There is a lot that I am hoping to take out of the multi-engine class here at Westminster. I would like to learn how to be proficient in flying more sophisticated aircraft without always flying them. I think it is important to be competent in the systems and operations of any aircraft being flown including those which may or may not be flown often. A solid understanding of how the systems in the aircraft work together would be very helpful. Things such as cabin atmosphere would be very helpful to learn as it is more difficult and expensive to use an airplane which have these systems. All-in-all I hope to gain an understanding of why these aircraft have more advanced systems and how they help me as the pilot.
The blogging is very helpful. It gives students a chance to share ideas without having to match schedules and locations. I have done blogging in the past with CFI and it gave much more insight into topics which I would not have gained if it weren't for blogging.
Friday, August 26, 2011
Saturday, April 16, 2011
CFI Post #3
Expectations talk is very important. Letting the student know what is expected of them and what they can expect of the instructor is vital in opening the lines of communication between student and instructor.
I would start off by stating what the student can expect of me. This would be strategic so as to not offend or put off the student. The expectations would include that I have come prepared, ready to fly and patient. That I would do my best to answer any questions the student may have and if the answers are not known, find out. I would tell the student that nothing will be a surprize on the flight excluding a real emergency and in that case the flight will terminate and I will take control of the aircraft. I will do my best to make the flight enjoyable and informative.
I would then communicate to the student the expectations I would have as an instructor. Those expectations including positive change of flight controls, listening to what I say for safety of flight, asking questions if and when they arise, following all rules and or procedures layed out, and notifying me of any sickness that may arise or pre-existing medical conditions due to safety of flight.
I would stress that these expectations are there for safety of flight and in no way used to control the student. Stressing that as an instructor I am there to aid, and support the student in flying. I feel that these are very important points. The student is walking into what seems like a different world; speaking about these points will help the student assimilate and know what to expect.
I would start off by stating what the student can expect of me. This would be strategic so as to not offend or put off the student. The expectations would include that I have come prepared, ready to fly and patient. That I would do my best to answer any questions the student may have and if the answers are not known, find out. I would tell the student that nothing will be a surprize on the flight excluding a real emergency and in that case the flight will terminate and I will take control of the aircraft. I will do my best to make the flight enjoyable and informative.
I would then communicate to the student the expectations I would have as an instructor. Those expectations including positive change of flight controls, listening to what I say for safety of flight, asking questions if and when they arise, following all rules and or procedures layed out, and notifying me of any sickness that may arise or pre-existing medical conditions due to safety of flight.
I would stress that these expectations are there for safety of flight and in no way used to control the student. Stressing that as an instructor I am there to aid, and support the student in flying. I feel that these are very important points. The student is walking into what seems like a different world; speaking about these points will help the student assimilate and know what to expect.
Monday, April 4, 2011
FIA Question2
It is important to evaluate where a new student is at in training when a transfer in flight instruction occurs. The first place to look at Westminster College is the student's folder. It will have ground briefings, flights that have been conducted and notes about the students performance.
The next place to gain information on the student is the previous instructor. Asking questions such as how the student appears to prepare for a lesson? Do they struggle with any phase of flight? Are they nervous about any flight maneuvers? Are they confident in both ground knowledge and aircraft control?
Asking a new student questions should not be overlooked. Reviewing cross country procedures, aerodynamics, and weather to see the student's knowledge level can be invaluable in determining what areas the student may be weak.
The way to evaluate the student can come in many different forms. Merely asking questions orally can be one way of determining the students level of knowledge, but things such as a quizes or scenario based training (i.e. having the student plan a cross country) can yield a lot of information to the instructor as the transition happens.
The next place to gain information on the student is the previous instructor. Asking questions such as how the student appears to prepare for a lesson? Do they struggle with any phase of flight? Are they nervous about any flight maneuvers? Are they confident in both ground knowledge and aircraft control?
Asking a new student questions should not be overlooked. Reviewing cross country procedures, aerodynamics, and weather to see the student's knowledge level can be invaluable in determining what areas the student may be weak.
The way to evaluate the student can come in many different forms. Merely asking questions orally can be one way of determining the students level of knowledge, but things such as a quizes or scenario based training (i.e. having the student plan a cross country) can yield a lot of information to the instructor as the transition happens.
Thursday, March 10, 2011
Blog FIA #1
There are many factors that may be affecting the students landing performance. I feel the first step should be to ask the student how they are feeling, and allow them to relax, whether that means spending time doing a maneuver they feel confident in or just landing the airplane and allowing them to relax on taxiback.
Your supervisor should know of this problem if it occurred before this flight; otherwise when you return from the flight, as the instructor you should communicate with your supervisor and the student.
Only after using different techniques such as visualization, other instructors and different explanations of landings, may it be appropriate to communicate to the student that they are struggling a far greater amount than the average and that you are concerned they may not "catch on."
The students performance may be caused by many things, such as home struggles, events that may have happened recently or even anticipation. These should all be considered and evaluated by multiple instructors to analyze whether these are seemingly temporary or permanent obstacles.
Your supervisor should know of this problem if it occurred before this flight; otherwise when you return from the flight, as the instructor you should communicate with your supervisor and the student.
Only after using different techniques such as visualization, other instructors and different explanations of landings, may it be appropriate to communicate to the student that they are struggling a far greater amount than the average and that you are concerned they may not "catch on."
The students performance may be caused by many things, such as home struggles, events that may have happened recently or even anticipation. These should all be considered and evaluated by multiple instructors to analyze whether these are seemingly temporary or permanent obstacles.
Tuesday, February 15, 2011
visualization, Mastering Take Off and Landings, Training Future Captains
Seeing the Big Picture: This article was eye opening for me. As a competitor I use visualization all the time, but never thought about how it might be able to help within the cockpit. The difficulty with which our body can determine the difference between real and imaginary is phenominal. It would then make sense to practice this in our minds before we try to go out and fly in reality. This skill might be overlooked but could be very beneficial to the student. It will be very valuable to use in flight training.
Mastering Take Off's and Landings: One big technique or way of thinking I took away from this article was thinking of the roundout in three phases. The first which is the decent, the second which is level off, and the third is the flare. These three stages just "naturally" occur to an experience pilot but are never really explained to a student pilot. Breaking the roundout down in this way will make it easier for the student to know what do do, and when to do it. It takes away the daunting task of all three combined while still leaving the importance of accuracy intact.
Training Future Captains: One thing I noticed while I progress in my flying career is the importance of smoothness. I started flying for the fun and enjoyment. As I move into the professional world of flying, smoothness and comfort is a lot more important than the "fun" of flying for the pilot. I think this is something missed during the initial phases of flight training. Smoothness will definately be something I mention and teach during my instructional career as it is an integral part of professional flying.
Mastering Take Off's and Landings: One big technique or way of thinking I took away from this article was thinking of the roundout in three phases. The first which is the decent, the second which is level off, and the third is the flare. These three stages just "naturally" occur to an experience pilot but are never really explained to a student pilot. Breaking the roundout down in this way will make it easier for the student to know what do do, and when to do it. It takes away the daunting task of all three combined while still leaving the importance of accuracy intact.
Training Future Captains: One thing I noticed while I progress in my flying career is the importance of smoothness. I started flying for the fun and enjoyment. As I move into the professional world of flying, smoothness and comfort is a lot more important than the "fun" of flying for the pilot. I think this is something missed during the initial phases of flight training. Smoothness will definately be something I mention and teach during my instructional career as it is an integral part of professional flying.
Wednesday, January 19, 2011
Blog #3 Assessment Article
What is the difference between Formative and Summative assessment?
Formative assessment is measuring the learning of students during the learning process. Summative is measurements made at the conclusion of the learning process to see how effective the whole course was.
Norm reference assessments are use when there is no agreement on what a student should know. This is vastly different from Criterion assessment where this type of assessment is used to measure if a student reached an objective to a satisfactory level. Self referenced assessment are used when a person sets personal goals and then evaluate whether or not those goals were met.
Self directed learning is where a student is matured and sophisticated enough that they are able to set their learning goals, how they will learn, and how the learning will be assessed. People who use this type of learning sees professors as colleagues rather than authoritarian and rather get criticism than a grade. These people are able to connect and integrate problems as well as possible solutions being comfortable with a problem that doesn't have only one correct answer.
Formative assessment is measuring the learning of students during the learning process. Summative is measurements made at the conclusion of the learning process to see how effective the whole course was.
Norm reference assessments are use when there is no agreement on what a student should know. This is vastly different from Criterion assessment where this type of assessment is used to measure if a student reached an objective to a satisfactory level. Self referenced assessment are used when a person sets personal goals and then evaluate whether or not those goals were met.
Self directed learning is where a student is matured and sophisticated enough that they are able to set their learning goals, how they will learn, and how the learning will be assessed. People who use this type of learning sees professors as colleagues rather than authoritarian and rather get criticism than a grade. These people are able to connect and integrate problems as well as possible solutions being comfortable with a problem that doesn't have only one correct answer.
Sunday, January 16, 2011
Adult learners
The demographic characterisitcs of adult learners have an affect on how adults learn. Age plays a big role, knowing age tells someone a lot more than just how many years they have been alive. Age can clue to how mature an individual is and how experienced they may be. Both of which are uge for tailoring a lesson to an individual. Another factor is gender. Females learn different than males and they both react differently as well. One of the last categories in considering demographics is language and background. How and what language people speak along with their past experiences grealy influences how they learn and the past also shapes what their new experiences will be.
Adults in general learn much differently than a child in school. Most adults are in a classroom by choice. Their parents aren't making them go to school and they usually dont absolutely despise the subject in which they are studying. This can make it much easier for an instructor and in some instances harder. The motivation in an adult learner is usually there and there is no need for the instructor to provide it. The characteristics that make it harder are complex backgrounds, emotional development and experiences. All these combined along with the different type of cognitive styles and learning methods make teaching adults much different from children.
Adults in general learn much differently than a child in school. Most adults are in a classroom by choice. Their parents aren't making them go to school and they usually dont absolutely despise the subject in which they are studying. This can make it much easier for an instructor and in some instances harder. The motivation in an adult learner is usually there and there is no need for the instructor to provide it. The characteristics that make it harder are complex backgrounds, emotional development and experiences. All these combined along with the different type of cognitive styles and learning methods make teaching adults much different from children.
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