Please Don’t Take a “Crash Course” in Aviation!

screen-shot-2017-02-24-at-10-23-06-amWouldn’t it be great if you could just pay some flat fee and become a safe and competent pilot in 10 or 14 days like those “quick courses” promise? This would be almost like putting money in a snack machine and getting the desired treat in an instant. And similarly, how amazing it would be if you could retain a high level of pilot proficiency without ever training again? So sorry, but neither of these promises are true. I will confess that in some cases it is possible to obtain those coveted FAA certificates that represent these skills, though unfortunately often through dubious methods. But even aside from some shady operations, if you could pass and fly with minimal training and testing standards, you would certainly not be a safe and competent pilot until you had added some necessary experience. I remember one student coming into our flight school because the place where he just passed would not rent him an airplane!

flightsafetysimsThe incremental loss of skill and knowledge with the passage of time is also an unfortunate psychological fact. If you do not continue to train and practice your skills obtained as a pilot, you will lose your proficiency and become less confident and safe in the air. “Use it or lose it” is how the human operating system works for complex skills. These are just proven findings from human psychology and educational theory. Pilots operate in a challenging and changeable world that requires continual activity and review. Every professional pilot heads back to the simulator or flies a check flight every six months for that very same reason.

Safe flying requires much more than a simple set of primary rote skills (monkey see, monkey do) to be safe. Pilots must build (and retain) deep learning and multi-level strategies to fly on both good days and bad. It requires physical competencies but also mental planning and coping strategies. To learn aviation well and be safe in the air, correct habits (sometimes contrary to our natural human instincts) must be learned and remain fluidly available. It is also necessary to catalog a full spectrum of experiences to draw upon when encountering challenges. All this simply cannot be taught (and especially not retained for fluid recall) in a “quickie course.” And it can’t be retained without currency.

bahamasmooneywingFortunately, the thrill and excitement of flight training (and recurrent flying) are inherently motivating if taught correctly. In every flight there is a natural boost and also the satisfaction of incremental mastery. This excitement usually carries pilots through the (not so quick) flight training process. In this respect, pilots are different from the mass of humanity in their ability to delay gratification and accept with patience the necessary building process. It takes time and effort to learn aviation well (and to maintain it). Successful pilots come to understand and value this process, but students need to be taught this lesson.

cfi-studentaopaTo be successful as a effective flight educator, it is critical to remember well your own personal challenges during initial flight training. The learning process can have serious plateaus and disappointments for your students as well. Promising easy success is clearly dishonest and harmful to the long-term learning process. A CFI must possess empathy and compassion for their struggling clients and work to motivate them through the rough patches, enjoying the learning process together! Ultimately, there is much greater satisfaction in completing a thorough pilot training process and knowing you are safe and competent; enjoy the journey!

Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! If you are not yet a SAFE member, please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

Slow Down, Add Oversight (FRAT), For Safety!

We have highlighted many amazing technological tools available to pilots in recent blog articles (and the significant savings available to SAFE members). These advances in technology for efficient planning are continually amazing but also occasionally overwhelming. By correctly using a familiar app, several clicks can plan a flight, incorporate the wind and weather, suggest alternates while analyzing the most efficient altitudes and also file the plan (in less than five minutes!) All this can occur before the higher levels of human risk planning have even been engaged;  It is possible to be off and flying before the “human risk processor” has geared up and asked “is this a safe flight?” The speed and convenience of all this wonderful techno-wizardry are exactly the problem.

slowdownTo be safe, it is essential to slow down this process and ask honest questions before every flight; Have you, as a pilot, actually engaged all this data on a personal level? Is “all available information” in your head or merely downloaded on the iPad? (did you *read* the NOTAMS?) Do you know how to operate your app fluidly? (see ForeFlight Power User) Finally, have you incorporated your personal mission parameters and are *you* mission qualified (e.g. hard IFR at night) to fly this flight?  Once you have processed the data personally it is essential to objectively make a safe “go, no-go” decision. Being honest and accurate (and avoiding the emotional desires) is the difficult part.

screen-shot-2017-02-18-at-11-47-19-amIn part 135 charter flying, we have extensive Standard Operating Procedures, op-specs and levels of oversight from the Director of Operations on down to curate every significant pilot decision. I believe this is the reason professional flying is significantly safer than recreational flying. Professional pilots are not allowed to “just go flying.” We always have a second (or third) set of eyes on every important decision asking “does this really make sense?” There is a price for that amazing freedom we enjoy when flying for fun. If you want to make *your* flying safer you need to add in an oversight layer to your aviation decisions.

screen-shot-2017-02-18-at-10-58-48-amIf you are facing a significant “close call/on the edge” decision, I highly recommend running it by an experienced flying buddy or CFI. Think of this like the PADI SCUBA initiative, where you always have a “buddy” check your equipment, monitor your decisions and make sure you are “thinking straight” to assure operational safety. Diving is a similar fun and exciting recreational activity with real physical danger if risks are not carefully analyzed. Lacking this you can employ one of the new FRAT apps to objectively analyze the risk factors. Still in final development is the FAAST Flight Risk Analysis Tool (or “FRAT”). This incorporates your personal level of proficiency and asks the hard questions about your abilities (just like my boss in charter)

The AOPA FRAT is fully functional and available here. This comes in two formats; quick check and detailed evaluation. AOPA has great media on risk management;  Click here for a great interactive program on personal risk management using modern technology. A second opinion can help you be safer and may just save your life when emotional “mission mentality” (get ‘er done) is overriding good sense!

Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! If you are not yet a SAFE member, please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

Debrief Digitally (Like the Pros) With CloudAhoy!

flightsafetysimsProfessional part 121 (airline) and 135 (charter) pilots are required to train and pass a flight check every 6 months to retain their flight privileges. This usually is accomplished in full motion simulators at a professional training center like Flight Safety. This is an intense, high-stakes experience for every pilot and covers all normal and emergency operations critical to flight safety. Several short, but intense, sessions cover normal operations which morph into emergency descents and depressurization; it can be a long, challenging day in the box.

digitaldebriefThe most useful part of this fully immersive experience (at least for me) is the digital debrief that follows every sim session. This immediate playback composites full GPS map track, cockpit video and control activation in one program that can be analyzed in detail after each flight. The playback provides the opportunity to sit down calmly after each sim session to both understand and correct issues that occurred during the session. This replay also provides an absolutely complete and honest reliving of the experience; an opportunity to see your strengths and weaknesses for future improvement and safety. Digital debrief is a flight training force multiplier!

Historically this level of technological magic was only available at the big sim centers like Flight Safety due to complexity and expense. Now, thanks to CloudAhoy, every General Aviation CFI and flight school can access this amazing set of digital tools. The very newest version of Cloud Ahoy, with many new features, is being released Monday, February 13th (with a significant savings for all SAFE members).

screen-shot-2017-02-12-at-11-24-21-amGive this amazing program a try (free test flight!) and discover the value of calmly debriefing after each flight experience. This complete replay, in a nonthreatening environment, creates a much better understanding and easily doubles the efficiency of every flight lesson. In addition to analyzing and teaching during playback, you will discover Cloud Ahoy also motivates and inspires students by validating their improvement. For DPEs and during stage checks, CloudAhoy can provide a verifiable digital record of exact performance for future records.

Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! If you are not yet a SAFE member, please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

 

Effective CFI; Attitude Control is Aircraft Control

Thank-you Charles McDougal, CFI (and former DPE) for these wonderful ideas and for helping us all become better CFIs. A good CFI is always learning!

When I passed my CFI check ride, I felt the full weight of my accomplishment. And after a few weeks of feeling brand new at it, I settled down and remember feeling that I was highly competent. In some ways, this was true; I was safe, kind, and really enjoyed working with students. But other aspects of teaching flight revealed themselves to me a bit later. And frankly, the learning has never stopped. Fifteen years of sitting in the right seat during practical tests as a DPE and trying to help students and instructors find better ways to teach and to learn had a helpful impact also. I hope that sharing some of what I have learned can help other new instructors to teach more effectively so that their students can learn more efficiently and with fewer difficulties.

The first thing I would ask flight instructors to do is to reexamine their concept of aircraft control. The age-old hangar discussion about pitch-for-air speed/power-for-altitude, does more to obscure a true concept of control than anything I know, and never ends. So, I will not comment further on those choices. Instead, I want to talk about this concept; Attitude Control is Aircraft Control.

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Now I know we can prove that control can be achieved merely through power adjustment, but this does not make doing so a valid control paradigm. Just as flying the airplane with the trim(s) does not make this a correct technique, even though it can work. In aviation, it is often the case that one thing is true, and instead of the other thing being false, it is also true. It is also possible to learn how to control an airplane in a way that is not correct, just plain wrong, and to still achieve a tolerable level of success. So, before we start talking about teaching an attitude based control concept and its execution in the airplane, we should make sure that this is the way we are flying and thinking when we ourselves are at the controls.

screen-shot-2017-02-11-at-9-43-22-amIn a nutshell; The way we control an airplane in flight is to use the flight controls to change or maintain the aircraft attitude, while ensuring sufficient thrust for the altitude selected and the airspeed desired for the current configuration and flight phase. This may sound overly simplistic, but do me a favor; examine every action a pilot makes after adding power for takeoff. First, we have right rudder to counter left turning tendencies and aileron to oppose cross wind forces – This is to maintain the longitudinal axis with the runway centerline and keep the wings level; maintaining an attitude. When we rotate, we raise the nose to a climb pitch attitude and fine tune the rudder pressure to stay coordinated, or with the longitudinal axis aligned with our flight path. With the first turn we roll the airplane, changing its attitude to create a horizontal component of lift, and a turn. Etc., etc., etc.

screen-shot-2017-02-11-at-9-45-10-amOn final approach, we set an estimated power setting and fly pitch for our descent to the runway. Too fast or too high, we adjust power and then go back to flying pitch, perhaps quite often or even continuously. Don’t believe me? How does a coupled autopilot system fly an ILS approach? It uses the flight controls to change or maintain the attitude of the airplane while the auto throttles, (or the pilot) adjusts power for airspeed.

So please examine the way you fly and the way you think about your flying. Everything we do is changing or maintaining attitude, make sure the student understands that this is what he or she is really doing. Unintentional stall base to final? Power is nice to have, but what fixes the problem is lowering the pitch attitude that supports a flyable angle of attack, rudder to keep the empennage behind you! Attitude Control is Aircraft Control!

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The concept that attitude control is what we are doing in the airplane at-all-times, notwithstanding the need for power changes, must be reviewed on every preflight briefing and reinforced during every flight lesson, at least pre-solo. Here are some ways to implement attitude flying concepts, as well as a few other tips that are guaranteed to make your instruction more effective.

  • Make sure you are teaching an attitude based control paradigm from the very first lesson, using outside visual references exclusively for control reference (the way the airplane flying handbook says), instrumentation only to confirm proper airspeed, heading, altitude, and power setting. We call this; Flying Outside, Checking Inside, versus: Flying Inside, Checking Outside. There is a huge difference!
  • For everything you are going to tell the student to do, develop commands that begin with; “OK, look outside and……”. NOT; “look at the ____ instrument and ….”. Maneuver first by outside reference, check the applicable parameter briefly to confirm efficacy of attitude and power setting.
  • When you are demonstrating a maneuver, concentrate on getting the student to look at the reference that indeed you are looking at (and this should be outside the airplane), and what you are doing to modify the picture. Don’t be afraid to demonstrate – you are not hogging the controls. Students need to emulate good examples of aircraft control.
  • NEVER be on the controls at the same time as your student. Let her fly, or transfer control and you fly and demonstrate, (or return the aircraft to a safe condition if that is the problem). When two pilots are both on the controls, only one of them has a clue what is going on…….and it’s not the student.
  • Require your student to use the checklist correctly from day one. This means, don’t use it as a read-then-do “cookbook” in flight. When airborne, normal procedures must be memorized; do the item from memory, THEN read the checklist to ensure everything has been accomplished. Other times, preflight, run up, takeoff, landing, emergencies – the checklist may be appropriately implemented either as a “do” or “review then do” list. Be demanding (but kind) enforcing checklist usage. Your student will only develop the ability to integrate the checklist properly if you require it on every flight. Someday this may save a life.
  • Don’t let your student land on the first lesson, or the second lesson, or the third. Probably not the fourth. If you do, you will be giving control commands (rather than the student seeing the need for attitude change and power adjustment), or even worse by “helping” on the controls. Instead, teach the student how to fly the pattern to a Go-Around from 50 feet or so. Then, you take control abeam the numbers (on the second approach) and demonstrate, getting the student’s attention OUTSIDE the airplane at the things you are looking at to fly the pattern and land. After four or five lessons the student will have learned how to execute a safe go around, and due to the law of primacy, will always have this skill available, will have seen multiple demonstrations of good pattern and landing procedures (including your relentless and correct integration of the PRINTED checklist, and will be “ready to learn” when it’s time for them to land.
  • Require your students to show up early, get a formal weather briefing including all elements of a standard briefing, calculate weight and balance manually, and be ready to brief you on the day’s flight lesson. If this doesn’t happen, don’t fly; turn the lesson into a ground session including the importance of preflight preparation.
  • Always require that your student have current charts, AFD, plotter, and flight computer with them on every flight. Turn the G1000 to full dim regularly. Fail the iPad regularly. Do not allow own ship position on the iPad.

screen-shot-2017-02-11-at-9-51-18-amMany of these tips are orbital, meaning they are peripheral techniques used to implement the core curriculum. The core curriculum is the concept of attitude flying. Any student should be able to respond correctly to this question by his third flight; How does a pilot control an airplane in flight? – By using the flight controls to change or maintain aircraft attitude while ensuring adequate power for the attitude selected!

As always, if any of this seems unfamiliar or extreme, or even substantially different than how you are used to flying and teaching (and thinking), then make sure to experiment with a senior instructor to ensure the safety of both you and your students.

Best wishes for safe and effective teaching!

charlesmcdougal

Charles McDougal started flying in his late 30’s after a 20-year career as a performing musician. Instructing at the flight school where he learned to fly, he eventually became Chief Flight Instructor, supervising the activities of up to 35 CFI’s. In 1999 he was designated as a Pilot Examiner by the FAA. For 15 years Charles approached aviation from three tangents; as a very active DPE, the owner and operator of two Rutan Canard airplanes in which he flew 2000 hours over ten years (and a Mooney M20J after that), and as a corporate pilot and flight department manager for a succession of small business and families.  In 2014, the FAA chose not renew his designation. He has had several technical articles published in AOPA flight training magazine. Currently Mr. McDougal is Chief Pilot for an expanding flight department in San Antonio, TX where he lives with his wife and a number of dogs, and is on sabbatical from teaching.


Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! If you are not yet a SAFE member, please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

Use Safer (Smarter) Pilot Tools; Always Learning!

ForeFlight, Pilot Workshops Series, Modern Pilot subscription; become a safer (smarter) pilot!

As a flight instructor for many years, I am always amazed at the reluctance of pilots to spend money on proven, beneficial training. This is true in the flight arena but even true for ground training where the relative costs are almost insignificant. A new camera or GPS is easily justified (let’s not talk about all the other pilot bling) but a training course on-line or EFB subscription is often ruled “too expensive” and avoided due to cost! This is one reason SAFE is always pursuing new discount opportunities for our members. The training and courses you see discounted on our website can really help you achieve a greater comfort and safety level in your flying (and these tools are excellent for teaching sessions too). Building knowledge in your non-flying hours is always cheaper than burning avgas! Here are a few ideas and especially for SAFE members…incredible bargains.

Free to everyone, and especially useful for CFIs is our SAFE Toolkit. This app provides every instructor all the FAA required AC 61.65F endorsements and hour requirements for preparing and recommending students for flight tests. (Every DPE will be impressed with your comprehensive and accurate prep work!) And for any pilot, this App also provides amazing mobile weather and flight tracking all in one place.

pilotworkshopsAlso free is the Pilot Workshops series: IFR Focus  This easily-accessible, simple training is just a hint of what is available with a full Pilot Workshops membership (see SAFE discounts below).  The subtle differences in the ILS lighting arrangements on lower than 3 degree ILS glide path now make good sense; further from the runway! The Pilot Workshops training will help make you a true professional and fill in those knowledge gaps that develop with new technology and the erosion of proficiency that is inevitable with the passage of time. To be safe in flight you need to continue to train and pursue excellence. This series of on-line courses and technology tools are super helpful in this mission.

Not free, but worth every penny is the well known ForeFlight App. Though a proven safety tool, I unfortunately see people struggling with less comprehensive and efficient technology (or out dated maps) due to the pricing penalty of new technology. SAFE provides 1/3 off your ForeFlight subscription. This benefit essentially provides ForeFlight users a free SAFE membership (and you can buy a Starbucks with the difference)! There is no reason *not* to have ForeFlight.

And though ForeFlight is very intuitive, I continually discover new and helpful features that good ground training can more easily reveal. SAFE provides a huge discount to ForeFlight Power User created by The Modern Pilot. Eric was ForeFlight employee #1 and the primary “ForeFlight evangelist” for years with the company before creating this educational series for pilots. For only $67 you get a full course and ongoing subscription to The Modern Pilot.

Aerovie is another comprehensive Electronic Flight Bag (and is available free to all SAFE members). When you try this system you will see a different philosophy at work and a robust integration with the actual FAA weather website in a very clever system. The Aerovie enroute weather presentation is amazing. This adds greatly to your view of the changing environment and consequently improves your flight safety.

For SAFE members, Pilot Workshops waives the $199 new member fee and their monthly member fee is reduced to only $19. That is so reasonable that no conscientious pilot could ignore this opportunity. Sportys, ASA and King Schools all offer a 20% discount to SAFE members. As mentioned, ForeFlight offers SAFE members 1/3 off and Aerovie is completely free to members. If you are a CFI you can offer a substantial discount to your students to motivate and encourage their progress. There are many more discounts and promotions on the member discount page. Please get on board by joining SAFE and enjoy these amazing sponsor discounts!
The path for members to these amazing discounts is first log in as a member on the website with your user/password as shown here, then select the sponsor you are seeking to get a discount from:

safediscountsPlease “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! If you are not yet a SAFE member, please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

Its All About Safety…

Thanks to CFI Paul Beaulieu, owner of Perception Aviation/Flight School (KBVY) for this guest article.

itsallaboutsafetyThat is a wonderfully over-used statement in aviation; of course, the danger in over-statement is the eventual effect of dulling it’s impact. Safety as a bottom line is the sum of so many links in a chain: equipment, maintenance, training, quality of training, situational awareness, currency, weather conditions, other operators, managing distractions, risk management, crew resource management, and more.

I would like to focus in on a critical safety concept that is embedded in one of the above items: quality of training. This is impacted by the preparedness and expertise of the trainer, the quality of the material, and the readiness of the learner to learn. This brief article will focus on the trainer’s impact on the learner’s readiness.

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One of the key concepts absorbed by Certificated Flight Instructors is the Hierarchy of Human Needs as realized by Abraham Maslow.

This five tiered pyramid is an excellent tool for understanding what generates the best outcomes in learning and it is the responsibility of the trainer to pave the way for success.

The first, or base, level is the physiological well-being of the learner. There are numerous points of influence at this level, some of which can be controlled by the trainer and others that are not directly controlled but should be used to inform the appropriateness of selected tasks or topics. For example in the first category are simple things like hydration, hunger, and comfort of the learner. Having healthy snacks and bottles of water as well as coffee and tea go a long way in setting the learning environment up for success. Comfortable chairs, sturdy tables, and well lit rooms also have a big impact. The latter group of considerations, those not influenced by the trainer, should be observed as considerations for the type and intensity of training. If the student arrives well rested and focused, have at it; but if he is lethargic, admits to coming directly from an overnight shift, or is distracted by home or other life stress, then select only appropriate, likely review, materials. Perhaps even a demonstrative lesson on the effects of stress and distraction and application of the IMSAFE checklist.

If we focus on delivering our syllabus to our learners, our mentees, in positive exchanges that enhance their confidence and their self image as members of our community, they will be better prepared to make good decisions as pilots in command.

It is the second level of the pyramid that is the inspiration and focus of this article, SAFETY. We have enormous impact on this level and it is malpractice to ignore its importance. It goes far deeper than the belief that one is not going to meet their fate in an airplane today, rather it gets at the extraordinary courage it took for this person to present themselves to you in pursuit of a dream. Becoming a pilot is no small goal, especially to an outsider. Its easy, sometimes, to forget or minimize the status we hold as pilots in the eyes of the beholder. Nowadays, in order to stand before a licensed pilot instructor, one must also navigate tall fences and signs that inform of a federal government that will descend on the first person who dares enter these gates unescorted.

Here’s where our responsibility begins. This prospective learner possibly also called ahead to the school and was hopefully met by a friendly, attentive, empathetic voice who has contemplated the importance of this first contact. The caller shyly states that she would like to become a pilot. Imagine if the representative of the school is dismissive, or worse, gives the distinct impression that one has to earn that kind of aspiration. (school owners: see how critically important it is that we control who answers the phone on our behalf?!). Conversely, it is possible to embrace the caller with genuine excitement at the idea of inducting a new pilot, and a new member of this warm learning community which you have created. Now that you have warmly greeted and embraced this new friend the real work begins. Every interaction from here and beyond needs to be filtered with an eye toward supporting the student’s belief that its okay to be here, to want to become a pilot, and to make mistakes. One false move on our part and the student is shut down.

Here’s one sample interaction that may seem innocent but can have devastating impact on the learner: “Beverly Tower November 12345 ten miles out, inbound for landing.” (instructor interjects to the tower) “Tower, 12345 is ten miles to the East and we have information Charlie.” Now, it is conceivable that a busy environment would necessitate this interjection, but in that case the instructor should have offered an opportunity to rehearse the call beforehand. In most situations it would be better for the instructor to give the learner the chance to realize their error and wait for the controller to request the clarification. This way the learner not only fixes the problem, experiences the procedure for making the correction, and retains PIC-esque responsibility, but they emerge with their sense of safety in being able to handle the situation without intervention. When the instructor jumps in, the learner is jolted into a reality where they are not up to the task. Positive transfer of learning has stopped.

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Just as a side note, there’s a perfectly good reason for the instructor to want to jump in. He is human too, and has the need to fit in, and control his surroundings. We sometimes even want to elevate ourselves at the expense of the learner, just to put them in their place. In the best of us this is purely subconscious but that is still self serving and denies the learner an important opportunity. Worse, it knocks him down a peg. Not our immediate goal.

The third tier is love and belongingness. This is perhaps the simplest, but only works if it is genuine. You simply can’t fake this one and it separates the great instructors from the time-builders.

These first three levels of the pyramid is where the rubber meets the runway. The final two pinnacle levels are ego and self actualization. When we succeed, the ego is in tact and the learner is set up to succeed at the appropriate task we have chosen for them today. Hopefully we have been able to identify the important nature of how our actions can influence our learners’ experiences.

The final statement here is to tie the importance of these concepts into the importance of the quality of our training on overall safety in aviation. If we focus on delivering our syllabus to our learners, our mentees, in positive exchanges that enhance their confidence and their self image as members of our community, they will be better prepared to make good decisions as pilots in command.

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Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! If you are not yet a SAFE member, please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

FAA Basic Med has Finally Arrived!

The FAA has published the BasicMed rules, however, the regulations do not go into effect until May 1, 2017. (This is to allow time for a comment period on the information collections, as required by the Paperwork Reduction Act of 1995) After that point, if you meet the BasicMed requirements, you can operate without an FAA medical certificate.

faabasicmedwebBasic Pilot Requirements:

  • Possess a U.S. driver’s license
  • Have held a medical that was valid at any time after July 15, 2006.
  • Have completed a medical education course described in FESSA within the past 24 calendar months
  • Have received a comprehensive medical examination from a State-licensed physician within the previous 48 months.
  • Is under the care and treatment of a physician for certain conditions
  • Make certain health attestations and agree to a National Driver Register check

Basic Aircraft Requirements:

Any aircraft authorized under federal law to carry not more than 6 occupants

Has a maximum certificated takeoff weight of not more than 6,000 pounds

Basic Operating Requirements:

Carries not more than five passengers

Operates under VFR or IFR, within the United States, at less than 18,000 feet MSL, not exceeding 250 knots.

Flight not operated for compensation or hire

CFIs can instruct with BasicMed! (within A/C limits)

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Click here for pdf of rule   Click here for FAA Basic Med FAQ  A/C

Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! If you are not yet a SAFE member, please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!