Re: Is 'too much' helpful talking helpful?

You are absolutely correct (as usual :-)
Pasted in below is a piece dealing with this issue I did some time back.
Might be of some interest along these lines.


?The Prediction Principle for New Flight Instructors?

By Dudley Henriques CFI (Retired)



From time to time I?ll do a post on some issue that seems to be a constant
in my back channel weekly email.

Lately, I?ve gotten a lot of mail asking about what I consider the optimum
method for giving dual.

What follows are my general comments on this issue as I?ve passed them on
during my years involved with flight instruction and flight instructors.

Please accept my comments simply as one instructor?s opinion. It?s my
sincere hope that some of you thinking about becoming CFI?s might find the
information useful.

Thank you



Good teaching in the general sense can arguably be defined as a skill
exercised somewhere between science and a finely honed art form.

Rather that state all the qualities that define good teaching, because we?re
going to be discussing teaching as that relates to the subject of flight
instructors, let?s just assume for the purpose of discussion that for the
flight instructor, all the qualities required of any good teacher also apply
to the flight instructor.

There are very distinct differences however, between a classroom environment
and the environment we find in the confines of a cramped aircraft cockpit in
flight.

Notice I have specifically stated ?in flight?. There is a reason for this,
and it?s this reason I want to stress to you in this discussion on what I
call the ?Prediction Principle?.

I think we can all agree that as CFI?s, when we?re teaching a student on the
ground such as ground school or a pre-flight or post-flight briefing, the
general principles of good teaching shall apply.

But what about the teaching that takes place in the aircraft? Are there any
changes in our manner of teaching presentation that will have to take place
as we transition into the actual dual session with a student? Are there any
adjustments that we will have to make?

The answer to these questions in my opinion is an unqualified YES! There ARE
differences in the way we should approach the manner of presentation in the
air as opposed to our presentation on the ground, and it?s this transition
of methodology that I call the Prediction Principle?.

All right, just what is the Prediction Principle and how should it be
understood and implemented by a CFI?

In its most oversimplified form, the Prediction Principle in flight
instruction is a method of teaching a student pilot to fly by maximizing the
confidence of the student through maximum physical interaction by the
student with the airplane and minimum physical intervention by the
instructor with the airplane while a dual session is in progress.

The Prediction Principle is NOT the easiest method to master as a flight
instructor. It takes great skill to perform properly and requires the
development of sound judgment on the part of the instructor using this
method to teach a student.

What the Prediction Principle does do is optimize the instruction equation
so that it maximizes the learning curve for the student. It also in my
opinion turns out a more confident student.

O.K.; so we?re new CFI?s and we want to try using the Prediction Principle
when giving dual. How is this method of teaching any different from what we
might do ordinarily?

First of all, we have to thoroughly understand the basic premise for the
Prediction Principle, and that premise states that from the moment we get in
the airplane with a student, the student will be performing everything
necessary to operate the airplane. We as instructors will be monitoring what
is happening and correcting as needed with minimal intervention with the
controls.

Naturally, we as CFI?s are responsible for the safety of the airplane and
the safety of the flight in general. This always is understood and in no way
interferes with our teaching method!

The mechanics of the Prediction Principle require minimum physical action
with the aircraft by the instructor. This is easy to say, but as you will
see, it takes a bit of skill to implement.

I will go so far as to say that in my opinion, the best of the best CFI?s
use the Prediction Principle when teaching in the air. Some do it naturally.
Others have to be made aware of it?s existence; thus the purpose of this
tutorial. It?s a manner of looking at how you teach as a CFI and a roadmap
for what?s involved for those willing to learn more about it.



The mechanics of the Prediction Principle;



It?s easy to lump the Prediction Principle into one nice neat little ball
and say that what it amounts to is for the instructor to stay ahead of the
airplane. That?s a gross understatement of what?s involved. I think we all
can safely assume that when giving dual to a student, the instructor has to
be ahead of the airplane. The Prediction Principle demands a lot more from
the instructor.

Using this method of teaching while in the air with a student, the
instructor not only has to be ahead of the airplane, but also now has the
added factor of wishing to minimize physical intervention with the student?s
flying of the airplane. This can be directly equated into a formula that is
based on one side with a verbal command or request by the CFI for an action
or corrective action by the student vs. the other side of the equation,
which includes an error parameter for the aircraft defining corrective
action required within an area based on the present flight dynamics of the
aircraft and the projected flight dynamics of the aircraft to a point in
space and time where corrective action will be too late.

Basically what this means is that an instructor flying with a student and
using a Prediction Principle method of teaching that student will be doing
is a job of super monitoring the aircraft?s flight dynamics to the point
where verbal interaction with the student will allow time for action or
correction of an error before the aircraft reaches a point in time or space
where that action won?t solve the issue.

The farther ahead of the airplane?s present flight dynamics the instructor
is mentally flying the aircraft, the more effective the instructor?s verbal
input to the student will be.

This brings up a VERY important point about the Prediction Principle. That
point is that any instructional method stressing a verbal interface over a
physical intervention with a student must be completely understood to exist
in a cone with the apex of that cone at ground level. The cone represents
the real time available for corrective action in an error situation while in
flight, and all instructors should be aware that what this means basically
is that the higher you are, the more time you have for verbal intervention.
This will be made perfectly clear to any new CFI as they attempt their first
instruction in landings with a student. J

Just remember, you have to be ahead of the airplane at 1000 feet. At 10 feet
in the flare you have to be WAY in front of the airplane J Don?t sweat it
however, every GOOD instructor using the Prediction Principle method for
giving flight instruction soon learns to handle the situation approaching
the ground when teaching landings.

The same theory applies, only the margin for error narrows. The verbal
request for action comes sooner, and monitoring of the exact flight dynamics
and prediction of the aircraft?s future position in space by the instructor
intensifies accordingly.



Dudley Henriques

CFI (Retired)


"Highflyer" <john@xxxxxxx> wrote in message
news:ds492g$a19$0@xxxxxxxxxxxxxxx

"Mark Hansen" <meh@xxxxxxxxxxxxxxxxxx> wrote in message
news:11u9i2fekj0nba@xxxxxxxxxxxxxxxxxxxxx
Important lesson. In fact, it is important that the instructor does NOT
correct the student when a mistake is made. The student will learn much
more if allowed to continue until the STUDENT realizes that a mistake has
been made. Then, if the student does not already know how to avoid or
correct the mistake, the instructor can usefully tell them how. If the
student does know how to avoid or correct the mistake, the instructor
merely has to say, "OK, do so!" :-) The hard part of being an instructor
is realizing when the student is likely to kill you both before realizing
a mistake has been made! The closer you get to the ground or other
major objects,, the less slack the instructor can allow before the mistake
get real dangerous, whether or not the student realizes it.

Highflyer
Highflight Aviation Services
Pinckneyville Airport ( PJY )




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Relevant Pages

  • Henriques on Flight Instruction
    ... "The Prediction Principle for New Flight Instructors" ... flight instructor, all the qualities required of any good teacher also apply ... I think we can all agree that as CFI's, when we're teaching a student on the ...
    (rec.aviation.student)
  • Re: Just started training.. stall practice freaked me out
    ... ANYTHING that alarms the student or causes the student any kind of ... they weren't a little nervous about their first flight was lying, ... I don't see how my instructor could have ... day I don't think he should have done that given my apprehension. ...
    (rec.aviation.student)
  • Re: Trial lesson tomorrow
    ... This won't be my first trial lesson. ... flight, that was done with a view towards embarking on a PPL at that time. ... I'm going to try to let the instructor allow me to do as much as possible ... I would agree with you that the instructor on a first flight can be a huge factor in establishing interest and challenge for a student. ...
    (rec.aviation.student)
  • Re: CFI Checkride date finally nears.......
    ... But it was not modern learning theory and practice. ... | Primary student pilots entering into the learning curve ... with a flight school ... | and/or a flight instructor should in my opinion, ...
    (rec.aviation.student)
  • Re: CFI Checkride date finally nears.......
    ... you'll be doing something with a student which ... through my tenure as an instructor, ... Primary student pilots entering into the learning curve with a flight school ...
    (rec.aviation.student)