Category: CFI Technique

The “Fundamentals of Instruction” (FOI), are required to be learned and then tested by the FAA for initial CFI certification. This teaching doctrine is a formidable challenge for many pilots transitioning into their new role as “educators.” Success for every aspiring CFI requires shifting from the world of “flying and physics” to their new primary role as “coach and educator.” And the educator role requires more psychology than physics. Some of this training does more harm than good and perhaps some updating is advisable?

But the FAA FOI is only a starter kit for a serious aviation educator (more). At the heart of the FOI are six “laws of learning” derived from Edward Thorndike’s behaviorist experiments (good dog, bad dog) from over 100 years ago. This is like operating at the “J-3 PPL” level in a world of “glass-panel GPS.” Modern cognitive psychology and neurological testing have discovered many more efficient tools and techniques than the original FAA “laws of learning” from the late 1800s. These new techniques make the educator’s job, and a learner’s progress, much more successful and also help eliminate many proven educational fallacies.

To more effectively educate aviators, I propose a seventh law of learning that leverages the traditional “FAA  Laws” while also adding some benefit from newer cognitive science. This cognitive focus modifies all the previous FAA “Laws” by also providing a “learner-centric” focus.

Law #7: Learning occurs most effectively as a result of optimal, curated challenges – remembering that every learner is unique and central to the educational process!

This law encompasses the central premise of the Talent Code, by Daniel Coyle. “Talent” is not inborn, it is grown with “deep practice.” Coyle provides scientific evidence that learning is best achieved by training with “optimal challenge” between “comfort” and “flailing.” Initial learning is largely drill and repetition (not scenario-based) with errors and self-correction. “Exploration teaching” – scenarios without careful guidance – have proven to be expensive, wasted time for learners. “Guided discovery” happens only when basic skills are mastered and appropriate challenges are presented in a timely fashion.

These neurological ideas were originally proposed by Lev Vygotsky and later Donald Hebb who developed these learning theories based on neurology and verified results. Their ideas have been further tested with modern MRIs and scientific studies bolstering modern teaching techniques. This new learning law also puts the student at the center of the educational process –  the most important actor in the educational equation. If the student has not learned, in the majority of cases, the CFI has failed to motivate or teach adequately; a more honest and equitable educational relationship.

Achieving “optimal challenge” is similar to building muscle mass in the gym, where there is little benefit to endless easy reps (patterns?) in the “Comfort Zone.” Real progress requires practice at the edge of current capabilities to stimulate growth and improvement. In neurological development (learning) aviation requires careful coaching from a knowledgeable educator to safely present  this “optimal challenge.” Daniel Coyle in the Talent Code calls this “deep practice.” You must be willing to try and struggle, fail then improve. The ultimate benefit is more rapid, enduring results. (Listen to this audio summary). A huge impediment to learning is self-image and fear of failure. By definition, if you only do what you already know, the learning of new skills is impossible.

This learning theory is neurologically validated by the documented “myelination” of new brain circuits we engage when working with “optimal challenge.” The brain is an amazing machine, and myelinated neurons, basically neurons with extra insulation, operate  300X faster when transmitting data – broadband compared to dial-up. The effectiveness of this teaching method is also proven by the dramatic performance increases documented across a whole range of disciplines from tennis to soccer to musical performance.

The magic key to this whole process is a savvy CFI providing “optimal challenge” to the student. Learning well is a very personal experience and success requires a trusted honest relationship. The CFI must carefully balance progress and challenge as a lesson progresses. Rote application of standard lesson plans on a pre-determined schedule is damaging to the educational process (and unfortunately common).

A learner only benefits from new experiences when they have achieved and retained the previously presented foundational skills (that “readiness law”). This is called “incremental mastery” and the basis of the “building block theory” in education. Accelerated programs often push too rapidly and create confusion and fear rather than learning. Our educational objective is to create enduring skill acquisition while simultaneously building learner motivation and confidence. The result is skillful, safe pilots demonstrating “command authority” (PIC) and resilience.  Fly safely out there (and often)!

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See “SAFE SOCIAL WALL” For more Resources

Join SAFE and get great benefits. You get 1/3 off ForeFlight and your membership supports our mission of increasing aviation safety by promoting excellence in education.  Our FREE SAFE Toolkit App puts required pilot endorsements and experience requirements right on your smartphone and facilitates CFI+DPE teamwork. Our newly reformulated Mentoring Program is open to every CFI (and those working on the rating) Join our new Mentoring FaceBook Group.

 

A huge change has quietly occurred in US airspace that is commonly misunderstood. There is almost no “Class G airspace”  in the US above 1200 agl! Unfortunately, most applicants on flight tests (and many CFIs) still fail to grasp this concept and its importance for safety. G to E airspace is often where VFR and IFR mix it up, so knowing these boundaries is essential.

Many CFIs still dutifully teach “Class G to 14,500” and often confuse students with the historic “blue vignette.” Applicants (and pilots on flight reviews) then point out “Class G to 14.5” just west of Manhattan 😳🤮. There are huge safety consequences to this ignorance – VFR/IFR mix in E/G. The correct understanding is critical to the safety of all pilots at every certificate level (even IFR).

The reason Class G to 14,500 is now the very rare exception is due to recent “GPS direct” IFR routing. There now is IFR traffic just about everywhere above 1200 agl. (not just on historic airways) so G only goes up to 1200 agl. The only blue vignette I could find on VFR charts is now in remote Alaska. Class G above 1200 agl is basically gone! IFR traffic is now approved GPS-direct just about everywhere above 1200agl (in the Echo) all over the Continental US.

When Orville and Wilbur went flying, all airspace was “Class G”- “Go for it!?” There was no IFR traffic and no “controlled” airspace. Later, when we flew surface-based airways IFR on airways, the FAA protected those IFR corridors with a cyan vignette (Echo Airspace) assuring VFR/IFR separation. Between airways was “Golf Airspace” up to 14,500. But now with “GPS-direct IFR” (everywhere), these corridors are part of history (like those concrete airway marker arrows). I teach airspace in this manner –  meaningfully and “historically,” starting with the surface and then proceeding upward to positive control Alpha and Bravo (rather than “alphabetically” starting at 18K). After all, most pilots fly in Echo and Golf and this is where these misunderstandings can create serious safety conflicts between VFR and IFR.

The FAA defines “Golf airspace” as everywhere in the US (usually at the surface) that has not been otherwise designated. This is airspace that is “left over,”  and consequently not controlled by the FAA.

FAR AIM: 3–3–1 ”General: Class G airspace (uncontrolled) is that portion of airspace that has not been designated as Class A, Class B, Class C, Class D, or Class E airspace.”

So the great mystery on most flight tests (struggle, sweat, moan) is where Class G becomes “controlled” or becomes “Class E.” This is a critically important question for both VFR and IFR pilots since this is where GA surface operations – potentially 1 statute mile viz/clear of clouds – mix with IFR “controlled cloud flying.” The whole Echo/Golf airspace system is designed to keep VFR and IFR airplanes from swapping paint (read on for why this often no longer works).

As a result of this Echo/Golf airspace confusion,  Echo transitions and surface areas are also commonly misunderstood by many pilots (and even CFIs). These critical corridors protect IFR traffic descending to the surface (where the “rubber meets the road). In an Echo surface area (magenta dashed) under IFR conditions, descending IFR traffic is protected with a requirement for 3 statute miles and the 1-5-2 cloud clearance (often violated by ignorant VFR pilots). Hypothetically, in IFR conditions, there should not be a 7AC Champ doing touch-and-goes at your destination airport. These E/G rules need to be understood (and complied with) by pilots at all levels for flight safety. But most every IFR pilot has popped out of the clouds to meet a local VFR pilot in the pattern with some scary low weather (and usually also not broadcasting ADS-B🤮). My personal favorite was descending IFR to find a glider parked on the runway…no landing!

Echo Surface areas

These dotted magenta circles (resembling a Delta in shape and sometimes confused) provide IFR protection all the way to the runway. These were *historically* designated where an ILS descended to the surface and often had surface extensions to a ground-based navaid. Unfortunately, with the advent of LPV approaches most everywhere, IFR traffic now often descends below the magenta vignette (out of 700 agl Echo) to the surface in class G (uncontrolled) airspace. Local traffic is perfectly legal to be flying 1sm/clear of clouds while IFR operations arealso  legally descending in the clouds. *No* VFR/IFR separation is provided here!

Echo Surface Extensions IN IFR

Another misunderstood (and frequently violated) airspace is the surface extensions on a class Delta Airspace that is operating in IFR conditions. Many pilots seem to think avoiding an “IFR Delta” is enough to be safe (and legal). But when an operating Delta goes IFR, the associated Echo extensions are also considered IFR. Uncontrolled VFR traffic should not be roaming around in these surface areas if the associated Delta is IFR. (Special VFR please?)

Quiz Time: The magenta vignette clearly indicates Golf Airspace surface up to 700 agl (and Echo above). Where does Echo start above the indicated box? Click the picture for quiz 🙏

 

 

Hopefully, this short overview provided some clarity on the Echo/Golf situation, and why understanding this is critical for safety (and your comments are welcome!) It’s a brave new world out there with all the new IFR capabilities. Though this airspace change reduces the amount of “uncontrolled airspace” it also enables more “IFR direct” capability for efficiency. Fly safe out there (and often)!

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See “SAFE SOCIAL WALL” For more Resources

Join SAFE and get great benefits. You get 1/3 off ForeFlight and your membership supports our mission of increasing aviation safety by promoting excellence in education.  Our FREE SAFE Toolkit App puts required pilot endorsements and experience requirements right on your smartphone and facilitates CFI+DPE teamwork. Our newly reformulated Mentoring Program is open to every CFI (and those working on the rating) Join our new Mentoring FaceBook Group.

 

The repetitive nature of flight training with the cycle of practice area/traffic pattern, can defeat and deaden even the most enthusiastic aviation educator over time. Similarly, eager, excited new pilots also get caught in a rut of their “comfort zone” pretty quickly and eventually fly less or quit altogether unless they embrace new challenges. It takes intentional steps to keep your initial aviation excitement alive – and this should not take the form of greater risks, but new learning.  Otherwise, you will find yourself experiencing less pleasure in your daily flight activities (normalizing your familiar experiences). Every educator and passionate pilot needs to embrace a growth mindset to avoid burnout!

Burnout in any area of experience is from too much of the same continuous input and limitations. As humans, we naturally normalize (stereotype) all our experiences, even the good ones (hedonic treadmill theory). The most exciting experience can become “Groundhog Day” unless we intentionally vary the script and step out of our “comfort zone.” Here are some ideas to brighten and recharge your life and your teaching. These ideas are adapted to aviation education but make sense for every daily activity.

“The hand you are dealt is just the starting point for development.” —Carol Dweck

Embrace a Growth Mindset

The term “growth mindset” was popularized by Stanford psychologist Carol Dweck and grew out of Dr. Martin Seligman’s work on “learned helplessness.” The growth mindset embraces the optimistic life view that change and growth are natural human qualities; we are built to naturally learn, improve, and flourish. Unlike hard-coded organisms, up and running at birth, humans are born helpless, with only 256Mg of instructional data. Humans learn all the rest of their required skills in along period of dependency varying greatly with environment and challenges. Consequently we are the most adaptable (and numerous) species on the planet.

A growth mindset is the complete opposite of the cynical “hamster wheel view of life” which believes “we are entirely the cards we were dealt.” Growth mindset is the philosophy behind “The Talent Code” – “greatness isn’t born, it’s grown through deep practice” and continual learning; humans are filled with endless possibilities. The key mandate to achieve a growth mindset is to escape the comfort zone and pursue new and creative challenges; developing more resilient and flexible skills. This requires effort and some struggle though, not the easiest pathway.

It Is OK to Make Mistakes!

One huge impediment to learning is ego. After a while in piloting, or as a professional in any field, the ego prevents taking chances and looking stupid – we aggressively avoid being a “beginner.” Mistakes in professional aviation in any form are totally not allowed. But mistakes and blundering are exactly what learning requires in new areas. Learning takes courage. This experience of complete newness and novelty is what recharges your batteries and brings joy through achievement. It is OK to suck at something new (provided a safe environment). Blundering and experimenting is a required part of learning.

I recently took some helicopter dual and in addition to being a (happy) klutz at the controls, I developed great admiration for my CFI who patiently guided me through hovering again. I felt a kinship with my students who tried hard but do not initially succeed.

Creatively Vary Your Presentation

If you are getting bored with your instructional routine, your learner is also probably suffering from this malaise. You need to break this cycle and instead of heading to “the practice area,” get creative and use nearby local airports as a new challenge (when this challenge is appropriate for your learner). Assign a destination farther away and then invent a weather scenario that requires a diversion to a nearby field that was not planned. Scenario training requires some time and creativity to conjure up the challenges but ends up being fun – adding excitement for both the learner *and* the educator.

Rev Up Your Curiosity!

In your ordinary environment, spend extra time to really look carefully and examine fully what you experience daily. Digging in deeper will reveal many details and meanings you missed in the daily grind and surface interesting new ideas. This is, of course, especially true of people who all contain a depth of surprises. We know that every learner is in reality a different person, but we unfortunately tend to treat them as another “Lesson Four” if we are not careful. To foster a growth mindset we need to go into each experience “Eyes Wide Open!”

The first system can be considered fast thinking. It is thinking done almost automatically or instinctively.- The second system is slow thinking.It involves thinking that is more complex and more mentally draining. It takes concentration and agency of the person to process the thoughts

Pursue New Challenges and Adventure

Put yourself in a radically different environment where you are inexperienced and a total beginner. Challenge yourself with gliders, seaplanes, or helicopters. Try something totally out of your comfort zone. This not only enlivens your senses and aviation curiosity, it builds your empathy for the learners you deal with on a daily basis. To be an uncomfortable beginner is very therapeutic for an experienced educator. It takes real courage to totally suck at something and make mistakes again.

Vary Your Habitual Patterns

We are all guilty of just running a script for our daily activities. Psychologists estimate habits and scripts run 90% of our daily operations (Daniel Kahneman’s System One); we are not always creative intentional beings. An intentional pursuit of greater excellence is also a pathway to a “beginner’s mind” – Artful Flying! Keep flying and improving; fly safely (and often)!

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See “SAFE SOCIAL WALL” For more Resources

Join SAFE and get great benefits. You get 1/3 off ForeFlight and your membership supports our mission of increasing aviation safety by promoting excellence in education.  Our FREE SAFE Toolkit App puts required pilot endorsements and experience requirements right on your smartphone and facilitates CFI+DPE teamwork. Our newly reformulated Mentoring Program is open to every CFI (and those working on the rating) Join our new Mentoring FaceBook Group.

A recent flight training accident  has again focused public attention on the potential dangers of the selfish “hour-builder” behavior demonstrated by some new CFIs. Though most new CFIs are trying hard to be responsible educators, alarming accidents like this one highlight some known deficiencies in our CFI training system we need to fix. These are partly “FAA training problems” for sure, but also illustrate a larger human problem in all education. Every effective educator needs emotional intelligence; patience, compassion, and caring.

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If you are unfamiliar with this particular accident, this well-written opinion piece in the digital Flying Magazine provides a good overview. In summary, a very impatient and uncaring CFI  bullied his learner through an arduous night cross-country flight into dangerous weather resulting in both their deaths. The CFI was posting continuously on social media revealing his impatience and frustration with his “young Forest Gump.”

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The common CFI cram course does not – and cannot – make new FAA CFIs into effective educators in such a short time. These new CFIs are clearly still “student teachers” building their skills. The hope is that with time and adequate supervision –  both increasingly rare – these new CFIs will mature into effective educators. The problems, of course, are that a) they have to want to improve, and b) by the time this happens, they are off to their airline career anyway.

Regardless of these challenges, the primary issue revealed by this accident is that the FAA does not teach, or even mention, emotional intelligence (EI) as a component of effective education. The FAA test does not filter candidates for any level of compassion and caring, the essential attributes of an effective educator (yes there are tests). But EI is the “secret sauce” in every effective educator in any field. Teaching requires patience, caring, and compassion. An educator must develop a caring relationship with every learner, beyond the usual “who are you and what are we doing today” approach we see at too many flight schools (and demonstrated in this accident).

People new to aviation are going to fly terribly. By definition, they know nothing about this environment or handling a plane! They are going to be pokey and slow and occasionally frustrating (you signed up for this job?!) New learners do lots of things wrong, and that should be expected. Frustration is common with new instructors because we are all pilots taught to be precise and fast at everything; that does not happen with “learners.”  The CFI certificate is a totally new piece of FAA plastic and a totally new skill set. CFIs must be “compassionate coaches” not “dictators in the right seat.” Parenting is an excellent preparation for a CFI, but it certainly takes more than 10 days (and we also see many people who are terrible at that pursuit)

Rod Machado has been collecting “CFI horror stories“ for years on his platform. New learners do not realize they can (and should) FIRE their flight instructor if they do not have their best interests in mind.

It’s better to spend three years looking for a good instructor than spend just three minutes with a bad one. Rod Machado

Recent “CFI Hour-Builder” Accident (NTSB)

The “hour builder” CFI has been the target audience for our SAFE CFI-PRO™ program for the last five years. This vital intervention is offered to flight academies to inspire excellence and elevate a new CFI from “good to great.” CFI-PRO™ provides a whole range of savvy skills that go beyond the basic toolkit supplied in FAA training. CFI-PRO™ is the “Missing Manual!” Many of the habits taught and reinforced while passing the FAA Practical Test actually need to be unlearned (micro-managing the controls and the radio) for a CFI to be an effective educator. These habits are harmful and counterproductive and part of the reason why 80% of people who start flying never complete their certificates. (See AOPA Flight Training Experience) This study clearly identifies emotional intelligence as an essential educator skill.

20+ years ago, the Orlando FSDO created the CFI Special Emphasis Program to address continuing “preventable” accidents in their district. The FAA required every CFI in the FSDO district to return to the mother ship for an additional day of ground instruction. With just this simple intervention, ORL FSDO reduced instructional accidents by 60% in two years and 70% in the following years. In addition, I am sure non-measured metrics like quality of instruction were greatly enhanced. SAFE CFI-PRO™ gratefully drew a lot of content from this very successful program.

Orlando FSDO; CFI “Special Emphasis Program!”

New flight instructors need careful oversight and mentoring.  Another tool from SAFE is the newly reorganized CFI Mentoring Program now available to ALL CFIs on social media: SAFE Mentoring Connector. We have just added over 30 senior CFIs (and DPEs) to the roster of Mentors to provide free help and advice to new CFIs (and those training for their CFI certificate). Join this group and help improve this current situation. Dealing with eager and ambitious new CFIs will brighten your day. Fly safely out there (and often)!

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See “SAFE SOCIAL WALL” For more Resources

Join SAFE and get great benefits. You get 1/3 off ForeFlight and your membership supports our mission of increasing aviation safety by promoting excellence in education.  Our FREE SAFE Toolkit App puts required pilot endorsements and experience requirements right on your smartphone and facilitates CFI+DPE teamwork. Our newly reformulated Mentoring Program is open to every CFI (and those working on the rating) Join our new Mentoring FaceBook Group.

If you need a stunning testimonial to the effectiveness of STEM programs and the SAFE Mentoring program, just look at the amazing growth and success of Astronaut Eric Boe. He was only 13 when he attended a 10-week STEM program at Fernbrook Science Center in Atlanta and got excited about aviation. This program sparked his interest and that flame was fanned by the Mentoring of SAFE member Debbie Hoffman. Eric became a USAF Colonel and ultimately a NASA Astronaut flying the last mission in Space Shuttle Discovery. Eric credits STEM and SAFE Mentoring for igniting his aviation passion and helping influence his ultimate career choice. How many young aviators started the same way? We need every one of them in the expanding aviation field. Join and support the SAFE Mentoring Group!

SAFE has just awarded 14 STEM Grants to K-12 school teachers all over the country who have applied to this program. The SAFE Board of Directors voted to double the number of award winners this year. This newly expanded program is over 10 years old.

The SAFE Mentoring Program recently switched to a more accessible Facebook format with over 30 new Mentors signing on to help in the last month. (Many of these Mentors are 30-50 year CFIs and the group even includes several DPEs) The SAFE Board of Directors voted to open this program up to ALL CFIs (and those working on this certificate). Visit (and join) the new SAFE Mentoring Connection Group. (one recent Mentor joining has recommended over 250 successful CFIs for their certificates!) If you have a Facebook account and the experience to help Mentor, feel free to apply HERE. Fly safely out there (and often)!

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See “SAFE SOCIAL WALL” FOr more Resources

Join SAFE and get great benefits. You get 1/3 off ForeFlight and your membership supports our mission of increasing aviation safety by promoting excellence in education.  Our FREE SAFE Toolkit App puts required pilot endorsements and experience requirements right on your smartphone and facilitates CFI+DPE teamwork. Our newly reformulated Mentoring Program is open to every CFI (and those working on the rating) Join our new Mentoring FaceBook Group.

A “hothouse flower” is a new and tender plant growing in a strictly controlled environment. Agricultural greenhouses protect new, fragile plants from the wind and weather to ensure survival and promote early growth. Young tender plants are then carefully “hardened” to thrive in the actual outdoor weather conditions. We need the same early care in flying, but we also need the incremental “hardening” in pilots to ensure their future safety in the real aviation world.

Modern, accelerated flight training protects pilots but unfortunately does not provide the required “hardening” of pilots to deal with the real world of wind, weather (and ATC stress). Consequently, most pilot applicants are still  “hothouse flowers” when they get to the flight test, limited to blue skies and no wind. Testing is challenged by waiting for the “perfect blue sky day” for testing. Initial restrictive minimums make sense on solo to ensure safety; 5K crosswind and clear blue skies. But to become a real pilot every aviator needs “hardening” to handle more wind and weather. (Ever wonder why those beautiful plants you buy at the supermarket die quickly when you bring them home?)

FAA CFR 61.93 is where the real-world “pilot hardening” of new pilots is *required* to take place. This reg. *requires* crosswind training, turbulence training, pilotage as well as short /soft TOL and simulated IMC. Realistic viz and ceilings become essential to accumulate the required solo cross-country requirements in most of the US (and private-level solo is the real solo most pilots ever get). To become safe pilots, an inner set of personal minimums are necessary that are tested on every flight evaluation. Real solo flight time is so valuable for developing personal confidence and command authority; time to put on those “big person” pants.

Adaptation to realistic weather conditions (and real solo flight) is increasingly rare in modern flight training; instead, we create weak pilots. “Blue sky flight training” is the norm with little wind and weather included in the syllabus. To be honest, many new flight instructors are similarly uncomfortable in real weather conditions creating a repeating cycle and weakening aviation safety. We need to “expand the envelope” (safely) across our flight training industry. We need more weather training because the real world is ultimately not the forgiving “blue sky” environment of “hot house flight training!”

If you wonder why we have increasing difficulty scheduling flight tests, this modern timidity is a major conspirator, competing with airplane and examiner availability. Finding the “perfect day” that lines up with availability is nearly impossible (I usually test in Upstate NY). Training beyond the basic test minimums (70% is a “pass”) builds safer pilots equipped to deal with the future challenges of wind and weather. Fly safely (and confidently) out there. Build your skills carefully with some effective dual outside your comfort zone ; and don’t forget to have fun 🙏

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See “SAFE SOCIAL WALL” FOr more Resources

Join SAFE and get great benefits. You get 1/3 off ForeFlight and your membership supports our mission of increasing aviation safety by promoting excellence in education.  Our FREE SAFE Toolkit App puts required pilot endorsements and experience requirements right on your smartphone and facilitates CFI+DPE teamwork. Our newly reformulated Mentoring Program is open to every CFI (and those working on the rating) Join our new Mentoring FaceBook Group.

A commercial chandelle is just a more extreme version of a normal climbing turn, with specific parameters. If an applicant can’t explain the forces at work and required control pressures during an “FAA oral” they will never get to the airplane.  The major problem for pilots trying to fly chandelles is first, understanding the forces at work and second, mastering proper control usage in a climbing turn. Both of these are essential for *all* pilots to be safe since “high power/high nose” is the most fatal phase of flight. That is why chandelles are a great training maneuver for *all* pilots and why the commercial certificate is called “a rudder rating.”

Mastering coordination in a climbing turn is essential for *every* pilot! This “high power/high nose” configuration on take-off is the most fatal phase of flight.

Rudder cancels yaw. Pitch, power, and aileron deflection can all create yaw in different ways. A smooth pilot needs to understand and anticipate yaw so they can “preemptively” cancel it. This is what defines the commercial level of proficiency. A pilot who uses the rudder “reactively,” applying the rudder *after* the yaw has occurred (stepping on the ball when they see a deflection), will never make a smooth pilot. It is necessary to understand “when and why” yaw occurs and smoothly and appropriately apply the rudder. Hopefully, we are building this awareness and skill in *all* pilots at an almost instinctive level, but it is a requirement of the commercial (we’ll discuss slow flight soon).

When power is applied on the runway for takeoff, every aircraft swerves left – “light bulb moment: physics at work!” Seeing an uncorrected swerve left is the first “tell” for a pilot examiner or a sharp CFI monitoring a pilot. Starting with their very first take-off, every pilot should be told that when the power is applied, the right rudder will be required.

Early (rote) CFI advice to every learner (subject to detailed explanation/elucidation later)?

“Just about every application of significant power will cause left yaw and require the application of right rudder. Similarly,  every significant yoke/stick back pressure will also cause left yaw and require right rudder. You need the feet; anticipate yaw!”

If an evaluator then also sees a deflection of the yoke against this force- the “driving habit”– this pilot just revealed they do not understand the physical forces at work. All those left-turning tendencies on the ground need to be countered (hopefully preemptively), with smooth rudder application (and some planes get help from a linked nosewheel). As the power is applied, smooth right rudder pressure will prevent any swerving (and this required pressure will decrease as speed and control effectiveness increase).

On rotation, the increasing angle of attack (and loss of nosewheel steering in control-linked planes) will create more left force. This also often results in pilots applying right aileron control (ouch!) Aileron application creates adverse yaw and induces even *more* left yaw. This results in the common “dipsy doodle” rotation. Many pilots (even very experienced ones) rotate and climb with this little swerve and skid on rotation. This is another huge “tell” for any sharp evaluator. All this is best corrected by looking directly down the runway during acceleration and rotation. Wings level lift off requires right rudder and a little *left* aileron in a piston plane. Very soon, yaw correction becomes natural and *your* flying immediately improves. A good rotation occurs with a wings level, straight-up movement of the nose; no “dipsey doodle” please.

Unfortunately, many pilots also climb out and fly their left-hand pattern in a skidding turn (Pro-tip; that is dangerous). After they roll into the left-hand turn, many pilots fail to reapply the right rudder pressure required while turning. Consequently, their plane is skidding. This is exactly the kind of mishandling an evaluator should *not* see in a commercial-level pilot. This is also why most fatal accidents occur in this phase of flight. The whole purpose of the commercial-level training is to correct and eliminate this private-pilot level of mishandling. BTW, as a CFI, if a commercial-level learner does not demonstrate coordinated turns leaving the pattern, we are definitely not going to work on chandelles that day. We back up and deconstruct their skillset to work on basic climbing turns and coordination first.

Every propeller-driven aircraft (depending on how they are rigged, power and aerodynamic compensation) actually requires slight cross-control to achieve coordination on climb out. Right rudder and slight reverse aileron (compensates for proverse roll) results in a very efficient wings level, ball-centered climb. To many inadequately trained pilots, this seems like dangerous heresy. “Cross controlled” at the “YouTube level of understanding” seems like certain death in any airplane. But this plane is “cross-coordinated” and will climb much better without the drag of the uncoordinated climb. This is exactly the understanding and control forces that make a chandelle work; “Cross-Coordination!” If a pilot is not thoroughly trained to the correlation level of understanding in these forces and corrections in a climb, their chandelles will never work.

On a calm day during climb out, you can easily see the increase in vertical speed at a constant power setting and airspeed as you apply the rudder/aileron required to achieve a “wings level, coordinated” climb. (GLider pilots see this every day circling in lift)

This same control pressure should become instinctive for a commercial-level pilot. A chandelle left requires massive right rudder pressure (almost to the floor) and opposite aileron to achieve coordination (ball-centered) in the final part of this maneuver (high power/high nose). Whatever you have to do with the controls to achieve coordinated flight is “permissible” – and in this case required! This is the kind of awareness and control usage that defines the commercial level of pilot skill (in addition to that nasty power-off 180° accuracy landing).

Every aviator should avail themselves of the increased proficiency and safety that commercial maneuvers build into a pilot. Once a pilot overcomes their rote-level aversion to “cross-controls” and understands “cross-coordinated” they are safer, smoother, more efficient pilots. Find a savvy CFI and tune up your climbing turns. This is where the majority of accidents occur. Fly safely out there and often.

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See “SAFE SOCIAL WALL” FOr more Resources

Join SAFE and get great benefits. You get 1/3 off ForeFlight and your membership supports our mission of increasing aviation safety by promoting excellence in education.  Our FREE SAFE Toolkit App puts required pilot endorsements and experience requirements right on your smartphone and facilitates CFI+DPE teamwork. Our CFI insurance was developed by SAFE specifically for CFIs (and is the best value in the business).  New SAFE CFI LandingPage!