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AIRBORNE INSTRUCTION

TECHNIQUE
OBJECTIVE
DESCRIBE THE IMPORTANCE OF FLIGHT SAFETY
DESCRIBE AIRBORNE INSTRUCTION TECHNIQUE
STATE OBSTACLE OF LEARNING DURING FLIGHT INSTRUCTION
REFERENCE
MHSA ITC HANDBOOK CHAPTER 14
FAA BASIC INSTRUCTOR MANUAL CHAPTER 8
CASA HELICOPTER FLIGHT INSTRUCTOR MANUAL PT 1
Q???
THE IMPORTANCE OF FLIGHT SAFETY
Flight safety is an important aspect of flight training
Reduce incorrect, unsafe and illegal practices.
Influence the attitudes and disciplines of future pilots in this
industry
Flight safety program requires the correct attitude, proper
supervision, rigid enforcement, and proper training
Learn to recognise unsafe practices and do something to correct
the situation
THE IMPORTANCE OF FLIGHT SAFETY
Practise flight safety by:
Being alert to unsafe practices and taking the appropriate
action
Following up when you see an unsafe practice by informing the
people involved that they have been seen
Promoting the principles of effective flight safety to students
and other aircrew and ground-crew.
Stress the importance of being fuel conscious, the need
for proper lookout and the danger of having loose
articles in the helicopter
THE IMPORTANCE OF FLIGHT SAFETY
Practise flight safety by:
Being alert to unsafe practices and taking the appropriate action
Following up when you see an unsafe practice by informing the people
involved that they have been seen
Promoting the principles of effective flight safety to students and other
aircrew and groundcrew.
Stress the importance of being fuel conscious, the need for
proper lookout and the danger of having loose articles in the
helicopter.



PRE-FLIGHT BRIEFING DEFINITION

Discussion on a one to one basis just before the
conduct of an air exercise to ensure that the student
understands exactly what will take place
A practical briefing on the air instruction
What are we going to do?
How are we going to do it?
Safety considerations.
Avoid theory, which should have been covered in the
mass briefing

Points that should be covered include:
Meteorological and aerodrome conditions and NOTAMs
The helicopter to be used, its fuel state and other relevant
information
Where the exercises will be conducted
Takeoff time, duration of flight, and time when the helicopter is
due to land back at base
The sequence of exercises to be covered during the flight
A review of relevant airmanship points.
PRE-FLIGHT BRIEFING DEFINITION

CONTROL OF HELICOPTER
AIRBORNE INSTRUCTION TECHNIQUE
New exercises - review the main points of the manoeuvre - give a
perfect demonstration
Complex manoeuvre- the perfect demonstration- demonstrate
a small portion of the manoeuvre - a brief explanation either
before, during or after the demonstration
Watch closely for any major error.
If you observe a major error,
take control immediately
explain to your student what was done incorrectly,
demonstrate as soon as possible what to do to correct the error.
AIRBORNE INSTRUCTION TECHNIQUE
Allow practice of that small portion before proceeding to the next
portion.
Continue the process of demonstration, explanation and practice
with close supervision of each step or portion, until your student
has completed the entire manoeuvre.
Allow continued practice, slowly withdrawing your guidance and
assistance.

AIRBORNE INSTRUCTION TECHNIQUE
Proficiency gains - look for minor errors and correct them in the
same manner.
Learning to fly proficiently takes time - concentrate on the major
points first.
Minor errors will be corrected as your student corrects the major
faults.
Acknowledge good performance
AIRBORNE INSTRUCTION TECHNIQUE
If practicable, conclude the air exercise with a perfect
demonstration of the manoeuvre to be learned on the next
lesson.
Help student to fully understand the home study for the next
exercise - a positive mental picture - the next flight
AIRBORNE INSTRUCTION TECHNIQUE
DEBRIEFING
Include strengths and weaknesses and suggestions to improve
performance. An outline of the next training session - along with
study assignments. Debrief include:
The students own assessment of the flight and performance
Assessment of the students performance. Include both the strong and
weak points, and advice on how to correct any errors.
Answering any questions the student may have
Assigning study subjects where appropriate.
Debriefings should always be conducted in private and in a
manner mindful of the sensitivities of the student.



OBSTACLES TO LEARNING DURING FLIGHT
INSTRUCTION
Feeling of unfair treatment
Impatience to proceed to more interesting operations
Worry or lack of interest
Physical discomfort, illness, fatigue, and dehydration
Apathy due to inadequate instruction
Anxiety..



OBJECTIVE
DESCRIBE THE IMPORTANCE OF FLIGHT SAFETY
DESCRIBE AIRBORNE INSTRUCTION TECHNIQUE
STATE OBSTACLE OF LEARNING DURING FLIGHT INSTRUCTION
THE IMPORTANCE OF FLIGHT SAFETY
Practise flight safety by:
Being alert to unsafe practices and taking the appropriate action
Following up when you see an unsafe practice by informing the people
involved that they have been seen
Promoting the principles of effective flight safety to students and other
aircrew and groundcrew.
Stress the importance of being fuel conscious, the need for
proper lookout and the danger of having loose articles in the
helicopter.



OBSTACLES TO LEARNING DURING FLIGHT
INSTRUCTION
Feeling of unfair treatment
Impatience to proceed to more interesting operations
Worry or lack of interest
Physical discomfort, illness, fatigue, and dehydration
Apathy due to inadequate instruction
Anxiety..



NEXT TOPIC
Human Performance and Limitation Relevant to
Flight Instruction

Q???
EACH INSTRUCTOR SHOULD

Tell the students specifically what is required of them
during the lesson and at the end of the lesson he
students
Identify the main teaching points for the student by:
Using visual support (i.e. whiteboard, orientation board, or
other visual aids)
Verbally referring to the visual aids.
Tell the student the purpose of the lesson and stress the
advantages of the new knowledge or skill

Tell students where the lesson fits into the overall
picture.
Relate the lesson to the students past and/or future
experiences (the where of the introduction).
Confirm that students are at the required level before
having them learn new material.
Present the new material in stages.

EACH INSTRUCTOR SHOULD

Introduce each stage of the lesson and provide a link
or bridge between stages.
Obtain student feedback throughout the lesson by:
Asking questions
Observing student performance of a skill
Looking at students (watching for facial expressions)
Taking student questions.

EACH INSTRUCTOR SHOULD

Respond to feedback by:
Answering questions
Stopping students from doing a step of a skill incorrectly
Reviewing material or steps
Asking questions
Correcting the student if an error has been made
Explaining why the students performance is incorrect
Using verbal support
Re-teaching (if necessary)
Praising students for good work.

EACH INSTRUCTOR SHOULD

Appear enthusiastic about the subject being
taught.
Use speech variation in rate, volume and pitch.
Have students answer questions related to the
objective(s) for the lesson during the presentation
of new material.
EACH INSTRUCTOR SHOULD

Use correct questioning techniques.
Use a variety of training aids to appeal to as many
senses as possible whenever these aids help to achieve
the objective(s) of the lesson.
Provide sufficient meaningful practice of the main points
of the lesson so that students confidently achieve the
objective.
EACH INSTRUCTOR SHOULD

Allot time relative to the importance of the
teaching point.
Identify and correct errors or mistakes made by
the students at the time they occur, or as soon
thereafter as practicable.
Use clearly worded explanations.
Deliver the lesson in a logical sequence.

EACH INSTRUCTOR SHOULD

Conduct periodic reviews of critical areas of the lesson.
Summarise the main points of each stage.
Evaluate level of student learning at the end of each
stage.
Test students on the main points of the entire lesson
towards the end of the lesson.
EACH INSTRUCTOR SHOULD

Provide a final summary that links all stages to
the objective(s) of the lesson.
Re-motivate students by telling them how the
new knowledge or skill will benefit them.
Ensure they are well prepared for the
programmed lesson prior to meeting with
student.
EACH INSTRUCTOR SHOULD

Q???