students later experience such as all the things that can go wrong during landings. In all maneuvers I will try to give the student the cues to use. Not all are visual. Sound is a very important first cue to changes in airspeed. The element of success in any flight lesson is the best motivation. I try to find some success to tie up the flight package. I avoid relating problems of the lesson as a 'blame'. We learn as much from our mistakes as from our successes.

Before a lesson I have established what to teach and how to teach it. First I decide what ground preparation is required. I will walk and talk the student through the big picture and then go through details of anticipation and those parameters of expected performance. Since we are building, usually, on prior knowledge we must review those aspects preceding every lesson. Without the prerequisites the lesson will be less than satisfactory. Every student's flying career is like a new painting. The lesson plan for a previous student must be adjusted to fit the next. The instructor must find what works and mix and match the learning process to achieve the final result. There are many routes to the same destination; some are more difficult, bumpy, frustrating and expensive but all will get us there if we persevere.

An intensive flight instructional period should not exceed 45 minutes of new material. Any instruction of new material beyond this time will result in deteriorating performance and frustration. However, it is important that a student's endurance be extended. It is little clues that warn the instructor of student fatigue. Failure to clear, pull carburetor heat, or trim correctly are common signs. As an instructor, I point out to the student my detection of fatigue and continue the lesson only to review material while returning to base. Physical fatigue is not as significant as is fatigue brought on by emotional pressures inside the student. The poorest judge of fatigue and the performance impairment occurring is the individual involved.

If the student has not prepared for the lesson, then the lesson should be canceled, changed to a review, or otherwise adapted for best utilization of resources. The student should be told the sequence of maneuvers the instructor plans to follow. New skill elements will be introduced early in the lesson. Review and skill maintenance will be covered as time allows. Any discussion, along with diagrams and walk through, should cover the procedure, control movements, power settings, common errors, and performance standards.

While there may be more than one way to teach a flight skill, some ways may be quicker, more efficient, better, cheaper, or safer. Behind the way I do or teach a given skill is what I have learned from mistakes with numerous students, pilots and instructors. Since the ultimate goal extends beyond a trainer, the student should be taught from the beginning, as though he was in a higher performance aircraft. The instructor who initially takes the easy way to teach is performing a disservice to the student and thus to aviation. I have detected in checkrides such instructional faults as allowing a tight grip on the yoke, not using trim, always making partial flap landings, not verbalizing clearing, and not permitting the student to do the radio communications. I try to concentrate on procedures that are safe to use in the worst of circumstances.

If a particular maneuver is not performed by a student to acceptable levels the instructor should choose the most economic method of correction. Instructional skill is demonstrated where the instructor is able to detect, analyze cause, and provide corrective feedback to the student immediately. Some correction of errors should wait until landing. Perhaps a demonstration by the instructor is required. (My past students have indicated that I may not demonstrate often enough.) Have the student repeat the exercise while the instructor talks through the procedure. Have the student talk through a dry run before doing it again. Every student and maneuver will require a slightly different instructional touch. Rules and requirements will not make you a knowledgeable, safe pilot--instruction will.

If the flying process is tending to overload the student it is best to remove the pressure. The instructor may assume radio and traffic watch or even talk the student through a procedure. Make sure that the student is reducing the work load by correct use of trim for airspeed. Have him talk through each maneuver as an aid to the anticipation required for smoothness. Be aware than much of 'getting behind' in flying has to do with airspeed control. Trim!!

The truism that the way you first learn something stays with you for life applies doubly to flying. The student who is taught procedures in flying that were acceptable or even standard forty years ago may be dangerously unsafe today. The radio techniques of forty years ago are the equivalent of Elizabethan English in today's airspace. The God-like ability of the instructor to perform flying miracles of precision and performance gives a halo to even antiquated instruction. The student, with his flying career ahead, can only proceed oblivious to deficiency of procedure and the hazards created thereby.

A student may begin to feel various pressures to solo. I do not solo a student until he has good command of the basics of flight control, FARs, airspace and communications. I do not teach landings until the basics are near mastery. Only them do we learn about the emergency and special situations that can occur in the landing and takeoff process.
Area Familiarization
I have instructed at a largely general aviation airport (CCR) with two sets of dual runways. This has been fortunate because the potential complexity of arrivals and departures makes it doubly important that the instructional process prepare the student for this complexity. Any pilot capable of planning arrivals and departures to this airport need not fear any other. My first airport meeting includes a visit (with a tape recorder) to the tower and other facilities. The visit includes introduction to the tower chief and controllers.

From the tower I point out the runway directions and numbering system. I make a point of discussing the flight of aircraft in the pattern as to position relative to runway and direction. I show how the differing locations of aircraft as they call up on the radio can show you where to look in reference to your movement and location. Next I point out the two- mile reporting points for each runway as they are used for straight-in or base arrivals. The Concord Airport Class D footprint is a communications required area extending a nonstandard 3.1 nautical miles from the center of the airport up to 2500' AGL. I point out the wind sock and how it can be interpreted as to wind direction and velocity. I make a tour of the ramp to show student how to look at airplanes according to manufacturer and types. When ATC (Air Traffic Control) advises you to look for a certain type aircraft, it is important that you know what it looks like. It is even more important to know where you are. Knowing where you are is the best stress reducer known to flying. Stress focuses the attention and vision. It is the partial reason finding an airport or an airplane is difficult.

In addition to the tower and home facilities I will take my students to a Flight Service Station and a radar facility. I prefer to self conduct these trips since FAA personnel often see the facility from a different view. From the visits the student can appreciate and see the logic behind some of the recommended ATC procedures. I see that the student gets a practical tour suited to the flying being done. The visit to facilities removes the mystique of ATC and gives the radio voices reality. If these visits occur early on, it is worthwhile to repeat again when correlating knowledge makes the visit more meaningful.

Regardless of the student's experience I like to begin with a directional orientation exercise. I first ask the student to point to magnetic North. In Northern California a surprising number of flyers still believe the highway sign system which more often than not has signs saying North that is actually West, etc. The fact that Northern California is really West of "Southern" California only adds to the confusion. Any pilot departing South from any major airport in California can expect to be over The Pacific Ocean within 200 miles. After getting the four cardinal headings sorted out, I like to position all the cities around the airport for a distance of fifty miles. Lastly, I point out the directions to nearby airports.

Prior to entering the plane, after the preflight is completed, a complete discussion and analysis of both planned departure and arrival are made. On the first lesson this may consist of only mentioning toward a particular city. As lessons proceed, the coverage becomes more specific and intense as required knowledge for solo flight. I will generally warn the student during our phone conversations as to what to expect and how to prepare. According to the runway, a specific departure request is required to get us where we are going. Choose a specific checkpoint toward which to depart. Have the student locate the checkpoint and figure out the request to be made to the tower. An additional benefit of this instructional process is that the student can use his knowledge of airport checkpoints for traffic awareness. An airplane reporting at the other side of the airport from your departure can virtually be eliminated as a hazard. However your downwind departure may be in conflict with an aircraft reporting two mile base.

During each departure, flight checkpoints along the flight line should be pointed out as to identification, distance, and runway orientation. These points will be incorporated into the radio work for subsequent arrivals. This radio planning for arrivals is best done on the ground prior to departure to be followed by a known arrival.

The area orientation process proceeds gradually with discussion and explanations over many lessons. A complete diagram of the airport is provided the student with most reporting points identified at two, five and ten miles around the airport. A visit to the tower gives the student a better idea of the airport layout. By understanding the ground controller's viewpoint of the airport and the tower's view of the various checkpoints the student will be a safer pilot. The student is expected to visit the tower once for each three-hours of flight time. Taking coffee to the controllers is a plus.

The planned return to the airport requires that the beginning student at least have an idea of which way to go. Later flights require discussion and analysis that covers at least three or four runways with a variety of entries and two-mile reporting points. In my instructional material I incorporate an area diagram covering call up checkpoints as well as an airport diagram giving Class D airspace checkpoints and two-mile reporting points. Intermediate position points are included where practical.
Comment

 
 External Links
 Recent articles
Takeoffs
Alignment BR Rotation and liftoff BR Drift correction BR Airborne alignment check BR Clearing turns ...

Additional Endorsements
High performance aircraft over 200 hp BR Complex aircraft Gear and flaps BR Tail wheel ...

Wifferdill
I #39;m told that quot;wolferdale quot; is an aviation perhaps military aviation term meaning a 270 turn Is this correct BR ...

Cold Weather
P Hot or cold temperatures affect the quality of the preflight In the winter as your body cools you tend to mentally and physically slow down...

Aborted Takeoff
P once is enough BR It is all too common to have a seat slide back during initial takeoff acceleration For this reason the...

Mad As Hell And Taking It
P In flying we react in an emergency as we first learned to react When we show anger we react as we first learned to react Just...

What You Know, Gets In The Way of What You Don't Know
The learning law of #39;Primacy #39; is what makes developing proper habits first build the foundation for what you will do when under stress...

Military Training Routes (MTR)
P If you find that your flight will intersect an MTR route be sure to have P P the FSS run a...

Spiral Descents
P This particular maneuver is the most difficult of the ground reference maneuvers It requires that the student descend over a selected point such as the...

Lost Procedures
Maintains original heading BR Identifies available landmarks BR Uses Navaids and contacts ATC for assistance BR Considers precautionary landing as an option ...

Smoothness
Piloting skill is usually poorly defined unless the smoothness factor is included It is only by the smallest increments of control pressures that a skilled...

Black Hole Landing
P When it is very dark you are subject to illusions Your seat position may make you more or less subject to these Aircraft seats are...

Practical Test Standards
NOTE: All of the PTS material is greatly expanded in the instructional learning material BR New Specifics: FONT BR VFR minimums in...

Systems Malfunction
Use of checklist BR Power loss BR Rough or hot engine BR Carburetor or induction icing BR No oil pressure BR ...

Accident Precipitating Causes 1991
ul li Inadequate preflight and or planning BR li 1 4 of all accidents are caused by inadequate preflight BR ...

Performance Sheet ASEL
Compute weight and balance with gross takeoff weight___________ Center of gravity location ________ BR Gross landing weight __________ Center of gravity location _________ BR Shift weight...

Spatial Disorientation
P Spatial disorientation is the No 1 cause of military fatal accidents Even the best pilot will become disoriented under the right conditions Effects on...

1996 For 100,000 Hours of Flying
Singles 1 5 BR Twins 2 12 BR Homebuilts 2 of the flying and 10 of the accidents with aircraft ...

VFR Midairs
82 occur by one aircraft being overtaken from the rear BR 35 occur with convergence less than 10 degrees BR ...

Pilots Are Special
P A pilot has overcome his fears He has replaced superstition with rational thinking and knowledge It takes a special degree of courage to face your...

Illusions - IFR for VFR pilots
P The purpose of IFR training is to be able to read interpret the instruments and fly accordingly The introduction of the VFR student to the...

Teaching 30 Years Ago
The following is a #39;Preliminary Talk Notes #39; that I made early on in my instructing career Going over them was of interest ...

Hyperventilation
P Stress anxiety and fear cause hyperventilation The person begins abnormal rapid breathing Reduction of carbon dioxide causes lightheadedness suffocation drowsiness tingling...

Procedures and Techniques
Every phase of flying requires a series of procedures from pre flight to shut down With every procedure for what needs to be done...

Power-on Stalls
No lower that 1500 #39; BR Takeoff configuration BR Induce stall with heading maintained U U 10 degrees when inducing stall with...

Weather Accidents
1 Ice accidents: One per year in California Indiana is worst with almost 2 a year 4 of the 5 California accidents occurred between...

Private Pilot Currency
3 landings in last 90 days before carrying passengers BR 3 full stop landing for night currency ...

Major CFI Applicant Problem Areas
P middot; Not fitting lesson to student level BR middot; Too much talking without check on comprehension BR middot; Avoiding unknown an...

FAR 61.39(a)(5) Completion of Prerequisites for PT
I have given name flight instruction in preparation for a type test within the preceding 60 days and find him competent to pass the test and...

The LORAN System
I instructed LORAN at 58th Bomb Wing Training School on Tinian Island of the Marianas during the last year of WWII I also instructed in the use...

Tie Down
P Given a choice of where to tie down always face into the wind A crosswind tie down means that the aircraft will be trying to ...

Bird Strikes
A serious problem costing over $150 million per year in aircraft damage and occasionally a life BR Bird strikes 1998 BR ...

Decisions, Decisions, Decisions
P Even the best instruction will not suffice if the student does not show good judgment The student must always be making a series of judgmental decisions...

The First Solo
P There are many self induced stresses on the student prior to solo The student begins to worry about it never happening the cost how...

Calming Flying Anxiety
P Anxiety is generalized fear Your body prepares you to run fight or act to protect yourself Your heart and blood pressure rise blood...

Hundred Octane Aviation Fuel
Interestingly of all machines only airplanes have their own fuel BR BR In the late 1930s light weight and compact engines were being developed...

Post-Landing
P Once on the ground Do not relax Hold the yoke back and properly positioned for taxi For any turns off the runway the yoke should...

Keys For Successful Learning
P B 1 Time of year B BR Summer flying gives longer days but does not provide the most desirable range of experience...

Opinion On Trim
Trimming the airplane is something that comes with practice Like many others have said here the best way to learn is to ...

How We Got Pattern A and Pattern B
These patterns have been for many years a part of the Instrument Flying Handbook as among the first lessons in acquiring the aircraft control required for instrument flying ...

Self-Doubt is Normal
P Every so often the instructor finds a student who is going through a phase of flying that is very disturbing to the student A student may...

Military Operational Areas (MOA)
P ATC may fly IFR flights through if radar separation possible Because of military aerobatics VFR flight requires caution No clearance required but contact controlling agency...

Nutrition
P Food when converted into glucose is the source of brain energy Glucose cannot be stored As blood sugar it requires constant renewal If glucose...

Taildraggers
19 of fleet are taildraggers BR 6 to 29 of landing accidents P P ...

The Aircraft
Make model serial number and quot;N quot; number can identify an aircraft You should know the year the aircraft was built ...

521 Maintenance
During WWII one of the very first airborne radar sets from England was code named the 521 Aircraft using this set were equipped with...

Aircraft Logbooks
Maintenance records of aircraft and engine must be available to the examiner FAR 91 3 The pilot must be able to explain and interpret all of the maintenance records ...

ATC Problems in Decending Order
ol li Non adherence to clearance FAR #39;s or published procedures BR li Erroneous penetration of airspace TCA #39;s...

Temporary Flight Restrictions (TFR)
P Broadcast by ATC to warn air traffic to remain clear of areas such as open air affairs forest fires space launches crime scenes ...

Taxiing
P The nose wheel linkaqe tire pressure spring tension and seat position affect taxiing and often cause turns in one direction to be easier than...

 Related Links
 
©2010 4VFR.COM, All Rights Reserved Powered by 4vfr.com