heli flt inst manual

8/6/2019 Heli Flt Inst Manual

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Hlicoptr Flight Intrctor Manal

I s s u e 2 : J u N e 2 0 0 8


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For comment and quetion contact:

CAsA Aviation saety Promotion

Telephone: 131 757

www.caa.gov.au

2008 Civil Aviation saety Authority Autralia.

Thi manual i or general inormation only.

Where the helicopter manuacturer ight manual or pilot operating handbook,

or imilar document decribe technique diferent to thoe in thi manual, the

manuacturer technique mut take precedence.

All ying chool in Autralia are required to maintain an operation manual, the

procedure and technique a laid out in the ying chool operation manual mut

take precedence over the technique reerred to in thi manual.

You hould alo reer to current rule and the Aeronautical Inormation Publication

(AIP) or ull detail o operational requirement.

Notice: The inormation contained in thi document i ubject to change without

notice. Thi manual ha been prepared by CAsA Aviation saety Promotion branch or

educational purpoe only. It hould never be ued or any other purpoe.

The content o thi document have been adapted rom the Department o Tranport,

Canada Flight Intructor Guide 2005 with permiion. While ue o thi material ha been

authoried, the Department o Tranport, Canada, hall not be reponible or the manner in

which thi inormation ha been preented.

Project manager or verion II: Peter Holtein Aerowap Helicopter

FOReWORD

On o th important ingrdint or a a and viablaviation indtry i a proprly rorcd ying trainingctor.

som o tho rorc can b qit ndamntal. For

xampl, an important contribtion to training i or ying

intrctor to hav availabl to thm a baic gid to

lmntary ying training.

For many yar CAsA and it prdcor ha pblihd ch

a docmnt or th xd wing ying training ctor and now

w ar pblihing a imilar docmnt or th rotary wing

ctor. Thi docmnt i I 2 o th Flight Intrctor Manal

Hlicoptr dvlopd rom xtniv dback rom th

hlicoptr training indtry. It alo incld matrial dvlopd

in conjnction with th Civil Aviation Athority o Nw Zaland.

Radr ar ncoragd to provid dback to nr that any

rthr vrion mt th indtry nd.

Yo can mail yor dback to at: [email protected]


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PART I

i Principl and Mthod o Intrction

1 Introdction

PART II

37 Grond and Air Intrction exrci

01 Hlicoptr amiliariation 41

02 Prparation or ight 43

03 ect o control 45

04 Powr and attitd chang and traight lvl ight 47

05 Climbing, dcnding and trning 49

06 Hovring 51

07 Tako and landing to/rom hovr 53

08 Air/grond taxi and pot trn 55

09 sidway and rarward ight 57

10 engin ailr in hovr or hovr taxi 59

11 Tranition 61

12 Th circit 63

13 entry to atorotation 65

14 Powr trminatd and tochdown atorotation 67

15 Atorotativ variabl 69

16 emrgnci 71

17 stp trn 73

18 Practi orcd landing 75

19 Qick top 77

20 sloping grond 79

21 Limitd powr / maximm prormanc

and tp approach 81

22 Connd ara 85

23 Low lvl opration 89

24 Navigation 91

25 Hazard 93

26 Practical loading and maximm wight opration 95

27 slingload opration 97

28 Montain ying awarn 99

C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D

CONTeNTs

exrci Pag


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PART 1

PRINCIPLes AND MeTHODs OFINsTRuCTION

Thi part otlin and dic th vario mthod and

tchniq that hav provn to b ctiv or in th ying

training nvironmnt.

PAGe i


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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 1

INTRODuCTION

THe TRAINeRWhat i a trainr?

Th Macqari Dictionary dnition o th word train i: to

mak procint by intrction and practic.

Flight intrctor ar trainr. I yo ar a ight intrctor,yor aim i to giv tdnt good intrction and fcint

practic o that thy can y th hlicoptr procintly and

aly.

Part on o thi gid dcrib om baic intrctional

tchniq that apply to:

Grond chool training

Prparatory grond intrction

Pr ight bring

In ight intrction

Pot ight bring dbring.

By ing th tchniq yo will mak larning air

or yor tdnt a yo hlp thm to mt th rqird

ight tt tandard.

LeARNINGNo on vr larn xcpt throgh thir own activity, and,

trictly paking, thr i no ch art a tachingonly th

art o hlping popl to larn.

Th intrctional tchniq dcribd in thi gid

ggt action that can b prormd to timlattdnt activity. Th activiti may b mntal or

phyical, and it i throgh thi proc o dirctd activity

that tdnt larn th kill and knowldg rqird to

bcom procint, a pilot.

LeARNING FACTORsLitd on th nxt pag ar vn larning actor. Rad

thm carlly and dtrmin whthr thy apply to yo a

yo larn nw kill and knowldg. I thy apply to yo,

thy will alo apply to yor tdnt. Attmpt to aociat

a ingl word that i d to rprnt th ntir larningactor. Th word will b d throghot th gid and

in tt qtion on intrctional tchniq.

Larning i mad air whn th ollowing actor ar

d:

ReADINess: enr tdnt ar mntally, phyically

and motionally rady to larn.

PRIMACY: Prnt nw knowldg or kill corrctly

th rt tim. Tach it right th rt tim.

ReLATIONsHIP: Prnt lon in th logical

qnc o known to nknown, impl to complx,

ay to difclt.

eXeRCIse: enr tdnt ar ngagd in maningl

activity.

INTeNsITY: u dramatic, ralitic or nxpctd

thing, a thy ar bt rmmbrd.

eFFeCT: enr tdnt gain a ling o atiaction

rom having takn part in a lon.

ReCeNCY: smmari and practi th important

point at th nd o ach lon, a th lat thing

larnd and practid will b rmmbrd th longt.

Th larning actor litd abov ar l tool whn thy

ar applid corrctly. Th qtion, o cor, i: How do th

larning actor apply to ight intrction? Thi qtion will

b anwrd by rviwing and dicing ach o th larning

actor that or pcic ggtion on what yo can do to

tili th tool in yor intrction.

ReADINess: enr tdnt ar mntally, phyically and

motionally rady to larn.

To larn, a pron mt b rady to do o. An ctiv

intrctor ndrtand thi ncity and do th tmot to

provid wll concivd motivation. I a tdnt ha a trong

prpo, a clar objctiv and a ond raon or larning

omthing, progr will b mch bttr than i motivation

wr lacking.

undr crtain circmtanc yo can do littl, i anything,

to inpir a tdnt to larn. I otid rponibiliti,

intrt or worri ar wighing havily, i chdl ar

ovrcrowdd, or i pronal problm m inolbl, thn

th tdnt will b nabl to dvlop th intrt to larn.


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PAGe 2 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N DPAGe v

Hr ar om ggtion yo can ollow to aro intrt

and mak th tdnt rady to larn:

StartlessonswithanATTENTION-GETTINGopening.

For xampl o opning ntnc that ar ctiv,

litn carlly to th tart o docmntary lm or

intrviw on tlviion. Writr pnd a grat dal o

tim dvloping th xact word to tn yo in.

StateSPECIFICALLYWHATisrequiredduringthelesson

and how yo intnd to prov that th tdnt ha th

knowldg or can matr th kill at th nd o thlon. Mak all yor tatmnt tdntcntrd.

TellstudentsthePURPOSEofthelessonandstress

th BeNeFIT rom th nw knowldg or kill. Try to

giv mor than on raon or larning, jt in ca th

tdnt dont lly accpt th rt raon.

SpecifyWHEREthelessontsintotheoverallpicture,

and rlat th lon to pat xprinc that th

tdnt may hav had. Thi tatmnt provid a

link with omthing tdnt hav larnd bor and

allow thm to bild on that knowldg or kill. A an

xampl, i yo wr giving intrction on how to lvl

ot rom th climb to a tdnt with an aroplan pilotlicnc, yo cold point ot that th qnc o control

movmnt i th am a in an aroplan. Thi concpt

i cloly rlatd to th ReLATIONsHIP larning actor.

Ifthenewmaterialisdependentonstudentshaving

matrd prvio lon, conrm that th rqird

lvl ha bn attaind bor procding with th nw

matrial. Condct a rviw and, i ncary, clar p any

mindrtanding by briy rtaching th major point.

Planforreviewsoflessonmaterial.Studentsstart

to orgt th momnt thy lav th intrctional

nvironmnt. Th gratt rat o orgtting occr

dring th rt 24 to 48 hor atr th matrial ha bn

larnd. Ohio stat univrity ha carrid ot xtniv

rarch in thi ara and ha dignd a rcommndd

chdl o whn rviw hold b don. Rr to FIGs

1 & 2 and th not blow ach diagram.

Not: statitic ar bad on an avrag cro ction o

tdnt.

Th crv i vry tp initially: within 2 day

tdnt will rmmbr l than 70% o what

thy larnd.

At th nd o th month, withot rviw,

tdnt will rmmbr only approximatly 40%

o th lon matrial.

Not:

Tomaintainatleasta70%level,areviewshouldbe

condctd within 2 day.

Afterthematerialislearnedasecondtimethecurve

attn ot omwhat, bt atr 7 day th tdnt i

back down to th 70% lvl.

Anotherreviewat7daysandthecurvereallyattens.

Th tdnt will b abov 70% rtntion ntil

approximatly day 28.

Areviewatthistimewillgenerallycauselong-lasting

rtntion o lon matrial.

Theamountoftimerequiredforreviewsreduceseach

Figr 1: Crv o rmmbring



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tim a rviw i condctd.

exampl: initial training: 50 mint

1t rviw at 2 day: 15 mint

2nd rviw at 7 day: 10 mint

3rd rviw at 28 day: 5 mint

PRIMACY: Prnt nw knowldg or kill corrctly th

rt tim. Tach it right th rt tim.

Whn tdnt ar prntd with nw knowldg

or kill, th rt imprion thy rciv i almot

nhakabl. Thi man that what yo tach mt b

corrct th rt tim. stdnt may orgt th dtail

o lon, bt thy will rtain an ovrall imag o th

kill or knowldg or a long tim. Frqntly yo will b

rqird to prorm manovr in th hlicoptr bor

a tdnt ha had th ncary backgrond training. Yo

mt prorm tho manovr corrctly or th tdnt

may imitat any rror yo mak. For xampl, bor th

xrci on Connd Ara, yo and yor tdnt may

b rqird to land in a connd ara. Any poor xampl

hown at thi tim wold hav to b nlarnd whn th

xrci cam p in a bqnt lon.

sggtion:

Rehearselessonstobecomethoroughlyprocient

at th kill or in anwring qtion rlatd to th

bjct.

Attempttogiveaperfectdemonstrationofthe

manovr to b larnd in th nxt lon. I

tdnt rad or tdy xrci matrial withot

xprincing th actal xrci, thy may orm an

incorrct mntal imag.

Ifpracticable,starteachlessonwithaperfect

dmontration. somtim it may b bttr to avoid

talking dring thi dmontration to allow maximm

concntration on doing th kill prctly.

Whilethestudentisperforminganexercise,supervise

th action vry cloly. stop th tdnt a oon a

any prormanc rror i noticd, and tach th corrct

mthod. Clo prviion man that yo NeVeR

allow a tdnt to mak an rror dring th initial

tag o training. Think o how yo wold go abot

training a tdnt to d a liv bomb.

ReLATIONsHIP: Prnt lon in th logical qnc

o known to nknown, impl to complx, ay to difclt.

Thi particlar larning actor mphai th ncity or

yor tdnt to ndrtand rlationhip btwn nw and

old act, or btwn ida and kill, i larning i to tak

plac. Dring ight training, tdnt mt ndrtand not

only why thy ar larning a particlar xrci, bt how

that xrci combin with prvio on and whr it t

into th ovrall yllab. Giving tdnt th rlationhip

at th tart o th lon provid prparation or larning.

Contining th proc throghot th lon hlp tomaintain th dir to larn.

exampl: Compar or rlat advancd tako and

landing to normal tako and landing; how how a

tp approach th am tchniq.

sggtion:

Presentlessonsinalogicalsequence:

known to nknown

ay to difclt

concrt to abtract

impl to complx

amiliar to namiliar.

Alwaysreviewbasicknowledgebeforeproceedingto

th nknown. For xampl, whn taching tdnt

to mltiply with a circlar lid rl, th rt xampl

hold b a impl a 2 2. Th raon i that tdnt

alrady know th anwr and ar abl to ollow th

maniplation o th lid rl. In th nxt problm or

xampl, a chang o on actor 2 4 allow tdnt

to bild on knowldg alrady gaind. Th proc i

contind ntil tdnt hav matrd all th rqird

knowldg and kill ncary to olv ral problm. Presentnewmaterialinstages,conrmingthat

tdnt hav matrd on tag bor procding

to th nxt. Th lngth o tim or ach tag wold

dpnd on th complxity o th matrial covrd.

Rinorc tdnt larning o nw act or ida

by rqntly mmariing th major point o yor

lon.

Useexamplesandcomparisonstoshowhowthenew

matrial bing larnd i rally not mch dirnt rom

that alrady known by yor tdnt. Th xampl

yo may b ral or imaginary, a th main prpo

o an xampl i to paint a vrbal pictr o tdnt


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PAGe 4 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D

can viali rlationhip btwn th nw matrial

and thing that hav happnd bor. Thi i calld

ing vrbal aid or yor intrction.

eXeRCIse: enr tdnt ar ngagd in maningl

activity.

Maningl mntal or phyical activity i ntial i

larning i to occr. Dring ight training thi i achivd

throgh corrct practic or rptition. stdnt larn

by applying what thy hav bn told or what ha bn

dmontratd. A larning contin or i trngthnd

by additional practic, yor training yllab hold mak

proviion or thi practic tim. Yo mt nr that th

practic i dirctd toward a pcic goal. Oral qtion,

hypothtical problm, dal rviw, or olo practic ar all

mthod o providing mntal or phyical activity.

I tdnt ar abl to anwr qtion involving

th word how and why, it ally man that thy

hav a good ndrtanding o th bjct. For yo a a

ight intrctor, th two word ar probably th mot

important in yor vocablary. stdy Tabl 1 oppoit and

not both th intrctor and tdnt activiti or ach lvl

o larning. shold yo attmpt to mploy th application

lvl o larning withot having covrd th ndrtanding

lvl, tdnt will probably ncontr mch mor

difclty than i thy had matrd prvio lvl.

sggtion:

Unlessyouaretestingtoseewhatstudentshave

larnd, avoid qtion that ar prxd by th word

what. Giv tdnt th act, gr and ncary

knowldg, thn ak how and why qtion to

dvlop thir ndrtanding o th nw knowldg.

Onceyouhavetoldstudentsafact,avoidrepeating

yorl. Intad, hav thm rlat th act back to

yo. Thi trngthn thir larning and conrm thirknowldg o th rqird matrial.

Givestudentschallengingproblemsthattthelevelof

larning, and provid only nogh aitanc to kp

thm on track. Whn tdnt ar abl to olv th

problm alon, thy hav dmontratd adqat

knowldg and ability.

Teststudentsknowledgeandabilitiesfrequently.This

rinorc larning and bild condnc. Howvr,

bor tting yo mt b raonably crtain that

tdnt can anwr th qtion or prormth kill; othrwi thy may bcom rtratd.

Tting will alo idntiy ara in which tdnt hav

wakn, th allowing yo to r tach th

bjct to th rqird tandard.

INTeNsITY: u dramatic, ralitic or nxpctd thing,

a thy ar bt rmmbrd.

stdnt larn mor rom dramatic or xciting xprinc

than rom boring on. It i a wll known act that a

tdnt look ot whil ying will improv conidrably

atr a rt xprinc with a nar mi. Thr i no

ggtion hr that yo provid yor tdnt with a

nar mi, bt yo hold attmpt to mak yor tdntlarning xprinc xciting by bing xcitd yorl

and prhap ing appropriat opportniti yo can to

introdc nxpctd thing to yor tdnt.

Tabl 1: Intrctor and tdnt activiti or ach lvl

o larning


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Th INTeNsITY larning actor impli that tdnt will

larn mor rom ral xprinc than rom btitt.

Yo will hav to yor imagination to dvlop vivid

xprinc or dramatic or ralitic ct.

sggtion:

Showenthusiasmandsincerityforthesubjectyouare

taching.

Attempttoemployawiderangeofspeechvariationin

rat, volm and pitch to kp tdnt attntiv.

Useappropriateandeectivegestureswhile

xplaining major point. Th lon will m to

com aliv, and th point mad will mak a gratr

imprion on yor tdnt.

Useavarietyoftrainingaidstoappealtoasmany

n a poibl. each aid mt rlat dirctly to

th bjct mattr bing taght.

eFFeCT: enr that tdnt gain a ling o atiaction

rom having takn part in th lon.

Larning i trngthnd whn accompanid by a plaant

or atiying ling. stdnt will larn and rmmbr

mor ndr th condition than whn ling o dat,rtration, angr or tility ar dvlopd. I yo wr to

dmontrat a wingovr typ manovr dring th rt

air xrci, tdnt wold likly l om inriority, i

not actal ar. Th xprinc wold b ngativ. Thy

might vn giv p ying at that tag. Thi xampl i

rathr obvio, bt yo nd to conidr how yor action

cold prodc ling o rtration or angr. For xampl,

yo ak a tdnt to prorm a manovr and thn yo

immdiatly mphai all th rror th tdnt mad. Yor

idntication o ach rror may b vry accrat, bt how

wold th tdnt l abot it? I th objctiv wr to mak

th tdnt l datd, thn yo wold probably ccd.It i bttr to point ot th poitiv apct o a tdnt

prormanc rt and thn dic th major rror that wr

committd and nih with ggtion or improvmnt.

Whatvr th larning itation, it hold contain lmnt

that act yor tdnt poitivly and giv ling o

atiaction. each larning xprinc do not hav to b

ntirly ccl, nor do tdnt hav to matr ach

lon compltly; howvr, a tdnt chanc o cc

will b incrad with a n o accomplihmnt and a

plaant larning xprinc.

sggtion:

Involvestudentsinthelessonbydevelopingsome

o th nw matrial with thm. Thi can b don by

aking tdnt qtion rlatd to th bjct and

allowing tdnt to contribt knowldg and ida.

Throughoutyourlessons,obtainfeedbackfrom

tdnt by aking qtion, obrving th

prormanc o a kill, and watching or acial

xprion that how a lack o ndrtanding. Yo

mt rpond to any dback by anwring qtion

and providing hlp and corrction whr ndd.

Showstudentshowtoimprove,andoerpraisewhen

improvmnt occr.

Backupallyourstatementswithreasons.Whenever

yo tll tdnt omthing, giv th raon bhind it.

For xampl, yo ay to a tdnt, Thi hlicoptr ha

two tatic vnt, on on ach id o th lag. Thi

i a act, bt i tdnt do not know th raon or th

two vnt, thy will probably pa it o a nimportant

and orgt. Rmmbr, i a tdnt ndrtand th

concpt or thory, dtail may b orgottn bt th

ovrall concpt will rmain, and whn a hlicoptr withonly on vnt i ncontrd mor attntion may b

givn to intrmnt rading whil making a cro

wind approach.

Whenastudentencountersdicultyinmastering

an objctiv, nd a man o allowing om dgr

o cc. For xampl, th lon i tp trn.

Rathr than having tdnt attmpt th ntir

manovr, try having thm practi th ntry. Whn

no difclty i xprincd with th ntry, add th

nxt tag, thn contin ntil th ntir manovr

i compltd. shold difclty till occr, back p a

tp and attmpt mdim trn rathr than caingtoo mch rtration. somtim intrctor mak

th mitak o contining to hav tdnt attmpt a

manovr whn prormanc i dtriorating. It i

bttr to qit at that point and go back to omthing

th tdnt can do wll.

Avoidridiculeorsarcasm.Youmayfeelthatitmight

tak th plac o hmor; howvr, tdnt ldom

hav th am ling, pcially i thy ar th btt o

th rmark.

Arrangeeachlessonsothatwhenastudentdoes

omthing corrctly thr i a rward. Thi rward

can b in th orm o incr, hont prai. Yo ak


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a tdnt to complt a walk pright inpction on

a pcic hlicoptr or which yo hav a componnt

ch a a nt placd on th grond ndr th ngin.

Yor tdnt notic th onding part and bring thi

to yor attntion and i praid or thi. I a thorogh

inpction i not compltd, yo hav an xcllnt

taching point to mphai why carl inpction

mt b don.

ReCeNCY: smmari and practi th important point

at th nd o ach lon, a thing larnd and practid

lat will b rmmbrd longt.

Othr thing bing qal, th thing larnd lat ar

bt rmmbrd. Convrly, th longr tdnt ar

rmovd rom a nw act or vn an ndrtanding, th

mor difclty thy will hav rmmbring it. Th nd

or rviw wa tatd arlir, and a ll circl ha bn

compltd: rviwlarn nw matrialrviw, tc.

sggtion:

Planforapre-ightbriengimmediatelybeforetheair

xrci, and rviw th main point by qtioning. Thi

may ond lik th ReADINess and eXeRCIse larning

actor; howvr, rcncy dal with th timing o thpractic.

Ensurethatstudentsreceiveathoroughsummaryof

th important point toward th nd o ach lon.

Aftereachsequencewithinanexerciseorclass

prntation, ak qtion on th matrial or

mmari th nd to know matrial.

Conductatestasthenalpartofyourlesson.

Atintervalsthroughoutthecourse,conductreview

ion in which no nw matrial i taght, bt

rinorcmnt o prvioly larnd matrial i

obtaind. Attempttonisheachlessonwithapracticeofthe

mot important part o th lon. Thi appli to olo

lon a wll a dal xrci. Rmmbr, tdnt

practi knowldg by anwring qtion and thy

practi kill by doing.

An important kill or a ight intrctor i th ability to ak

good qtion orally. Good oral qtion atiy all th

idntid larning actor. Th nxt ction o thi gid

will dal xclivly with oral qtion.


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ORAL QuesTIONs

GeNeRALWhn yo prnt a lon yo hav many tchniq

and aid at yor dipoal. On aid that can b d to

timlat larning and can b ctivly applid to atiy

all vn larning actor i oral qtioning.

Th actal tchniq o qtioning i a difclt on and

i normally on o th mot nglctd ara o intrction.

Good oral qtioning rqir th ability to think qickly

and aily whil acing a cla or individal tdnt, to

hit and chang a thoght progr, and to phra

qtion in clar and impl trm. Yo mt alway b

mindl o th tchniq to ollow whn handling tdnt

qtion and anwr.

PuRPOses OF ORAL

QuesTIONsFirt, qtion can b d to PROMOTe MeNTAL

ACTIVITY. Yo can tat a act and provid vial or vrbal

pport to back it p, bt th rt way or tdnt to

rmmbr i to work it ot or thmlv. Whnvr

yo can an oral qtion to mak yor tdnt think

and raon ot th act, yo hold tak advantag o

th itation. exampl: A tdnt work toward an

objctiv it i otn ncary or thm to rcall prtinnt

data or knowldg larnd prvioly. A wll wordd oral

qtion cold provid th rqird inormation, th

promoting mntal activity.

A cond prpo o oral qtion i to AROuseAND MAINTAIN sTuDeNT INTeResT. Mrly making

a tatmnt will otn rlt in a o what attitd,

bt aking qtion mak tdnt l thy ar

participating and contribting to th lon and thrby

aro intrt. Yo can maintain thi intrt throghot

th lon by th contino dvlopmnt o act and

ida. Rmmbr: Tlling i NOT taching.

Anothr prpo o oral qtion i to GuIDe THOuGHT.

By ing qtion yo can lad tdnt to think throgh

to a logical oltion. Qtion can dirct tdnt

thinking throgh a dnit qnc or to particlar

objctiv. Dring dicion yo can qtion to

gid yor tdnt thoght back to th objctiv i thy

m to b ar ald. An xprincd intrctor can gid

tdnt throgh an ntir lon by aking th right

qtion at th right tim.

A nal prpo o oral qtion i to eVALuATe

LeARNING or th bnt o both intrctor and tdnt.Oral qtion may b d atr ach tag o a

lon to nr that tdnt ar ollowing bor yo

procd to th nxt tag. At th nd o th lon,

ch qtion conrm that tdnt hav attaind th

objctiv or that particlar lon.

NOTe: A drawback o ing oral qtion to valat

larning i that only random ampling o a cla i

obtaind, inc only on tdnt anwr ach qtion.

Thi drawback can b ovrcom by th o om ort

o tdnt rpon ytm by th intrctor. On a on

toon bai, a in pright and pot ight bring, th

i mntiond abov i not a problm.

DesIReD QuALITIes OF GOODORAL QuesTIONsI oral qtion ar to rv th prpo tatd in

paragraph 3, yo mt b mindl o th ollowing

dirabl qaliti o good qtion whn compoing or

prparing to thm.

eAsILY uNDeRsTOOD. Qtion hold b tatd in

impl traightorward langag; thy hold b bri, yt

complt nogh that tdnt hav no dobt a to thmaning o th qtion.

COMPOseD OF COMMON WORDs. Qtion hold

b dignd to mar knowldg o a bjct, not

o langag. Th o highonding word may giv

yo a chanc to diplay yor vocablary bt add nothing

to intrction. Rmmbr, i tdnt do not know th

maning o th word thy will not b abl to anwr th

qtion. Alway kp yor vocablary within th grap o

yor tdnt.

THOuGHTPROVOKING. Qtion hold not b o

ay that th anwr i obvio to all tdnt. stdnt

hold b challngd to apply thir knowldg. Yo hold


15/107


avoid ing qtion whr yor tdnt ha a 50/50

chanc o bing corrct. exampl o th ar th Yes/NO

and TRue/FALse typ, nl th qtion immdiatly

ar ollowd by a why or how typ qtion.

ABOuT THe MAJOR TeACHING POINTs OF THe

LessON. Qtion mt b bilt arond th main taching

point o th lon. Thy mt b akd at th propr tim

o that th point ar mphaid.

Yor tdnt may b cond i qtion ar akd in

a haphazard ahion. Th prpo or which a qtion i

intndd may b lot. To nr mntal participation by all

tdnt, th ollowing procdr i d:

AsK THe QuesTION. Yo hold tat th qtion,

applying th qaliti o a good qtion. To do thi

yo mt hav th qtion in mind bor aking it.

I qtion ar bing d to valat larning or to

conrm attainmnt o objctiv, yo hold prpar

thm borhand and writ thm in yor lon plan. It i

otn a good ida or bginning intrctor to writ ot ALL

qtion ntil thy ar acctomd to thinking on thir t.

PAuse. Atr aking th qtion, yo hold pa or

approximatly 1 to 5 cond dpnding on th complxityo th qtion to allow all tdnt to think it ovr and

ormlat an anwr. Dring th pa yo hold look ovr

th cla, bing carl not to tlgraph who yo ar going to

call pon to provid th anwr.

NAMe THe sTuDeNT. A problm yo continoly hav to ac

i lcting th tdnt to anwr th qtion. som ort

hold b mad to t th qtion to th individal, bca

tdnt will vary in ability and yo hav to rcogni and

provid or th dirnc. Thror, yo hold conidr

giving th mor difclt qtion to th mot advancd

tdnt. Yo alo hav to nr that vryon in th cla i

calld pon to provid anwr with raonabl rqncy. Anmbr o ytm commonly d to nr thi hav rio

drawback. For xampl, i mmbr o a cla ar calld on

according to ating arrangmnt or alphabtical ordr, it

bcom qit ay or tdnt to dtrmin whn thy will

b namd to anwr; th th lazy tdnt will not giv rio

thoght to any qtion ntil it i gtting clo to thir trn

to anwr. Poibly th mot practical approach i to call pon

tdnt in a random ordr, thn indicat by a chck mark on

a ating plan card ach tim a tdnt i akd a qtion. To

gt a broadr ampling o larning and to maintain intrt, yo

hold priodically call pon othr cla mmbr to conrm

th anwr mad by th rt tdnt akd.

LIsTeN TO THe ANsWeR. Otn an intrctor, atr

naming a tdnt to anwr a qtion, will immdiatly

bgin to think abot phraing th nxt qtion and will

not b litning to th anwr; th intrctor may ay

Right to an incorrct anwr. Thi cold lad to tdnt

conion. Yo hold alway litn to th anwr.

CONFIRM THe CORReCT ResPONse. stdnt anwr

mt b valatd carlly o a to lav no dobt a to

what i th corrct anwr.

HANDLING sTuDeNTANsWeRsAid rom alway conrming corrct anwr, thr ar

crtain tchniq yo mt b awar o whn handling

tdnt anwr.

DIsCOuRAGe GROuP ANsWeRs. Whn tdnt anwr

a a grop it i difclt to dtrmin who pplid corrct

or incorrct anwr; thi may lad to tdnt conion.

Whn yo ar givn a nw cla, tablih arly that yo

do not want grop anwr bt will call pon a tdnt

by nam to anwr. Yo may, howvr, want to gropanwr at tim to incra cla nthiam.

DO NOT MAKe A HABIT OF RePeATING ANsWeRs.

Thi bcom monotono to tdnt whn yo alway

rpat th anwr. I th anwr providd i not corrct

or nd clarication, pa th qtion on to anothr

tdnt. I th tdnt do not anwr lodly nogh or

all th cla to har, hav thm pak mor lodly and

rpat th anwr.

GIVe CReDIT FOR GOOD ANsWeRs. Thi i pcially

tr or th wak or hy tdnt. Whn yo ar ing oral

qtion to dvlop point rom th cla, do not rjct

anwr that prtain to th bjct althogh thy may not

b xactly what yo ar atr. Giv prai and try ing

a nwly phrad qtion to bring ot yor point. I yo

rciv a compltly incorrct anwr, dont mbarra yor

tdnt by aying Wrong! Diplomatically tat that th

anwr i not what yo wantd, and ak a pplmntal

qtion or rr th qtion to anothr tdnt.


16/107


HANDLING sTuDeNTQuesTIONsNvr dicorag a gnin qtion prtaining to th

lon. Thr i an old aying: For vry tdnt who

ak a qtion thr ar ix othr who wantd to ak it.

ually tdnt ak qtion bca yo hav not givn

a clar xplanation o th point or act bing qrid. som

tchniq to ollow rgarding tdnt qtion ar:

eNCOuRAGe QuesTIONs. Lt th cla know arly inth lon that yo ncorag qtion at any tim th

tdnt ar not clar on point bing taght. I it will not

intrr with th prntation o th lon, it i ally

bt to allow qtion immdiatly any point ari

rathr than waiting or a brak in th lon to olicit

qtion. I yo wait or qtion, th point o concrn

may hav lippd thir mind.

PAss QuesTIONs TO OTHeR sTuDeNTs. Occaionally

pa a tdnt qtion to othr mmbr o th cla;

thi will crat intrt and gt cla participation. Do

not ovr thi tchniq, a th tdnt may gt

th imprion that yo dont know th anwr and arhing or hlp. Abov all, nvr thi tchniq or any

qtion to which yo do not know th anwr.

ReJeCT QuesTIONs NOT ReLATeD TO THe LessON.

Qit otn tdnt will ak a qtion totally nrlatd

to th lon. Politly rjct th qtion, bing carl

not to ond th tdnt, and thn ay that it i a

qtion yo wold prr to dic atr cla.

DO NOT BLuFF. No mattr how knowldgabl yo ar o

yor bjct, thr will b tim whn yo will b akd

a lgitimat qtion and will not hav an anwr. I yo

do not know th anwr, ay odont bl. Tll th cla

yo will nd th anwr. enr yo do, and thn inormth individal who akd, a wll a th rt o th cla.

eNsuRe THAT ALL THe CLAss HeARs THe QuesTION.

Whn a qtion i akd, chck that all th cla ha

hard it. Whn yo anwr th qtion, anwr to th

cla and not only to th individal aking it. I a long,

dtaild anwr i ncary, th rmaindr o th

cla may lo intrt and tn ot i yo gt into a

convration with on tdnt.


17/107


THe DeMONsTRATIONPeRFORMANCeMeTHOD OF TeACHING

GeNeRAL

A tdnt intrctor onc akd, I I had tim to larn only

on mthod o lon prntation, which on hold I larn?Th anwr i th dmontrationprormanc mthod. Why?

Wll, th primary concrn o an intrctor i training. Training,

in larg part, i dvotd to th dvlopmnt o phyical and

mntal kill, procdr, and tchniq. For xampl, ying

hlicoptr, intrprting blprint, driving vhicl, wlding,

bilding, hooting, rpairing, olving problm, lling ot

ormall o th, and many mor, can b bt taght by

ing th dmontrationprormanc mthod.

Th dmontrationprormanc mthod can b brokn

down into v baic procdr:

explanation

demonstration

studentperformance

instructorsupervision

evaluation.

eXPLANATION AND DeMONsTRATION

Th xplanation and dmontration may b don at th

am tim, or th dmontration givn rt ollowd by an

xplanation, or vic vra. Th typ o kill yo ar rqird

to tach might dtrmin th bt approach.

Conidr th ollowing. Yo ar taching a tdnt how to do a

orcd landing. Hr ar yor option:

Demonstrateaforcedapproachandsimultaneouslygive

an xplanation o what yo ar doing and why yo ar

doing it.

Completethedemonstrationwithnoexplanationand

thn giv a dtaild xplanation o what yo hav don.

Giveanexplanationofwhatyouintendtodoandthen

do it.

Yo will nd that dirnt intrctor will approach th taching

o thi kill dirntly. Th ollowing rprnt a ggtd

approach that appar to work bt or mot intrctor.

Ontheightbeforetheexerciseonpractiseforcedlandings

PFL, giv a prct dmontration o a PFL. It may b

bttr not to talk dring thi dmontration, inc yo want

it to b a prct a poibl to t th tandard or th

tr prormanc. Thr i anothr advantag o giving a

prct dmontration bor th orcd landing xrci.

Yor tdnt will b abl to orm a clarr mntal pictr

whn tdying th ight manal, bca thy hav n

th actal manovr.

Thenextstepwouldbeforyoutogiveafulldetailed

xplanation o a practi orcd landing. Dring

thi xplanation yo wold all th intrctional

tchniq dcribd prvioly. Yo mt giv

raon or what i xpctd, draw comparion with

thing alrady known, and giv xampl to clariy

point. Thi xplanation hold b givn on th grond;

vial aid to ait tdnt larning.

Whenintheair,giveademonstration,butalsoinclude

important part o th xplanation. ually aking

tdnt qtion abot what yo ar doing or hold

do will giv thm an opportnity to prov that thy know

th procdr, althogh thy hav not yt own it.

Aftercompletingthepractiseforcedlanding

approach, and whil climbing or altitd, clar p anymindrtanding th tdnt may hav and ak

qtion.

Thedemonstrationandexplanationportionofthe

dmontrationprormanc mthod i now complt,

and yo hold procd to th nxt part, which i th

tdnt prormanc and intrctor prviion.


18/107


sTuDeNT PeRFORMANCe AND INsTRuCTOR

suPeRVIsION

stdnt prormanc and intrctor prviion ar

alway carrid ot concrrntly dring th initial tag o

training. A tdnt hold not b allowd to mak a major

rror at thi tim. Yor prviion mt b clo nogh

to dtct th tart o an rror, and yo mt corrct th

tdnt at that point.

Th tdnt hold b allowd to prorm th tak in

mall gmnt, with yo providing clo prviion oach gmnt.

Rrring to or xampl o th practi orcd landing,

conidr th ollowing ggtion o how to divid th

tak into gmnt:

On th tdnt rt attmpt:

Yo, th intrctor:

selecttheeld,makingsurethatitiswithineasy

atorotational rang

performallin-ightchecks,includingLOOKOUT.

Th tdnt i th hlicoptr and concntrat on

making th ld.

I th tdnt mak a major rror, yo tak control and

plac th hlicoptr in th corrct poition, thn giv th

tdnt control and contin th approach. Try to nr

that th tdnt mak th ld on th rt attmpt, vn

i yo hav to hlp all th way throgh.

On bqnt attmpt, dpnding on th dgr o

cc o th prvio attmpt, add mor itm or th

tdnt to carry ot.

Contin th proc ntil yo l th tdnt can y th

complt manovr alon. Yo hav now compltd th

tdnt prormanc and intrctor prviion portiono thi mthod, and yo hold now procd to th

valation.

eVALuATION

Th valation portion o th dmontrationprormanc

mthod i whr tdnt gt an opportnity to prov that

thy can do th manovr withot aitanc.

For th practi orcd landing yo hold tll tdnt

that yo will b imlating an ngin ailr and that thy

ar to carry ot th ntir procdr, inclding all chck

and lookot.

Whil th tdnt i prorming thi manovr yo mt

rrain rom making any commnt. Or no aitancwhatovrnot vn grnt or had nod. Yo mt,

howvr, obrv th ntir manovr vry carlly, o

that yo can analy any rror that th tdnt may mak

and dbri accordingly.

NOTe: O cor, yo wold intrrpt th tdnt

prormanc i aty wr to bcom a actor.

scc or ailr dring th valation tag o th

lon will dtrmin whthr yo carry on with th nxt

xrci or rpat th lon.

RuLes FOR usING THe DeMONsTRATION

PeRFORMANCe MeTHOD

Giv a prct dmontration or, i thi i not practicabl,

how th nihd prodct. exampl: Whn taching map

prparation, how a map with a cro contry trip all

markd ot: tdnt will th tandard xpctd in

prparing thir own map.

Giv a tp by tp xplanation o th rqird tak.

u raon, xampl and comparion to mak th

xplanation clar.

Hav tdnt imitat a tp o th kill whil yo provid

clo prviion. For xampl, hav tdnt practi th

ntry to a tp trn ntil it i corrctly don, bor yo

go on to th nxt tp.

Contin ntil th tdnt ha imitatd ach tp.

Provid tdnt practic, with aitanc a ncary.

enr that th amont o tim allottd or tdnt

practic qal or xcd th amont o tim or th

dmontration, xplanation, and tdnt prormanc

ndr vry clo prviion. stdnt hold tak a

mch tim to practi a yo tak to tach.

Ovrall rl: whil yo ar dmontrating and xplaining,

yor tdnt litn and obrv; whil yor tdnt


19/107


i prorming, yo litn and obrv. NeVeR ak th

tdnt to prorm whil yo ar xplaining.

Complt th xrci with an valation nal chck p

in which tdnt hav th opportnity to prov what thy

can do.

NeVeR jt xplain and dmontrat a kill or procdr

or tdnt. ALWAYs hav tdnt prorm th kill to

nr that th kill or procdr i don proprly. sTICK

WITH THeM uNTIL THe sKILL Is DONe CORReCTLY. For

xampl, a tdnt i abot to procd on a olo crocontry trip and ak yo how to ll in th navigation log.

explaining how to do it, vn with a dmontration, i no

garant o tdnt cc. Hav tdnt tll yo how

to do it or, bttr till, hav thm mak a practic log ntry

bor dpartr.


20/107


Th ollowing tchniq, i applid in a concintio

mannr, will hlp th ight intrctor to giv ctivintrction. Bca mot ight intrctor alo carry

ot om, i not all, o th grond chool training,

rrnc to claroomtyp intrction ar incldd in

thi mmary. Th tchniq o intrction, qtioning

tchniq, lon planning, tc., ar qally applicabl or

providing larg grop intrction or or air intrction on a

on to on bai, individal prparatory grond intrction,

or pr ight bring.

To prnt a lon in a proional mannr, yo mt

prpar in advanc and procd a ollow:

PRePARe A LessON PLANRaon: A lon plan act a a gid and kp yo

on track dring yor prntation. It alo nr that

important point ar covrd and not nglctd bca

o poor mmory.

What to incld: Hading o main point; fcint

not to jog mmory on talking point; pcic qtion

and anwr to conrm tdnt larning; vial aid

intrction inclding a chalkboard plan; a wllthoght

ot opning and cloing tatmnt; timat o th

amont o tim to b pnt on ach major ida or itm; a

vial aid plan; any othr point that yo l will hlp to

gt th lon acro.What to avoid: Writing matrial ot in ll dtail thi

promot rading o th matrial whil yo ar in ront

o th cla; ing ingl pac ormat thi do not

allow or rviion o th not th nxt tim th lon i

to b givn; writing in longhand, nl yo ar abl to

rad yor not at a ditanc o 1 mtr. Thi mak yo

appar not to know yor matrial bca yo hav to

look cloly at yor lon plan rathr than jt glanc at it

to jog yor mmory.

PRePARe THe CLAssROOM/TeACHING AReA

BeFORe THe LessONRaon: Th cla mt b arrangd or bt tdnt

larning. I tdnt cannot all th aid, thy

may mi a point. Lon prparation appar mor

proional i no tim i watd organiing aid or

rarranging ating.

PRePARe/CHeCK TRAINING DeVICes/AIDs

BeFORe THe LessON

Raon: Thi avoid mbarramnt hold an itm not

work, or hold any chart, lid or graph b hown in th

wrong ordr.

PRePARe YOuR sTuDeNTs FOR LeARNING

Raon: I tdnt ar to larn, thy mt b phyically,

mntally and motionally rady to do o.

How to do it:

Tellstudentsspecicallywhatisrequiredofthem

dring th lon and what thy will b abl to do at

th nd o th lon.

Tellstudentswhytheyshouldtakepartinthelesson

and how th nw kill or knowldg will bnt

thm. Giv a many advantag a yo poibly can

or having tdnt larn, a thy may not agr withom o yor raon.

Givestudentsanoverallpictureofthelesson,and

how thm how it t into th ntir cor. Attmpt

to rlat th nw matrial to om pat and/or tr

xprinc o yor tdnt.

Thelengthoftimerequiredtopreparestudents

or larning dpnd primarily on thir backgrond

knowldg and th complxity o th matrial.

A a gnral gid, th amont o tim ndd i

approximatly 10% o th lon.

INsTRuCTIONAL TeCHNIQuessuMMARY AND GuIDe


21/107


sTART THe PReseNTATION OF NeW

MATeRIAL AT THe sTuDeNTs LeVeL OF

uNDeRsTANDING

Raon: I yo bgin yor prntation at a lvl yor tdnt

do not ndrtand, thr will b conion and tim watd.

Littl or no larning will tak plac.

How to dtrmin th tdnt lvl o ndrtanding:

Beforetheinstructionstarts,

condct a Thrhold Knowldg Tt

to dtrmin what yor tdnt know or dont know.

A Thrhold Knowldg Tt i imply om orm o

xamination, writtn or oral, o fcint lngth to inorm

yo a to th actal lvl o knowldg.

Duringthecourseofinstructionhaveperiodicreviews.

Conductareviewofpreviouslessonsbeforeyoustart

ach lon. Th rviw hold conit o a ri o

qtion. I yor tdnt anwr corrctly, procd. I

thy do not, rtach.

Checkwithotherinstructorsforthestrengthsand

wakn o yor tdnt, and arrang yor matrial

to t th tdnt nd.

PROCeeD AT THe RATe OF sTuDeNT

COMPReHeNsION

Raon: I yo gt ahad o yor tdnt dring th

prntation, yo ar in th am poition a i yo tartd

abov thir lvl.

How to nr that yo ar procding at th rqird rat:

Arrangeyourmaterialinstages.Stopattheendofeach

tag and ak pcic qtion on th matrial yo

hav jt covrd. I yor tdnt anwr corrctly,

procd. I thy do not, rtach. Th lngth o tim or atag dpnd on th complxity o th matrial bing

prntd, bt a good gnral rl i 8 to 12 mint.

Writeoutinfullanumberofwell-thought-outquestions.

Pt th qtion on yor lon plan and mak r

thy ar akd dring th prntation. Th dback yo

gt rom th anwr will dtrmin whthr or not

yor tdnt ndrtand.

Observeyourstudentscloselyforfacialexpressionsthat

cold indicat that thy do not ndrtand a particlar

point. I tdnt ay thy ndrtand, ak thm a

qtion to mak r.

Encouragestudentstoaskquestionsonpointsthat

thy do not lly ndrtand.

Provideforlotsofpracticeofbasicskillsbeforeyougo

on to th mor complx part.

IDeNTIFY AND eMPHAsIse MAJOR POINTs

FOR THe sTuDeNTs

Raon: Dring any prntation thr i a mixtr o

nd to know matrial, which i xtrmly important,

and nic to know matrial, which may or may not hav

to b rmmbrd or a long priod o tim.

How to idntiy and mphai point or yor tdnt:

Prepareavisualaidofthemainpoints;approximately

75% o larning com rom viion, whra only

abot 13% com rom haring. Th vial aid may b

a hading on a chalkboard, chart, or projctd imag.

Havestudentswritethemainpointsdownintheirnotbook, or provid not that incld th main

point.

Makeaverbalstatementtothestudents,suchas:

Thi particlar point i vry important: rmmbr it.

Prepareanorientationboard(chalkboardorsheetof

papr that idnti th major point or a lon.

stdnt can rr to thi board throghot th

lon, and thi hlp thir thoght to b gidd to a

pcic ara.

Raisethevolumeofyourvoiceandreducetherate

o dlivry whil tating an important point, to add

mphai.

Besidesemphasisingthemainpoints,youshould

alo mphai aty and th point that ar aily

orgottn or difclt to rmmbr.

Provideemphasisaccordingtorelativeimportance.

Th mot important thing gt a gratr amont o

mphai.

Emphasisepointsbygivingverbalexamples(realor

imaginary; by comparion imilarity to, or dirnc

rom, known act; and, prhap mot importantly, by

giving raon or ach point yo mak. stdnt tnd

to rmmbr bttr i thy ndrtand th raonbhind vry point thy mt larn.


22/107


Repeatthepointfrequentlybyusingsummaries,or

hav yor tdnt rpat th point by anwring yor

qtion.

Conductperiodicreviewsoftheneed-to-knowmaterial.

Havethestudentscompleteahomeassignmentof

th important point o a lon.

Havestudentsrecord,innoteform,themajorideas

or itm that yo l mt b mphaid. By having

thm writ ida down yo ar ing anothr n,

o larning may b rinorcd. Useavarietyoftrainingaidstoappealtoseveral

n toch, l, tc..

Donotemphasisenice-to-knowmaterial.

GIVe CLeAR eXPLANATIONs AND

DeMONsTRATIONs

Raon: I tdnt do not ndrtand an xplanation, yo

will hav to rtach by rphraing or by going ovr th

matrial a cond tim. Th am appli to a loppy or

inaccrat dmontration.

sggtion or nring that yor xplanation anddmontration ar clar:

Startverbalexplanationsbyreferringtosomething

alrady known by yor tdnt. Aociation o ida

mak it air to ollow yor xplanation.

Usewordsandphrasesthatarecommonlyused.

Avoid howing o yor command o th englih

langag by ing ch phra a: elaborat on th

ndamntal ramication o hylamphrim. Intad,

ak What happn whn th lvr i litd?

Attempttoreducecomplexmaterialandideastoa

impl, ay to ndrtand orm. Th bt way to do

thi i to tart with omthing yor tdnt know

abot and bild on that knowldg in mall tp.

Ifyouarerequiredtodemonstratesomething,make

r yo can do it corrctly bor yo how th

tdnt.

Makesureallstudentscanseeeventhesmallest

point o a dmontration; i ncary, gathr thm

arond yo.

Ifyouaredoingasimultaneousdemonstrationand

xplanation, brak th dmontration down into

mall tp and xplain ach tp thoroghly, giving

raon, xampl and comparion.

use VIsuAL AIDs AND use THeM eFFeCTIVeLY

Raon: Approximatly 75% o all larning com throgh

ight.

sorc o ida:

graphicartistsorpersonnelassociatedwiththe

prodction o vial aid

otherinstructors,whocanoftengivesparktoanidea

commercialdisplaysinnewspapers,magazines,

tlviion and tor

nally,yourownimagination,which(ifyougiveitfullrein)

i an xcllnt orc o ida or aid.

Typ o vial pport:

actualequipment

mock-ups,charts,diagrams,picturesormodels

DVDs,lms,videotapeandcassetterecordings

sometimes,people.

Gidlin:

Planthelessonrst,andthenselectthetypeofvisual

pport that hlp tdnt larn th matrial. DONOT lct a vial aid and thn try to bild a lon

arond it. Jt bca th aid look impriv, it

do not man it will ll th nd, th nd bing to

hlp yor tdnt larn th mtknow inormation.

Plantouseavisualdisplayofallmajorpointsthatare

covrd dring yor lon. simpl wording on th

whitboard i ally bttr than rpating th main

point ovr and ovr again.

Makeyouraidssimpleandclear.Eliminateall

nncary data. Avoid th tndncy to prodc

ornat, dtaild artwork.

Manufactureaidsthatcanbeseenbyallthestudents.

Bor yo it, pt th aid in th poition in which it

i to b d. Go to th poition o th tdnt artht

away, and nr that yo can th aid clarly.

Useavarietyofcolourstoaddinterest,butmakesure

yo kp aociatd part or ida or a rpating ida

in th am color. In thi way, yo hlp yor tdnt

to ollow yor prntation mor aily.


23/107


Whn an aid i not in , covr it p or rmov it rom

ight. It can act a a ditraction or yor tdnt i it i

thr bt not bing d.

Iftheaidincludeswrittenwords,havesomeone

chck or corrct plling and grammar. Yo wold

b rprid how many tim miplld word ar

diplayd or tdnt.

Ifpossible,standwellawayfromtheaidandusea

pointr, o that yo do not obtrct th viw o any

tdnt. Ifyouareusingchartsitissometimesadvisableto

hav two copi, on lablld and on nlablld.

Th nlablld on can b d latr to tt tdnt

knowldg. Altrnativly, a dplicat work ht o th

chart can b givn to ach tdnt to ll in or labl.

Conidr: Will th aid hlp th tdnt larn bttr, air,

or atr? Yo hold how thm a wll a tll thm.

VARY THe RATe, VOLuMe AND PITCH OF YOuR

VOICe WHeN DeLIVeRING THe LessON

Raon: Any orm o varity add to tdnt intrt.

spaking in a dll mannr will gnrally pt tdnt to

lp, or at lat allow thir mind to wandr o th bjct.

Conidr:

Speakatafastratewhilepresentingnicetoknow

matrial. Thi prodc th ct o obrvabl

nthiam, and nthiam i contagio.

Speakataslowratewhenidentifyingmustknow

inormation. Thi allow tdnt to parat th nd

to know rom th nic to know matrial and in mot

ca add mphai to th point bing mad.

Adjustthevolumeofyourvoicetotheconditions

ndr which yo ar intrcting. I thr i backgrond

noi yo mt rai th volm o yor voic o that

all th tdnt can har what yo ar aying.

Generallyyouwillhaveverylittlecontroloverthepitch

o yor voic, bt adjting th volm and varying

th rat o dlivry will otn hlp to vary th pitch to

om xtnt.

OBTAIN FeeDBACK FROM sTuDeNTs BY

LOOKING AT THeM (eYe CONTACT)

Raon: It giv tdnt th ling that yo ar

intrtd in thm and allow yo to dtrmin whthr

or not thy ndrtand what yo ar prnting.

Conidr:

Lookdirectlyatthestudents,butdonotstareatany

particlar individal or too long at a tim. I tdnt

avrt thir y it man yo hav tard too long

and poibly cad om mbarramntlook

lwhr.

Makeyoureyecontactimpartial.Donotfavourany

individal tdnt or grop o tdnt; incld thm

all in yor prntation.

PROVIDe FOR MAXIMuM sTuDeNT ACTIVITY

DuRING THe LessON

Raon: stdnt larn mor aily i thy ar activly

ngagd in th larning itation.

Conidr:

Whenlearningatheorysubject,studentspractice

o that thory i ally in th orm o anwring

qtion. enr that yo ak qtion throghot

th prntation.

Usesoundquestioningtechnique,asoutlinedinthe

ction Oral Qtion.

Distributeyourquestionsevenlyamongallthe

tdnt, to avoid having a w anwr all th

qtion.

Makeyourquestionsthoughtprovokingand

challnging.

AvoidquestionsthatrequireasimpleYESorNO

anwr, nl yo immdiatly ollow p with a why

or how qtion.

Alwayshaveenoughinformationinthestemofyour

qtion to gid th tdnt thoght toward a

particlar ara. Avoid gnral or ambigo qtion,

ch a What go p th cylindr o an ngin? Yo

may not gt th anwr yo ar looking or.

Meaningfulactivitywhilelearningaskillisnormally

a combination o anwring qtion and practiing

th vario tp o th kill. Arrang to hav tdnt

involvd in th practic a oon a poibl atr th


24/107


tart o th lon. I poibl, bild into th rt

part o th lon a hand on opportnity or yor

tdnt. Thi incra thir intrt and in mot

ca will giv thm a poitiv dir to larn mor.

Alwayssupervisestudentpracticeveryclosely;do

not allow thm to mak mitak rom which thy

cold bgin to larn bad habit. I yo do, yo will

hav to rtach thm. Th phra practic mak

prct i only tr i th pron practiing rciv

clo gidanc and prviion. ReMeMBeR, ONLY

CORReCT PRACTICe MAKes PeRFeCT.

Whenstudentsareabletoperformataskwitha

raonabl dgr o procincy, introdc om

comptition pd or ability or a variation o th

killbt only whn thy hav almot matrd th

baic kill.


25/107


Dvlopmntal taching i bad pon a tdntcntrd

philoophy o taching that rqir yo to raon with

tdnt to hav thm mt prdtrmind objctiv.

By ing th tdnt backgrond knowldg, yo

ak qtion that lad th tdnt to dtrmin thnxt tp in a procdr, th logical application o a

principl, or th nal oltion to a problm. Th rat o

progr in dvloping th mor complx ida o th

lon i govrnd by th tdnt prcption and

comprhnion. Qtion hold b akd to rviw

prvioly larnd matrial. Th proc o dvlopmntal

taching bgin whn tdnt ar rqird to raon

ot, and mak ggtion, with rpct to nw matrial.

Dvlopmntal taching ha bn d throghot th yar

by all good tachr. Bca o th rqirmnt or vry

tdnt to participat, dvlopmntal taching i ctiv

with mall grop and with individal tdnt. It can b dat any lvl o tdnt knowldg, providd that yo know

or dtrmin th appropriat lvl and procd accordingly.

Dpnding pon th bjct mattr, om lon can b

ntirly dvlopmntal. Mor rqntly, howvr, thr will

b a combination o taching by xplanation whr it may b

mor fcint to xplain crtain matrial and dvlopmntal

taching whr crcial ara o th bjct mattr can b

raond with yor tdnt. In almot vry lon, om

dvlopmntal taching i appropriat and dirabl.

Th main advantag o dvlopmntal taching i that it

promot fcint tdnt larning bca it ati all

th baic apct o larning. sinc tdnt participatin maningl activity, thy ar orcd to think abot

th matrial bing larnd, a qtion ar anwrd

vrbally. Conqntly, intrt i maintaind, a n

o accomplihmnt i gaind, and ctiv larning

tak plac. Yo rciv contant dback and rqnt

conrmation o th tdnt progr.

Carl planning or dvlopmntal taching i critical

bca yo mt ormlat appropriat qtion that

dmand raoning on th part o yor tdnt. Th

tandard qtioning tchniq mt b obrvd,

and tdnt rpon mt b handld with tact and

dicrtion. In addition to bing a matr o th bjctmatrial, yo mt b xibl in yor approach. Yo

mt prmit adqat dicion, yt xrci fcint

control to mov toward th lon objctiv. Frqnt

mmari ar ncary to conolidat th matrial a

th lon progr.

Novic intrctor ar rqntly apprhniv abottrying dvlopmntal taching. exprinc ha hown

that tdnt conitntly rpri intrctor i givn th

chanc to participat activly in th larning proc. Th

diadvantag o lctring dring prparatory intrction i

that tdnt ar rqntly told matrial that thy alrady

know, or that thy raonably can b xpctd to ddc

on thir own. Th bt taching occr whn tdnt ar

ld to a point rom which thy can ytmatically dirct

thir own raoning to th oltion o a problm. Th

crt o ctiv larning i to kp tdnt mntally

activ in th larning proc. With dvlopmntal

taching tdnt ar orcd to think.

DeVeLOPMeNTAL TeACHING ORTeACHING BY QuesTIONING


26/107


sTuDeNT PROGRess

RATes OF LeARNING

Althogh it wold b convnint i th rat o larning

cold b conitnt and prdictabl, it i not alway o.

stdnt may progr rapidly or a priod, and thn

ddnly progr mor lowly or vn rtrogr or

a tim. sch variation ar to b xpctd. It i yor

rponibility to dtct thm a oon a poibl and to

try to liminat thir ca by rdircting yor intrction

to lvl thm ot a mch a poibl.

ADVANCes AND PLATeAus

Larning procd rapidly at rt whn a nw tak

i introdcd, thn low a a raonabl dgr o

procincy i achivd. Whn plottd on a graph, thi

dcra in th rat o larning i hown a a lvlling o

th acnding crv that rprnt progr FIG. 3. A

tdnt achiv th ability to bring togthr othr apct

o training, progr thn tnd to rm it pward

climb at a lowr bt airly contant rat.

Th rlativly lvl portion o th larning crv i trmd

a plata. It may rprnt a priod o training dring

which th tdnt i prcting th application o th

nw kill. Th corrlation o th nw kill with th othr

larning tak may not yt b obvio.

Th rat o progr in larning i actd by o many

otid innc that it i not otn prdictabl. Th rat

o larning i actd by ch thing a:

diversions

laggingorlackingmotivation

emotionaldisturbances

upsettrainingschedule

weather

equipmentbreakdown

unavoidableabsences.

slmp or plata in th rat o larning ar mor likly

to occr a yor tdnt advanc to mor complicatd

opration, ch a hovring or tranition. Otn

th raon i that a tdnt ha aild to matr on

baic lmnt o th opration, and thi lad to thapparanc o dcincy in th prormanc o latr

lmnt. Improvmnt ally bcom normal again

whn thi on baic lmnt i matrd. Yo can

acclrat improvmnt by carl alt analyi and

by concntrating intrction on that on pha o th

opration concrnd.

Withot comptnt intrction, tdnt will probably not

ndrtand why thy arnt improving and will bcom

dicoragd. Thi dicoragmnt tnd to prolong th

plata. Dring ch priod o dicoragmnt, yo

hold tp in to iolat and corrct th itation and to

provid pcial incntiv ntil normal progr i rmd.Rvral omtim occr, dring which a tdnt

prormanc bcom wor with contind practic.

Gnrally ch rvral ar d to a alty habit pattrn

involving on o th baic lmnt o th manovr or

opration involvd. Thi alty habit ca yor tdnt

to practi an rrono prormanc rpatdly, ntil

corrction bcom vry difclt. Yo mt not accpt

ch rror and mindrtanding a normal plata

in th larning proc. Thy mt b corrctd bor

progr can rm.



27/107


Dring advancd tag o larning, th rat o progr

can b vry low. exampl: An acrobat who can prorm

a rotin to a lvl o 9.6 continally practi to improv

th prormanc. Raiing th cor p to 9.8 or 10

rqir xtniv training and practic. stdnt may b

narly rady or a ight tt at an arly tag, and addd

training will only how light, low improvmnt.

Rvral in th rat o larning cold alo tak plac i

yo wr to plac too mch mphai on a ingl pha,

lmnt or manovr, particlarly to th dtrimnt o

othr voltion.


28/107


Yo ar likly to b dicoragd whn yo dicovr that a

wll plannd lon do not tach all tdnt with qal

ctivn. ually, howvr, yo oon that thi i

natral. On manitation o th dirnc among tdnt

i that thy ldom larn at th am rat. Dirnc in

rat o larning ar bad on dirnc in intllignc,

backgrond, xprinc, intrt, dir to larn, and

contl pychological, motional, and phyical actor.

Yo mt rcogni that tdnt ar dirnt. Yo mt

rcogni that thi act dictat how mch yo can tach, at

what rat, and whn.

PeRsONALITY DIFFeReNCes

ATTITuDe: stdnt hav thir own pronal attitd

and mthod o thinking. Thinking pattrn and raction

to th vario philoophi and typ o training mt b

rconcild. Th intrctor mt conidr whthr th attitd

i cad by hrditary or nvironmntal actor. Th root o

attitd problm may omtim b ond in th gnral

attitd o th chool ta.

INTeResT: Popl n ida and activiti that po

pcial val, or attraction or thm. Thr gnral

catgori o intrt ar th vocational, dcational,

and avocational. Th intrt o tdnt in dirnt

apct o ying will dir. eort hold b mad to tak

advantag o th, and to channl tdnt into dirnt

ara a ndd.

eMOTIONs

emotion play an important part in th training o a

tdnt. Yo mt know th kind o motion and th

tchniq ndd to control thm. Mot o think

o motion a ovrpowring ling ch a paion,

hatrd, or gri. Th ar not typical o th ntir rango motion. evrything w do, or with which w com in

contact, i colord by om motional ling. emotion

vary rom mildly plaant or nplaant ling, all th

way p to ling o intn that phyical and mntal

activity i paralyd. All o xprinc a wid varity

o motion vry day. Rarly do thy bothr or

intrr with or ability or willingn to do or job.

Howvr, tdnt in ight training ar in an abnormal

motional condition. stdnt ar in namiliar itation

whr acclratd prr ar xprincd ovr a long

priod o tim. Th larning itation tnd to intniy

th tdnt motional problm mor than w wold

xpct in vryday li. Yo cannot ignor thi problm bt

mt larn how to rcogni and ovrcom it.

DeGRees OF eMOTION

For or prpo, w will divid th vario lvl o

motion into thr catgori:

MILD eMOTION: Thi i th vryday typ o motion

ch a a mall amont o atiaction or diatiaction

with or job, or pronal liv, or with othr popl.

Mild motion act motivation.

sTRONG eMOTION: Thi dgr o motion i not lt

vry otn in vryday li, bt it ca mot o ormotional problm in ying training. strong motion

ca a larg amont o tnion in an individal, and no

on can liv or work normally with prolongd tnion;

howvr, trong motion can b copd with.

DIsRuPTIVe eMOTION: Th ar vry vr, dp

rootd motional tnion that dirpt logical action and

clar thinking. Pron ring dirptiv motion

ally rqir th aitanc o a pychiatrit; howvr,

th problm occr o rarly that yo nd only b

awar that thy xit.

INDIVIDuAL DIFFeReNCes


29/107


THe eFFeCT OF sTRONG eMOTIONAL

TeNsION

A pron cannot tolrat trong motional tnion ovr

any lngth o tim. It ca xtrm nrvon,

irritability, and an inability to rlax. It intrr with normal

ating and lping habit and mak th bjct gnrally

mirabl. evryon, ithr concioly or bconcioly,

tri to rliv prolongd motional tnion.

Th ct o motional tnion on larning dpnd on

th mthod chon by th tdnt or rliving it. I thproblm i attackd dirctly, and olvd, thn larning

i nhancd. For xampl, tdnt may hav trong

ling o rtration or worry d to dcincy in on

pha o th ighttraining program. I thy work hardr,

tdy mor, and rciv xtra intrction, progr will

probably bcom atiactory and tnion will diappar.

On th othr hand, i th ral problm i avoidd, an

cap mchanim may b d to rdc tnion and

larning will r.

use OF eMOTIONAL esCAPe MeCHANIsMs

stdnt in ight training will otn th ollowing

cap mchanim. Occaional o cap

mchanim i normal in vryon, bt thir ovr

indicat trong motional problm. Yo, thror, mt

larn to idntiy th ymptom that indicat that a tdnt

i ing cap mchanim.

PROJECTION:transferringtheblamefromoneselfto

omon or omthing l.

RATIONALISATION:ndingabelievableexcusefor

on action or ailr; trying to jtiy njtiabl

bhavior

RESIGNATION:becomingresignedtothesituation;

giving p

FLIGHT:physicallyormentallyremovingoneselffrom

th tnionprodcing itation.

AGGRESSION:takingonestensionoutonsomeone

l by bcoming blligrnt or argmntativ.

A tdnt ovr o on or mor o th cap

mchanim, along with othr ymptom, may indicat

an motional problm. Yo hold not wait ntil motional

tnion bcom xtrm bor taking corrctiv action.

MeeTING THe DIFFeReNCes

Yo mt b awar o th dirnc in aptitd,

pronality, and motion among yor tdnt and

ndrtand th ncity to trat tdnt a individal.

Whn yo hav analyd th itation and dtrmind th

dirnc, k hlp rom mor xprincd intrctor

or prvior whn ncary. Yo will attmpt to

qali th dirnt lvl o ndrtanding, idally

raiing th lvl o om withot rtarding th progr

o othr. Coping with dirnc among tdnt i

prhap th gratt challng o intrcting, and ndingth corrct approach or ach tdnt i ntial.

som trait and alt o tdnt ar airly common and can

b rcognid aily. Th ar dicd in th ollowing

paragraph, togthr with ggtd corrctiv action. Rr

to Tabl 2.

NeRVOus OR uNDeRCONFIDeNT. Nrvon or

ndr condnc in a tdnt i a trait that may or may not

diappar. Intrction may b too rapid and matrial may

not b aborbd. Rpating th ndamntal and nring

matry will otn allviat thi condition. Yo mt nr

that thi typ o tdnt rciv drvd prai whnvr

poibl. Harh rbk hold b avoidd. Patinc i vry

ncary whn daling with a tdnt o thi natr. Th

tdnt mt b awar that yo ar trying to hlp. Nrvo

tdnt may b o apprhniv that thy may not b

itabl or pilot training. Yo hold avoid manovr

involving xtrm hlicoptr attitd, nl thy ar

ntial to th lon bing taght. Tak th tim to bild th

tdnt p to xrci involving xtrm hlicoptr attitd.

OVeRCONFIDeNT OR CONCeITeD. Yo mt rt

nr that thi typ o tdnt ha th ability to match th

condnc and, i o, t mor difclt tak that rqir

gratr accracy. Mor criticim o imprction i adviabl.

I th tdnt ha littl ability, conlling may b rqird.

Any ign o amiliarity mt b dicoragd.

FORGeTFuL OF INsTRuCTION. At th bginning o

training, tdnt may orgt prvio intrction. stdnt

with thi problm rqir a grat dal o patinc and

probably nd mor rviw than th avrag tdnt. extra

tim pnt in bring and dbring and mor tdy on th

tdnt part hold b rwarding or all concrnd.


30/107


INCONsIsTeNT. Many tdnt, at on tim or anothr

throghot th cor, appar to lack conitncy in

ying procincy. Thr ar many raon or thi, and

yo mt try to nd th on that t a particlar tdnt.

Yo mt look at yorl and yor attitd toward th

tdnt. Mot o hav good day and bad day, bt

whn a tdnt how larg ctation in procincy th

intrctor mt look cloly at th taching activiti. A

chang in approach or vn a chang in intrctor may b

calld or.

sLOW sTARTeRs. slow tartr ar tdnt who nd

difclty doing mor than on thing at a tim. Again,

patinc i mandatory. Progr may b low, bt

ncoragmnt will hlp.

FAsT sTARTeRs. Fat tartr ar ally tdnt with

prvio xpor to ight training who qickly grap th initial

air xrci. Yo hold not omit anything rom th bring.

Watch or ign o wakn whn nw work i introdcd.

Thi typ o tdnt ally low down to th lvl o th

othr hortly atr going olo. A high dgr o procincy

throghot th cor hold not b anticipatd nl th

tdnt ha abovavrag ability.

Tabl 2: stdnt trait and how to addr thm.


31/107


IMMATuRe. Yo mt not b too harh with tdnt

who appar immatr. Yo will nd that within a hort

tim in th ying training nvironmnt, th tdnt will

mor than likly attain a gratr dgr o matrity. Yor

attitd i o prim importanc in tting an xampl. Yo

mt ncorag and hlp th tdnt matr into th

rol o a rponibl pilot whnvr poibl.

AIRsICKNess. som tdnt may r rom

airickn indcd by motion, ngativ G, apprhnion,

clatrophobia, tnion or xcitmnt. Yo mt attmpt

to dtrmin what act th tdnt. Whn ign o

airickn how p, try mthod o prvntion ch

a ltting th tdnt y traight and lvl, topping

intrction, indcing rlaxation, making convration

abot omthing l, or whatvr will kp a particlar

tdnt rom bcoming airick.


32/107


THe sTuDeNTINsTRuCTORReLATIONsHIP

Th primary rponibility or tablihing a avorabl

tdnt intrctor rlationhip rt with yo. Th

ccl prormanc o yor job rqir that yor

rlationhip with tdnt accomplih thr thing.It mt maintain diciplin and rpct or yo, th

intrctor: th ar ncary or any ladr. stdnt

mt oby yor dirction, pcially in an hlicoptr.

Thy mt ollow yor xampl and triv to carry ot

yor intrction and ggtion or improvmnt.

Th dir to hlp yor tdnt olv a problm i

an important part in tdntintrctor rlation. An

obvio willingn to hlp tdnt with problm

will do mor than anything l to hold rpct, loyalty,

and coopration. Thi willingn i dmontratd, and

otn th tdnt problm ar olvd by conlling.

It i a continal proc, and inormal conlling takplac any tim an attmpt i mad to hlp tdnt with

problm concrning training.

Yo want yor taching to rlt in good pilot who ar

abl to th initiativ, jdgmnt and kill that yo

hav nrtrd in thm throghot th cor. I tdnt

ar to rpct, rathr than ar or rnt, yor athority,

yo mt b air, rm and rindly. Do th ollowing and

yo will b conidrd to hav om o th qaliti o a

good intrctor:

Inspireyourstudentstosetgoalsthatwillstandthem

in good tad in aviation. Yor xmplary condct and

high idal will hlp in thi goal.

Bedecisive.Weighallthefactorsnecessarytomake

dciion and thn act with conviction.

Beinterestedinyourstudentsandletthemknowby

bing amiliar with thir backgrond, problm and

achivmnt.

Respecttheirrightsand,whencorrectingmistakes,do

o in a traightorward mannr, nvr ing arcam

a a corrction mthod.

Acknowledgeyourownmistakes.Theadmission

that Yo wr right and I wa wrong do mch to

dvlop moral.

Ifyoudonotknowtheanswerstorelevantquestions,

ay o, nd th anwr, and tll th tdnt latr.

Beenthusiastic.Instructorenthusiasmisreectedin

tdnt larning.

Encouragestudentinitiative,selfreliance,ideasand

ggtion. By doing o, yo tach yor tdnt to

raon or thmlv intad o driving thm to rigid

conormity. Howvr, tr that thr ar crtain

bondari that thy mt not ovrtp.

Beimpartialandfair:nevershowfavouritism.

Neverblu:muchofyoursubsequentinstructionmay

b ditrtd.

Usehumour.Appropriatehumourcreatesgoodwilland

can b d to tach difclt bjct matrialbt

dont bcom o hmoro that th bin at handbcom condary.

Ifyoudoubtastudentsprogressormotivation,

arrang or an indpndnt chck. Prhap om

modication to yor taching approach may b

ndd. In xtrm ca a chang o intrctor may

b in ordr, i yor chool itation will allow.

Beawarethattheuseofcockpitintercommunication

dmand itabl phraing, pch lvl, clarity, and

diciplin.

Teachyourstudentstohavemasteryoverthe

hlicoptr, to y with vrv and pirit to th limit o thhlicoptr ight nvlop, and to know what thy

can and cannot do, bt draw a vry dnit ditinction

btwn intllignt condnc and oolhardin.

Planallsololessons.Giveyourstudentsthorough

pr ight and pot ight bring, and mak r that

thy clarly ndrtand th rqirmnt and aim

o th xrci. Thorogh dbring allow yo to

nd ot abot difclti that yo may not har abot

othrwi. To yor tdnt, ailr to dbri may

appar to imply a lack o importanc o th xrci or

a lack o intrt on yor part.


33/107


Bepresentwhenyourstudentsarebeingdebriefed

atr chck rid or tt. Yo may nd ot point that

yo may hav mid whil ying with yor tdnt,

and yo will almot crtainly b givn dtail in a vrbal

dbring that may not b incldd in a writtn rport.

Maintainaprofessionalimage.


34/107


FAuLT ANALYsIs

Falt analyi i ncary at all lvl o ight training.

Th ability to dbri ctivly do mor to parat th

ccl intrctor rom th poor on than do abov

avrag ying ability. Yo mt rali that th ol prpo

o alt analyi i to improv tr tdnt prormanc. A

valid critiq contain thr ntial lmnt:

1. strnghth

2. Wakn, and

3. spcic ggtion or improvmnt.

Withot ach o th lmnt, alt analyi i

inctiv.

strngth ar analyd to giv a ling o atiaction and to

how that yo rcogni what tdnt can do wll. I yo

ar nabl to idntiy trngth, it will b difclt or tdnt

to bliv that yor idntication o wakn i accrat.

Poitiv rinorcmnt o a tdnt trngth will rqntly

do mor or th tdnt than any nmbr o rmdialggtion on yor part.

Th ncity o analying wakn i radily apparnt. Thi

lad into th third lmnt: pcic ggtion or improvmnt.

Whnvr yo ar critiqing a tdnt, conidr th ollowing. I

yo ar nabl to ggt a rmdy or ovrcoming th wakn,

yor tdnt do not hav that wakn. Poitiv ggtion

ar mandatory or improving tr prormanc; howvr, yo

hold limit yor critiq to th idntication o a maximm o

thr wakn with ggtd rmdi. Attmpting to corrct

all th wakn that a tdnt may hav at on tim cold

rlt in yor tdnt not bing abl to corrct any wakn.

Dring actal ight intrction yo hold attmpt to pinpoint aingl major wakn bor conidring th nxt. Improvmnt

in a tdnt prormanc tak tim: an xprt will not appar

ovrnight. Mor will b larnd i a dnit improvmnt in

prormanc i xprincd ach tim th tdnt tak part in a

lon.Th rcommndd ormat to ollow whn condcting

alt analyi i:

Whn in th air:

identifymajorstrengths

pinpointamajorweakness

suggestaremedytocorrectthatmajorweakness.

On th grond:

identifymajorstrengths

identifyamaximumofthreemajorweaknesses

suggestremediestocorrectthemajorweaknesses.

NOTe: On way to think o a major wakn i: What

itm, i corrctd now, wold rlt in th corrction o thgratt nmbr o othr alt? A tdnt prormanc

improv, th wakn that originally wr conidrd

minor on now bcom th only wakn. All

wakn will b dalt with, bt in ordr: th mot

important on rt.

CHARACTeRIsTICs OFeFFeCTIVe FAuLT ANALYsIsectiv alt analyi alway triv or maximm

objctivity. Yo hold nvr allow pronal bia to act

th grading or analyi o any particlar ight. Objctivity

hold b conidrd in both tdnt pronality and ying

tchniq. At tim, pronality conict occr, bt a a

proional intrctor yo will hold th to a minimm.

In th ara o ight tchniq, yo may bcom dogmatic

and accpt only on way to accomplih a manovr.

Alway kp in mind that thr ar many tchniq that

accomplih th am manovr corrctly.

Yo mt b conitnt in yor analyi. Alway attach th

am importanc to an rror, providd th circmtanc

rmain th am. Withot a conitnt t o rl,

yo will b conidrd arbitrary or accd o playing

avorit.

Honty i th bt policy or critiqing. Th itation

whr yo may attmpt to motivat a wak tdnt

by giving bttr grad than drvd jopardi

th ctivn o yor intrction. stdnt mt

know xactly whr thy tand and b givn pcic

ggtion or thir improvmnt. Thi i th ol

prpo o alt analyi, and mphai mt b placd on

thi nction.


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GROuND sCHOOL DeFINITION

Claroomtyp intrction, gnrally to mor than on

pron, covring itm to b taght in th crriclm.

Thi prpar th tdnt or th writtn xamination,

althogh intrction may alo b xtndd to covr th air

xrci.

Thi i a lit o bjct rom th appropriat stdy and

Rrnc Gid that th tdnt hold hav larnd or

hav bcom amiliar with bor th prparatory grond

intrction i givn. Th point hold not orm part o th

prparatory grond intrction or pr ightbring.

GROuND sCHOOL TRAINING


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PRePARATORY GROuND INsTRuCTION

PRePARATORY GROuND INsTRuCTION

DeFINITION

Claroomtyp intrction, normally on a on to on

bai, bt not xclding grop intrction, covring th

tp ncary to y an air xrci. Whra th baic

thory o ight, whr applicabl, wold prvioly havbn covrd in grond chool, om thory may b

ncary to xplain a point rlatd to th condct o th

air xrci. entially, prparatory grond intrction

hold covr how to do an air xrci.

Thi i a prntation givn by th intrctor whn

introdcing a nw xrci. Idally it hold b givn no mor

than 24 hor bor th rlatd training ight and hold b

givn in th orm o a ma bring.


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PRe-FLIGHT BRIeFING

PRe-FLIGHT BRIeFING DeFINITION

Dicion on a on to on bai jt bor th condct o

an air xrci to nr that th tdnt ndrtand xactly

what will tak plac. Thi i ntially a practical bring

on th air intrction in Part II o thi gid, avoiding thory,

which hold hav bn covrd in th ma bring, btinclding th important apct:

Whatarewegoingtodo?

Howarewegoingtodoit?

Safetyconsiderations.

Thi i parat rom th grond prntation. It hold

prcd all ight, whthr or not thr i a nw xrci

to b covrd. It i alo particlarly important whn

nding a tdnt olo. Point that hold b covrd

incld:

meteorologicalandaerodromeconditions,and

NOTAM

thehelicoptertobeused,itsfuelstateandother

rlvant inormation

wheretheexerciseswillbeconducted

takeotime,durationofight,andtimewhenthe

hlicoptr i d to land back at ba

thesequenceofexercisestobecoveredduringthe

ight

areviewofrelevantairmanshippoints.


38/107


Th inight xrci i th clmination o all grond training

and prparation. To achiv maximm ctivn, it mt

b own immdiatly atr th pright bring, and to

avoid conion it hold b own a brid. Th ollowing i

a gid to th condct o a training ight. Variation may b

ncary to it individal tdnt rqirmnt.

CONTROL OF HeLICOPTeRThr hold nvr b any dobt a to who ha control o

th hlicoptr. Th procdr or giving and taking control i:

Whenyou,aspilotincommand,wishtogivecontrol

to yor tdnt, ay clarly Handing ovr. Tach yor

tdnt to tak control only whn rady and to alway

ay Taking ovr. Yo do not rlinqih control ntil

yo har thi phra. Formali thi portion o th

voltion by aying Yo Hav Control.

Whenyouwanttotakecontrol,sayTakingoverand

thn tak control, nring that yor tdnt ay

Handing ovr whn rlinqihing control. Formali

thi portion by aying I Hav Control.

Aspilotincommand,youhavethenalauthority.

Yor rqt to giv or tak control hold not b

qtiond bt actd on a qickly a poibl by yor

tdnt.

Whenthestudenthascontrol,youmustnotridethe

control. Yor tdnt may l that yo ar taking

control, and thi cold lad to a dangro itation.

Additionally, yo may rob yor tdnt o th lingo accomplihing th manovr indpndntly. Thi

i particlarly difclt dring critical manovr,

ch a toch down atorotation, whn thr i littl

tim availabl to th intrctor to corrct rror. Thi

procdr hold b adhrd to at all tim.

IN FLIGHT TeACHINGFor mot nw xrci yo hold rt rviw th

main point o th manovr and thn giv a prct

dmontration. Th rviw mt b hort. Incld ch

itm a airpd, powr tting, altitd, tc. ually

yo can obtain thi inormation rom yor tdnt.

Yor dmontration hold b a complt manovr

and hold t th tandard yo want yor tdnt to

ltimatly achiv.

In th ca o a complx manovr, atr th prct

dmontration, dmontrat a mall portion o th

manovr, giving a bri xplanation ithr bor, dring

or atr th dmontration. Hav yor tdnt attmpt

thi mall portion. Watch cloly or any major rror. I

yo obrv a major rror, tak control immdiatly and

xplain to yor tdnt what wa don incorrctly, thn

dmontrat a oon a poibl what to do to corrct

th rror. Allow practic o that mall portion bor

procding to th nxt portion. Contin th proc

o dmontration, xplanation and practic with clo

prviion o ach tp or portion, ntil yor tdnt

ha compltd th ntir manovr. Thn, allow

contind practic, lowly withdrawing yor gidanc and

aitanc.

A yor tdnt gain procincy, yo may look or minor

rror and corrct thm in th am mannr. Rmmbr,

thogh, that larning to y procintly tak tim and yo

hold concntrat on th major point rt. Many o th

minor rror will b corrctd a yor tdnt corrct

th major alt. Alo, rmmbr to acknowldg good

prormanc.

I practicabl, concld th air xrci with a prct

dmontration o th manovr to b larnd on th

nxt lon. Thi will hlp yor tdnt to lly ndrtand

th hom tdy or th nxt xrci and will alo provid

a poitiv mntal pictr abot what will b taking plac

dring th nxt ight. O cor, yo wold not giv a

dmontration o nw matrial i th nxt lon wr to

b a rviw or a rpat o a lon.

IN FLIGHT INsTRuCTION


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FAuLT ANALYsIsWhn dicing a tdnt alt, alway tak control

o that yor tdnt may dvot ll attntion to th

intrction. In om ca yo may ak th tdnt to

analy th rror in a particlar qnc; ally thi

will happn dring th latr tag o training. Do not

b ovrly critical o minor alt dring arly tag.

Corrct major alt rt, and thn, a improvmnt i

notd, corrct th minor rror. I a tdnt indicat

problm on a olo ight, it may b poibl to analyth problm rom th tdnt dcription o action and

th hlicoptr rpon. Th corrct tchniq can thn

b rviwd and practid on th nxt ight. somtim,

howvr, tdnt may not b abl to idntiy or dcrib

a problm clarly nogh or a good grond analyi to b

mad. Yo hold thn y th xrci on th nxt dal

ight, whr yo can analy th prormanc and corrct

any alt.

PLANNING OF FLIGHT

INsTRuCTIONTo mak fcint o th tim availabl, yo hold

plan th ight to avoid dlay btwn xrci. Fl

limitation, ara rtriction and wathr condition

hold all b conidrd. Yor ight hold b plannd

o that on xrci i logically and dirctly ollowd by

anothr, with a minimm o tim pnt loing or gaining

altitd or in tranit rom on ara to anothr.


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POsT FLIGHT BRIeFING (DeBRIeFING)

POsT FLIGHT BRIeFING (DeBRIeFING)

DeFINITION

Rviw with th tdnt ach xrci ndrtakn dring

th ight. In th ca o a dal ight, th dbring hold

incld trngth and wakn and ggtion to

improv prormanc. An otlin o th nxt training

ion hold b givn, along with tdy aignmnt.

Thi hold ollow all ight, dal and olo. Point hold

incld:

thestudentsownassessmentoftheightand

prormanc

yourassessmentofthestudentsperformance.This

hold incld both th trong and wak point, and

advic on how to corrct any rror.

answeringanyquestionsthestudentmayhave

assigningstudysubjectswhereappropriate.

Not: Dbring hold alway b condctd in privat

and in a mannr mindl o th nitiviti o th tdnt.


41/107


FLIGHT sAFeTY

Flight aty i an important apct o ight training. Both

aircrw and grond crw mt b awar o th nd or

corrct aty practic. Yo ar in a poition to rdc

incorrct, na and illgal practic. Yo ar alo in a

poition to innc th attitd and diciplin o tr

pilot in thi indtry. To b ccl, a ight atyprogram rqir th corrct attitd, propr prviion,

rigid norcmnt, and propr training. Yor tdnt larn

by xampl: YOu MusT seT THIs eXAMPLe!

An xprincd intrctor i an ctiv pportr o th

principl o good airmanhip and ight diciplin. A yo

gain xprinc, larn to rcogni na practic and do

omthing to corrct th itation. Practi ight aty by:

beingalerttounsafepracticesandtakingthe

appropriat action

followingupwhenyouseeanunsafepracticeby

inorming th popl involvd that thy hav bn

n

promotingtheprinciplesofeectiveightsafetyto

tdnt and othr aircrw and grondcrw.

Flight aty concion by all pronnl mt bcom

th ahion. una procdr mt b watchd or,

idntid, and liminatd by rm and conitnt action.

Throghot yor intrction, tr th importanc o

bing l concio, th nd or propr lookot and th

dangr o having loo articl in th hlicoptr.


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A CHeCKLIsT FOR GOOD INsTRuCTION

each intrctor hold:

1. Tll th tdnt pcically what i rqird o thm

dring th lon and at th nd o th lon th

what o th introdction.

2. Idntiy th main taching point or th tdnt by:

a ing vial pport i.. whitboard, orintation

board, or othr vial aid

b vrbally rrring to th vial aid.

3. Tll th tdnt th prpo o th lon and tr

th advantag o th nw knowldg or kill th

why o th introdction.

4. Tll tdnt whr th lon t into th ovrall

pictr.

5. Rlat th lon to th tdnt pat and/or tr

xprinc th whr o th introdction.

6. Conrm that tdnt ar at th rqird lvl borhaving thm larn nw matrial.

7. Prnt th nw matrial in tag.

8. Introdc ach tag o th lon and provid a link

or bridg btwn tag.

9. Obtain tdnt dback throghot th lon by:

a aking qtion

b obrving tdnt prormanc o a kill

c looking at tdnt watching or acial xprion

d taking tdnt qtion.

10. Rpond to dback by:

a anwring qtion

b topping tdnt rom doing a tp o a kill

incorrctly

c rviwing matrial or tp

d aking qtion

corrcting th tdnt i an rror ha bn mad

xplaining why th tdnt prormanc i

incorrct

g ing vrbal pport

h rtaching i ncary

i praiing tdnt or good work.

11. Appar nthiatic abot th bjct bing taght.

12. u pch variation in rat, volm and pitch.

13. Hav tdnt anwr qtion rlatd to thobjctiv or th lon dring th prntation o

nw matrial.

14. u corrct qtioning tchniq.

15. u a varity o training aid to appal to a many

n a poibl whnvr th aid hlp to

achiv th objctiv o th lon.

16. Provid fcint maningl practic o th main

point o th lon o that tdnt condntly

achiv th objctiv.

17. Allot

heli flt inst manual

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