 Evaluation is a teaching constant. It begins when the lesson
begins. Continues throughout the lesson and for me can continue
for years. Just today (5-11-98), I had a student bring to my attention
that I had advised him to quit smoking over twenty-five years ago. My lesson at that time was re-evaluated
twenty-five years later as a long-term positive influence on the
pilot's life.
Progress and even lack of progress is subject to evaluation
as to why what is happening, is happening. Even success bears
repetition as does a lesson that did not achieve sought for goals.
I spend considerable instructional time introducing material.
Introduced material is just that and not subject to the 'progress'
evaluation. I introduce the four basics, slow-flight and the stall.
I introduce ground reference. I introduce new airports and flight
areas. I introduce all the different kinds of approaches and landings.
I am not teaching for any level of proficiency. I am teaching
for awareness and recognition. Every introduction is evaluated
on that basis. Every introduction will be followed by one or more
lessons that will be evaluated by a standard of, "Is the
student safe to do this solo."
When I give a test or an oral quiz I do so with the intent that
the student will both give the process and the reasons why that
process is relatively more safe than any other. The reasoning
behind an initial left clearing turn, going to slow-flight when
#3 to land, and making 'on-course' requests from ATC is just as
important as the performance. There is some rote knowledge that
must be known. Even that rote knowledge will not be retained or
be useful unless it is applied in an actual flight situation.
The beauty of an oral examination that includes a walk-through
by the student is that it allows immediate evaluation and correction.
Clearing problems on the ground is far more efficient and effective
than with the student under flying stresses. The oral presentation
lead to clearer understanding and interpretation of the technical
terms of aviation.
During the proficiency phase or instruction I deliberately set
up situations that require the student to make decisions. I have
them talk through their options if low or high on final. What
are your options to correct the situation what are your options
if your plan won't work? What do you plan to do the next time
so this situation won't arise again? The process is one of evaluating
judgment under stress as well as performance.
Written by Gene Whitt
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