Page81
Lessons for a Good Start
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Contents
…Economics of Instruction; …It Was A Good Lesson; ...Pre-solo
Lessons...Lessons 1-3 Airwork;....Lessons 4-5 Ground Reference; ...Lesson
6; ...Lessons-7-8 Pattern operations; Lesson 7; ...Lesson
8; ...Lesson 9 Pre-solo ATC Tour; ...Lesson 10 Solo Pattern Exercise; ...Minimum
Preflight; ...Ready to Solo; ...Presolo Flight Training; ...Required
Knowledge; ...Knowledge of flight rules;
...Five Areas of Failure; …Preflight
Instruction; …Thoughts; …Standard Operational Procedure; …
Item
A part of all ground preparation of a flight SHOULD include a
review of the checklists to be used throughout the flight.
The
Economics of Flight Training
Economic considerations lead some operations and individuals to
lower their training and achievement standards. Pilots have been
licensed without adequate training or experience. Accidents of
low-time pilots are usually a reflection of poor or inadequate
instruction both in the skill area and application of judgment.
I have flown with such pilots and feel a sense of shame for my
vocation. Ignorance and incompetence can only be overcome by maintaining
standards for instruction and training. Just as the educational
system is bankrupt due to low pay for teachers, so is the flight
training industry.
A good lesson is one that gives you value for your study, time, and money. A good flight lesson prepares you for success before you take off. You are told what part will be review and what part will be new. The performance standards are decided before the flight so you can determine your own progress. You will be allowed to make mistakes. The best indicator of a good lesson is the attitude the student takes in preparing for the next lesson. Successful flying and learning are enjoyable and to be anticipated. Try for as many "Ah Ha's" as you can in each flight.
Are these lessons and sequence for every student and instructor? No. Can the material be adapted into any program? Yes. Every instructor is expected to have a syllabus giving his plan for student instruction. For many years the FAA had published a small spiral notebook sized syllabus with some 30 lessons. I learned to fly and teach using the sequence from that syllabus. With experience (mistakes) I learned that some flexibility was required since one size did not fit all at least up to solo. All ground and flight work is taped for student playback at a later time. A first visit to the tower is made with the expectation that the student will make one visit for every three hours of flight time. Bring coffee.
This instructor will strive to be on time. He expects students to be on time and prepared for the lesson. Preparation includes doing suggested reading, having questions, and having plane fueled and ready. After ten minutes instructor will phone his home for messages prior to departing the area.
Every lesson begins with a complete on the ground review of what we will do and why. All departure and arrival checkpoints and radio work are reviewed since I try never to leave or arrive in the same way or direction twice during the presolo phase. A familiarization flight to cover the main nearby airports visual points, and departure/arrival points are used if the student is unfamiliar with the area. The preflight and airport procedures are limited if this flight is deemed necessary.
Lessons
1-3 Airwork
First Lesson Advice
Don't let more than one finger touch the back of the yoke.
Use only the thumb to push with.
Use only one finger to move the trim wheel. Don't pinch. Keep track of how far you move it.
How you sit and where you sit must be always the same.
Use your index finger as an index to set the power and control all power changes.
Never turn without looking and talking about being clear.
Don't get into the plane until you know what the instructor's plan is for the lesson.
Try to leave and arrive from a different direction on every flight. Always take time to find out where you are and where everything else is. Learn the sounds of flying.
Don't leave the plane until you know what to prepare for the next lesson. Prepare by reading and asking questions.
Tape record every lesson on the ground and in the air. When you become an instructor the tapes will be a good way to determine how to or not to instruct.
Ask questions before you fly. Ask questions after you fly. Ask for answers to questions from this group.
Learning to fly can be overwhelming. Any time you do not succeed in a lesson, the cause of difficulty does not lie with you if you came advised for and prepared for the lesson.
Write out (copy from tape) the radio procedures for each lesson. Practice aloud what you are going to say. Read what you have written without punctuation. Radio is 90% canned...always the same. You will soon learn to hear better by knowing what to expect over the radio.
You will never know all you are supposed to know. Don't fake it. If you don't know, say so.
After the first three lessons the student is expected to do the preflight and to have a checklist developing through two revisions and three more to go. The first three flight lessons will cover the four basics of climb, level, descent, turns, all slow flights and stalls. These will be done separately, in transition, at varying speeds, in different configuration, and in combination. You name it; we do it. The use of trim is basic to establishing hands-off flight as much as possible. We begin doing the Dutch roll on the second lesson during climb-out. I am not teaching how to fly a basic trainer. I am teaching how to fly any airplane. All banks are of 30 degrees except for all the steep turn lessons and hood work. Turns are 90 degrees or greater. At the end of the third lesson we go low and fly a river at 700' AGL for a mile or so. If any break in training occurs a 'required' review should take place of these basics.
Very frequently a student feels that the leveling off process must be done quickly. Until you learn to be smooth you will be better off to do a 10 count between each phase: pitch, power and trim. Doing this allows the plane to settle into the selected attitude that can be set with trim. Depending on the aircraft the ten-count must be varied until cruise speed is reached before reduction.
Lessons Four & Five Ground Reference
This introduces emergency procedures, spirals, turns about a point, rectangles, S-turns, and river flying preferably in calm wind conditions but always in both left and right directions. This lesson-5, ideally, is the same lesson using different references in the strongest wind available. In doing the previous lessons we have been building the basics for the maneuvers required in landing. A good pilot has a high degree of wind awareness. He is aware of the wind before getting into the plane; he watches the movements of the windsocks; he looks for wind indicators; and most of all he is aware of the influence the wind is having upon his airplane.
My plan is to fly to Napa and along the way go through simulation of the landing process and the go-around. We will not be doing any landings just go-arounds. The basic pattern consists of upwind, crosswind, downwind, base and final. The upwind and crosswind legs are usually climbs, the downwind is level, base and final are descents. This is actually the four-basics that we have been practicing. Prior to flying we will walk and talk through the pattern process several times to get it in your mind. You should talk your way through the process while flying as well. All other landings, some twenty of them, are built upon this foundation. We will practice these at altitude three or four times in both left and right turns. Each final leg will end in a go-around. A go-around is a transition from a landing configuration and speed to a climb.
At a pre-determined altitude we execute a go-around by applying full power (including C.H) bring up a count of four on the flaps (20-degrees) holding level until reaching 65 knots at which time all the flaps are taken off and a climb at 65 knots is held. We climb up and do it again. On the downwind leg we will do the prelanding check at cruise speed. Fuel, mixture, heading, altitude and traffic watch. Abeam the simulated runway numbers we will reduce the power to 1500 while holding a north heading and altitude. The speed will bleed to 60 knots as you trim down by fingertip three full turns. RPM bleeds to 1500 as you hold altitude. When you have everything stabilized at speed, altitude, power, trim and hands-off we put in 10 degrees of flap and take off one full trim just before turning base either left or right. On base we put in another ten degrees of flap and take off another turn of trim. Check for hands-off descent at 60 knots. We turn final and put in full flaps and take off the third full turn of trim.
We are now trimmed for level flight so in the C-150 we must trim again one more trim for our climb at 65 knots. Napa's main runways are north to south so the crosswind and base legs are east and west. When we practice the patterns aloft we will use these directions as well. We will do just as many patterns to the left as to the right at Napa. In each case the go-around will be done at four successive levels from 200' down to 25'.
On going to Napa and leaving the student will handle the radio. While in the pattern the instructor will handle radio and primary traffic watch. Radio frequencies are in California Airports and on sectional. Make a frequency card including ATIS, Tower and Ground. Our call-up point will be Benicia at 2300. We will report left downwind. Try writing out what you will say and email it to me. On departure we will ask for an on-course to Oakland. Plan the radio work leaving Oakland and the return to Oakland. Ask any questions you wish.
The purpose of this exercise is multiple. I want to show you how the Cessna aircraft engineering between power, flaps and trim are made compatible to the desirable stabilized approach. I want you to be able to think ahead of the situation from the, what do I do next, into the anticipating what is going to happen.
Should we be fortunate enough to have a crosswind or even strong winds we will be able to make our approaches with the required corrections on all legs of the pattern. Desert would be having to do half a Dutch roll on final.
Lessons Seven & Eight Pattern Operations
Here we are putting together of the basics into a pattern at altitude initially. We walk and talk the airport pattern on the ground. We review the radio work required to arrive and depart a nearby airport hopefully with parallel runways*. At altitude somewhere between the two airports we fly through a simulation of two left and two right patterns using the destination airport runways for headings. Every simulated landing consists of a beginning from level cruise, a prelanding, an abeam the numbers power reduction, trimming to a hands-off approach airspeed that is held constant as the remainder of the pattern is flown. The sequence of adding flaps, retriming, turning base, more flaps, turning final, adding full flaps, and retriming follow in due course. On final I will select an altitude for go-around or flare/go-around. The airspeed determines how the go-around is done. The choice is of going to 20 degrees flaps immediately or flaps are 'milking' off the flaps until climb speed is attained. Aircraft is retrimmed for Vy climb hands-off.
Once again, we review the radio procedure for arrival. The student does the radio work until turning on to downwind. From this point on, the instructor uses the radio until a departure is requested. The student is expected to verbalize the required thinking and procedures as they occur in the pattern. Every pattern ends with a go-around four left patterns and four right patterns with each four at successively lower altitudes down to the runway. Leaving for home the radio is given to the student.
The seventh lesson goes to another controlled airport where the go-around is used only if necessary. Ground preliminaries cover departure, arrival, and taxiing. Solutions thought through for being high or low on base and final. The arrival landing consists of a full stop and taxiback. The student needs to know how to get familiar with ground procedures as well as pattern procedures. The situation is adjusted to expose the student to as many variables as traffic and wind conditions allow. All pattern work is done with the instructor on the radio.
This flight is to an uncontrolled airport with all the departure and arrival procedures both as to flying and communications fully covered before entering the plane. As before, the student uses the radio until the pattern work begins after having made a full stop. The 360 turn and communications are done by the student prior to the uncontrolled airport departure. The instructor handles the radio during the remainder of the pattern work until departure for home. Basic VOR navigation might be introduced if facilities are available.
Lesson nine is a visit to a Class C airport and may include visiting an FSS and TRACON. ATC visits can be arranged during low volume periods and good weather. More time is required for this lesson because of the visits but some landings should be made. Again the radio work is shared between student and the instructor. By the end of this lesson the student should be proficient in radio work, the short approach, slow flight in the pattern, adjustment for being high or low, and up to 12 knot 90 degree cross-winds.
Lesson Ten-Solo pattern Exercise
Lesson ten is a 'required' pre-solo flight that, by pre-arrangement will be an ATC exercise with the controller directing the aircraft through about 45 minutes of flight. The intent is to expose the student anything that could happen at the airport through ATC direction. Typically this would include, changing runways, doing 360s, 270s, and 180s. Variations of the landing options are performed as directed, light signals, simulated radio problems, and some creative selections. The student is told that he will not be allowed to make a mistake. The same assurance is not offered to ATC or the instructor. From this flight the student is expected to be 'responsible' for the radio.
Solo usually takes place within the next three lessons when the student demonstrates ability to fly, communicate, and have enough reserve awareness to carry on a side conversation. Total time to solo is never an issue with the instructor. You're ready when we both agree you're ready.
The absolute minimum preflight made should consist of at least a walk-around, an engine compartment check, and an oil check. This might occur if you landed a stood by the plane while talking with another pilot. If you leave the plane you should do a walk-around as well just in case a fuel truck hit the plane.
Ready
to Solo
Introduction
Solo preparation began on the first flight. All the airwork of
four basics, the ground reference, slow flight, trim, flaps, airspeed
control, energy management, radio usage, and orientation have
been, to
a great extent directed toward the day a student does it all alone.
Preliminary to the flight are FAA required paper work, study,
and testing. Performance parameters must be met. Safety is the
primary consideration. The student must have reached a level of
confidence and performance where there is a feeling of competence.
Must share the responsibility and sense that the student is competent.
There is a laundry list of both legal and safety requirements
that must be met.
One way to judge the intellectual and emotional load of a student on any pre-solo flight is to see if he can handle the landing process while conversing about some unrelated subject just as he would in an automobile. It's nice to know that the student has some capacity left for emergencies when the instructor gets out.
The extent of the testing of FARs and aircraft knowledge will vary but must cover all required material in both extent and depth to assure competency. Airport and radio procedures should be covered for all anticipated solo situations. The words, "student pilot", now become part of the aircraft identification whenever the full aircraft identification is appropriate. i.e. "Cessna 6185K student pilot"
Pre-solo
flight training
(1) Preflight, Engine operation, systems
(2) Starting, taxiing, runup
(3) Takeoff & landings, normal and crosswind
(4) Flying straight and level, shallow, medium and steep turns.
(5) Climbs and climbing turns
(6) Traffic pattern entries and departures, collision and large
aircraft wake avoidance
(7) Descents straight and w/turns, with and w/out flaps
(8) Speeds cruise through minimum controllable
(9) Emergencies and malfunctions
(10) Ground reference maneuvers
(11) Power-off landings
(12) Slips to a landing
(13) Go arounds from base turns through final flare
(14) Forced landings from takeoff to anywhere in the pattern
(15) Stall entries w/varied attitudes and power with recovery
at first sign
Required
Knowledge
---FAR Part 61.87:
AIRCRAFT;
--Oil levels
--Required papers
--Required inspections
--Weight/balance limits
--Rotation/climb speeds
--Emergency operations
--Approach/landing speeds
--License/medical certificate
--Student Pilot Requirements
--Fuel consumption/flight time
-- Effect of bank on stall speed
--Flap use/go-around procedures
--FAR PART 91
-- Endorsements
--Emergencies/priorities
--License and Logbook
--Slow flight/stall recognition-recovery
--Proficient in pre-flight/run up-taxiing
--Proficient in climbs/turns/level/descents
--Traffic patterns/ground reference/collision avoidance
Five
Areas of Failure
Failure Area # 1
The student and instructor must enter into the program realizing
that learning to fly has certain parameters that can make the
process either easier or harder. Obviously, the more time, money
and resources available the better. A weakness in any of these
areas is going to affect instruction, communication, and learning.
Over half of all flight students never complete their flight training.
The student would be well advised never to start with any of these
parts showing deficiency. The instructor performs a disservice
to the student and flying by starting a someone who is ill prepared
and qualified to finish.
Failure Area # 2
Flying is learned best by total immersion. Practical limits prevent
most people from this process. The result is a compromise by doing
what is possible. Less time, less money, and less communication
results in less progress. At some point the student and instructor
will recognize that the process is breaking down. Lessons decrease
in
frequency. Repetition creates a sense of no progress. Frustration
affects both the student and instructor. The instructor starts
pushing, the student feels even more pressured. Unhappiness.
Failure Area # 3
In the beginning the instructor will accept as normal a wide variation
in performance. Everything seems to be progressing fine. Then,
little by little the tolerance levels are narrowed. Altitude,
headings, airspeeds, trim, and attitudes are going through changes
leading to landings. Mistakes happen, are created, and are resolved
in the process so that safety is not compromised. Student radio
exposure increases. During this period student overload often
occurs. The failure of a basic skill can bring progress to a halt.
Almost any basic skill can be responsible for requiring a basics refresher flight or two. Airspeed awareness in climb, turns, cruise, and descent have parameters that are essential to safety. Banking limits along with heading interceptions must be performed within relatively narrow limits. Anticipation takes the place of reaction. The time of performance is important many aspects of flight cannot be unduly delayed in the airport pattern know what to do, when and do it. Hesitation, delay, uncertainty, or mistakes must become a non-factor. Any lack of progress requires going back to basic procedures at altitude.
Failure Area # 4
The instructor is beginning to feel the responsibility that goes
with student solo. There are relatively few situations where responsibility
for life and safety exposure exceeds that of a flight instructor.
The student, too, is feeling this pressure from the instructor
and is having mental and emotional qualms as the solo day nears.
The flying culture has attached far too much emphasis on the solo.
While it is indeed a significant step, it really means a change
in the number of instructors. The solo student is his own instructor.
Where the student fails to plan, take responsibility, practice,
and study he fails as an instructor. Progress will plateau just
at the time it should accelerate.
Failure Area # 5
When a student is not making expected progress it is up to the
instructor to come up with a plan. More frequent flights, more
elaborate ground instruction, a revised procedure, a different
airport, and partial panel to change visual focus. Don't keep
beating the same process when it's not working. Get some variety
into the lessons. The instructor may suggest experiments to find
how the mental process may be misdirecting the physical performance.
Maybe the instructor should demonstrate more frequently. Just
perhaps, there is no solution for the existing problem between
the student and instructor. Take a week off to concentrate on
book work instead of flying. Get the written out of the way. The
progress may be revitalized by contradictory actions. Taking a
week off from flying and study can act as a refresher. Flying
three days in a row has been known to get things going again.
Just go together for an airplane ride. Every instructor will have
his share of failures. Learn to live with this probability.
Preflight
Instruction
The first few flight lessons usually include longer preflights.
I use these preflights to explain how the systems in the cockpit
work, how the control surfaces are designed and affect the aircraft
performance, how the engine is externally inspected,
and how the landing gear is checked. Nomenclature of the parts
and components are mentioned and pointed out. All of
this is totally overwhelming to a first time student. It must
be reviewed, checked and reinforced to become a part of the
student's aeronautical vocabulary.
This ground instructional time is far more efficient that attempting the same while in the air. I have always over-educated my student above the private pilot level. By teaching to the commercial level in my groundwork I feel that I am providing a valuable cushion of knowledge to cover that is bound to be forgotten.
Thoughts
Flying your own airplane is a pleasure and delight.
The best way to make non-stop flights is to buy a different airplane.
The weather has contempt for your best laid plans.
The level of your flying is related to the level of your thinking.
Anger has no place in the cockpit.
While you can upgrade your performance, don't expect as much of
an existing aircraft.
Be pleased when you fly well, be more careful when you think you
fly well.
Standard
Operational Procedures (SOP) (AC 120-71
SOPs are the way you do things to operate an airplane. The
way you do things with an airplane are best if they…
…are appropriate to the situation
…are practical to use and do
…can be understood and be reasonable to the doer
…clearly delineate who is to do what
…reinforce the process when done correctly
SOPs cannot be done one way in training and another way in 'real life'. When SOP are understood by the crew and supported by feedback the result is safety, efficiency and higher morale. SOPs are best when they are derived from healthy collaboration.
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