Aviation Instructor's Handbook (FAA-H-8083-9)
Chapter 8: Aviation Instructor Responsibiliti es and Professionalism
Introduction
Since learners look to aviation instructors as role models, it is important that instructors not only know how to teach, but that they
project a knowledgeable and professional image. This chapter addresses the responsibilities of aviation instructors as trainers and as
safety advocates. It explains how aviation instructors can enhance their professional image, and offers suggestions and sources of
information to assist in professional development.
Aviation Instructor Responsibilities
The job of an aviation instructor is to transfer knowledge. Previous chapters have discussed how people learn, the teaching process,
and teaching methods. To summarize in brief, instructors help learners meet and exceed established standards. Instructors measure
learner performance against those standards and give positive reinforcement along the way. [Figure 8-1]
Figure 8-1. There are five main responsibilities of aviation instructors.
Helping Learners
Learning should be an enjoyable experience. By making each lesson a pleasurable experience, the instructor helps the learner
maintain a high level of motivation. This does not mean the instructor sacrifices standards of performance to make things easy. The
learner experiences satisfaction by doing a good job or by meeting the challenge of a difficult task.
The idea that people need to be led to learning by making it easy is a fallacy. Though learners might initially be drawn to less difficult
tasks, they ultimately devote more effort to activities that bring rewards. The use of standards, and measurement against standards, is
key to helping learners. Meeting standards holds its own satisfaction for learners. People want to feel capable; they are proud of the
successful achievement of difficult goals.
Learning should be interesting. Knowing the objective of each period of instruction gives meaning and interest to the learner, as well
as the instructor. Not knowing lesson objectives often leads to confusion, disinterest, and uneasiness on the part of the learner.
Providing Adequate Instruction
To tailor his or her teaching technique to the learner, the flight instructor analyzes the learner’s personality, thinking, and ability. No
two learners are alike, and a particular method of instruction may not be equally effective for all learners. The instructor talks with a
learner at some length to learn about their background, interests, temperament, and way of thinking, and should be prepared to change
his or her methods of instruction as the learner advances through successive stages of training.
An instructor who incorrectly analyzes a learner may find the instruction does not produce the desired results. For example, the
instructor at first thinks the individual is not a quick learner because that learner is quiet and reserved. Such a learner may fail to act at
the proper time due to lack of self-confidence, even though the situation is correctly understood. In this case, instruction is directed
toward developing learner self-confidence, rather than drill on flight fundamentals. In another case, too much criticism may
discourage a timid person, whereas brisk instruction may force a more diligent application to the learning task. A learner requiring
more time to learn also requires instructional methods that combine tact, keen perception, and delicate handling. If such a learner
receives too much help and encouragement, a feeling of incompetence may develop.
For learners who exhibit slow progress due to discouragement or lack of confidence, instructors should assign more easily attained
goals. Before attempting a complex task, the instructor separates it into discrete elements, and the learner practices and becomes good
at each element. For example, instruction in S-turns may begin with consideration for headings only. Elements of altitude control,
drift correction, and coordination can be introduced one at a time. As the learner gains confidence and ability, goals are increased in
difficulty.
Conversely, fast learners can also create challenges for the instructor. Because these learners make few mistakes, they may assume
that the correction of errors is unimportant. Overconfidence may result, which leads to faulty performance. For these learners, the
instructor constantly raises the standard of performance for each lesson, demanding greater effort. Individuals learn only if aware of
their errors, and better retention of skills exists for learners who focus their attention on an analysis of their performance. On the
other hand, deficiencies should not be invented solely for the learners’ benefit. Unfair criticism immediately destroys a lea rner's
confidence in the instructor.
In some ways, an aviation instructor serves as a practical psychologist. As discussed in Chapters 2, Human Behavior, and 3, The
Learning Process, an instructor can meet this responsibility by becoming familiar and conversant in the fundamentals of instructing
and through a careful analysis of and continuing interest in learners.
Most new instructors tend to adopt the teaching methods used by their own instructors or the methods by which they themselves learn
best. The fact that one has learned under a certain system of instruction does not mean that the best and most efficient learning
occurred. The new instructor needs to remain open-minded and seek other resources and information to develop enhanced teaching
ability.
Standards of Performance
An aviation instructor is responsible for training an applicant to established standards in all subject matter areas, procedures, and
maneuvers included in the tasks within each area of operation in the appropriate Airman Certification (ACS)/Airman Practical Test
Standards (PTS). It should be emphasized that the ACS/PTS book is a testing document, not a teaching document. [Figure 8-2]
Figure 8-2. Acceptable standards in all subject matter areas, procedures, and maneuvers are included in the appropriate Airman
Certification Standards (ACS)/Practical Test Standards (PTS).
Emphasizing the Positive
The way instructors conduct themselves and the attitudes they display make an impression on learners. An aviation instructor's ability
to teach in a manner that gives learners a positive image of aviation contributes to the instructor's success. [Figure 8-3]
Figure 8-3. Learners learn more when instruction is presented in a positive and professional manner.
Chapter 3, The Learning Process, emphasized that a negative self-concept inhibits the perceptual process, that fear adversely
affects learner perceptions, that the feeling of being threatened limits the ability to perceive, and that negative motivation is not as
effective as positive motivation. Merely knowing about these factors is not enough. Instructors need to detect these factors in their
learners and strive to prevent negative feelings from undermining the instructional process.
Consider how the following negative scenarios conducted during the first lesson might adversely influence and turn off a new learner
pilot who has limited or no aviation experience:
⦁ An indoctrination in preflight procedures with emphasis on the critical precautions taken before every
flight because “…emergencies in flight can be caused by an improper preflight and are often disastrous.”
⦁ Instruction and hands-on training in the care taken in taxiing an airplane because “…if you go too fast, you
lose directional control of the aircraft.”
⦁ Introduction and demonstration of stalls, because “… this is how so many people lose their lives in
airplanes.”
⦁ Illustrating and demonstrating forced landings during the first lesson, because “…one should always be
prepared to cope with a rope break in a glider.”
These new experiences might make the new learner wonder if learning to fly is a good idea.
In contrast, consider a first flight lesson in which the preflight inspection is presented to familiarize the learner with the aircraft and its
components, and the flight is a perfectly normal one to a nearby airport, with return. Following the flight, the instructor can call the
learner’s attention to the ease with which the trip was made in comparison with other modes of transportation, and the fact t hat no
critical incidents were encountered or expected.
This does not mean stalls and emergency procedures should be omitted from training. It only illustrates the positive approach in
which the learner does not receive overwhelming information. Using a syllabus that considers the learner's ability to comprehend new
information means a foundation exists for that information. The introduction of emergency procedures after the learner has developed
an acquaintance with normal operations is less likely to be discouraging and frightening, or to inhibit learning by the imposition of
fear.
Nothing in aviation that demands that learners suffer as part of their instruction. Every effort should be made to ensure instruction is
given under positive conditions that reinforce training. Instructors may provide flexible training and modify the method of instruction
when learners have difficulty grasping a task. In essence, a learner’s failure to perform often results from an instructor’s inability to
transfer the required information.
Emphasize the positive because positive instruction results in positive learning.
Minimizing Learner Frustration
Minimizing learner frustrations in the classroom, shop, or during flight training is an instructor’s responsibility.
Instructors can encourage rather than discourage learning by following some basic rules.
For example, lesson plans used as part of an organized curriculum help the learner pilot measure training progress. Since most pilots
don’t want to be learners, the ability to measure their progress or “see an end in sight” reduces frustration and increases p ilot
motivation. [Figure 8-4]
Figure 8-4. These are practical ways to minimize learner frustration.
Motivate learners—more can be gained from wanting to learn than from being forced to learn. Too often, learners do not realize how
a particular lesson or course can help them reach an important goal. When learners can see the benefits and purpose of the lesson or
course, their enjoyment and their efforts increase.
Keep learners informed—learners feel insecure when they do not know what is expected of them or what is going to happen to them.
Instructors can minimize feelings of insecurity by telling learners what is expected of them and what they can expect in return.
Instructors keep learners informed in various ways, including giving them an overview of the course, keeping them posted on their
progress, and giving them adequate notice of examinations, assignments, or other requirements.
Approach learners as individuals —when instructors limit their thinking to the whole group without considering the individuals who
make up that group, their efforts are directed at an average personality that really fits no one. Each group has its own personality that
stems from the characteristics and interactions of its members. Each individual within the group has a unique personality.
Give credit when due —when learners do something extremely well, they normally expect their abilities and efforts to be noticed.
Otherwise, they may become frustrated. Praise or credit from the instructor is usually ample reward and provides an incentive to do
even better. Praise pays dividends in learner effort and achievement when deserved, but when given too freely, it becomes valueless.
Criticize constructively—although it is important to give praise and credit when deserved, it is equally important to identify mistakes
and failures. It does not help to tell learners they have made errors and not provide explanations. If a learner has made an earnest
effort but is told that the work is unsatisfactory, with no other explanation, frustration occurs. Errors cannot be corrected if they are
not identified, and if they are not identified, they will probably be perpetuated through faulty practice. On the other hand, if the
learner is briefed on the errors and is told how to correct them, progress can be made.
Be consistent—learners want to please their instructor. This is the same desire that influences much of the behavior of subordinates
toward their superiors in industry and business. Naturally, learners have a keen interest in knowing what is required to please the
instructor. If the same thing is acceptable one day and unacceptable the next, the learner becomes confused. The instructor ’s
philosophy and actions need to be consistent.
Admit errors —who expects an instructor to be perfect? The instructor can win the respect of learners by honestly acknowledging
mistakes. If the instructor tries to cover up or bluff, learners sense it quickly. Such behavior tends to destroy learner confidence in the
instructor. If in doubt about something, the instructor should admit it.
Flight Instructor Responsibilities
Learning to fly should provide learners with an opportunity for exploration and experimentation. It should be a habit-building period
during which learners devote their attention, memory, and judgment to the development of correct habit patterns. All aviation
instructors shoulder an enormous responsibility because their learners will ultimately be flying, servicing, or repairing aircraft. Flight
instructors may have the additional responsibility regarding evaluation of learner pilots and deciding when they are ready to solo.
The flight instructor’s job is to “mold” the learner pilot into a safe pilot who takes a professional approach to flying. Other flight
instructor responsibilities can be found in Title 14 of the Code of Federal Regulations (14 CFR) part 61 and FAA advisory circulars
(ACs). [Figure 8-5]
Figure 8-5. The flight instructor has many additional responsibilities.
Instructors should be current and proficient in the aircraft they use and encourage each pilot to learn as much as possible and to
continually “raise the bar.” Flight instructors teach other pilots to remain focused on safety of flight and to use risk mitigation. It is
also important to provide an understanding of why pilots are trained to standards, how these standards are set, and that meeting the
standard provides a limited margin of safety.
Physiological Obstacles for Flight Learners
Although most learner pilots have been exposed to air travel, they may not have flown in light, training aircraft. Consequently,
learners may react to unfamiliar noises or vibrations, or experience unfamiliar sensations due to G-force, or an uncomfortable feeling
in the stomach. To teach effectively, instructors cannot ignore the existence of these negative factors, nor should they ridicule learners
who are adversely affected. These negative sensations can usually be overcome by understanding the nature of their causes.
Remember, a sick learner is preoccupied and may not have the mental or physical capacity to learn.
Ensuring Learner Skill Set
Flight instructors ensure learner pilots develop the required skills and knowledge prior to solo flight. The learner pilot needs to show
consistency in the required solo tasks: takeoffs and landings, ability to prioritize maintaining control of the aircraft, proficiency in
flight, traffic pattern operation, proper navigation skills, and proper radio procedure and communication skills. Learner pilots should
receive instruction to ask for assistance or help from the ATC system when needed.
Mastery of the skill set includes consistent use as well as increased accuracy of performance. The decision to determine when a
learner is ready for solo flight should be a joint decision between learner and instructor. Generally, this determination is made when
the instructor observes the learner from preflight to engine start to engine shutdown and the learner performs consistently, without
need of instructor assistance.
Flight instructors need to provide adequate flight and ground instruction for each item included in the applicable ACS/ PTS. The ACS
integrates risk management and safety throughout and with supplementary appendix information. PTS lists special emphasis items.
Some common items include:
1. Positive aircraft control
2. Procedures for positive exchange of flight controls
3. Stall and spin awareness
4. Collision avoidance
5. Wake turbulence and low-level wind turbulence and wind shear avoidance
6. Runway incursion avoidance
7. Controlled flight into terrain (CFIT)
8. Aeronautical decision-making (ADM)/risk management
9. Checklist usage
10. Spatial disorientation
11. Temporary flight restrictions (TFR)
12. Special use airspace (SUA)
13. Aviation security
14. Wire strike avoidance
Flight instructors should be current on the latest procedures regarding pilot training, certification, and safety. It is the flight
instructor’s responsibility to maintain a current library of information. These sources are listed in the appropriate ACS/PTS, and other
sources can be located on the Internet at www.faa.gov and www.faasafety.gov. The FAA websites provide comprehensive
in
formation to pilots and instructors. Other aviation organizations also have excellent information. However, an instructor should
follow procedures in the manner prescribed by the FAA. If an instructor needs any assistance, he or she should contact a more
experienced instructor, an FAA Designated Pilot Examiner (DPE), or the local Flight Standards District Office (FSDO).
Aviator's Model Code of Conduct
The Aviator’s Model Code of Conduct presents broad guidance and recommendations for General Aviation (GA) pilots to improve
airmanship, flight safety, and to sustain and improve the GA community. The Code of Conduct presents a vision of excellence in GA
aviation. Its principles both complement and supplement what is merely legal. The Code of Conduct is not a “standard” and is not
intended to be implemented as such. The code of conduct consists of the following seven sections:
1. General Responsibilities of Aviators
2. Passengers and People on the Surface
3. Training and Proficiency
4. Security
5. Environmental Issues
6. Use of Technology
7. Advancement and Promotion of General Aviation
Each section provides flight instructors a list of principles and sample recommended practices. Successful instructor pilots continue to
self-evaluate and find ways to make themselves safer and more productive. The Aviator’s Model Code of Conduct provides guidance
and principles instructors should integrate into their own practices. More information about the Aviator’s Model Code of Conduct can
be found at www.secureav.com.
Safety Practices and Accident Prevention
Aviation instructors are on the front line of efforts to improve the safety record of the aviation industry. Safety, one of the most
fundamental considerations in aviation training, is paramount. Comprehensive FAA regulations promote safety by eliminating or
mitigating conditions that can cause death, injury, or damage, but even the strictest compliance with regulations may not guarantee
safety. Rules and regulations are designed to address known or suspected conditions detrimental to safety, but there is always a
chance that some new combination of circumstances not contemplated by the regulations will arise. It is important for aviatio n
instructors to be proactive to ensure the safety of flight or maintenance training activities.
The safety practices aviation instructors emphasize have a long-lasting effect on learners. Generally, learners consider their instructor
to be a role model whose habits they attempt to imitate, whether consciously or unconsciously. The instructor’s advocacy and
description of safety practices mean little to a learner if the instructor does not demonstrate them consistently. For example, if a
aintenance learner observes the instructor violating safety practices by not wearing safety glasses around hazardous equipment, the
learner probably will not be conscientious about using safety equipment when the instructor is not around. One of the best actions a
flight or maintenance instructor can take to enhance aviation safety is to emphasize safety by example.