First Day as a CFI

[MEW04]

Yesterday was my first day employed as a CFI and logging my first 4 hours of dual given. While training to become a CFI, of course I had to practice over and over to perfect my flying from the right seat but to be honest I never had much time practicing dealing with someone in the left seat.

Yesterday I flew in crazy crosswind and feared for my life a few times and on a few of the landings I almost felt out of control myself . . . where do I step in? And how to I get through to the student of what they are doing wrong?? Also teaching crosswind landing advice would be appreciated!

One more bigger problem that I noticed yesterday was trying to get the students to interact with me. I could talk all I want but still they sat there with a blank look and said "Uh huh." Throughout my flight training several of my flight instructors took advantage of me and basically offered me a poor overall experience. I really want to get through to my students and have them really connect with me so they can have the best experience possible.

Of course any suggestions are appreciated!

 

[Alchemy]

I hear you....especially on the Blank Stares from students issue. I blab and blab and blab, pausing occasionally to ask if they have any questions, to which they typically respond by simply shaking their head.

On crosswind landings...I'd reccomend you avoid practicing them until the student can handle regular landing well. Certainly don't force the student to land in conditions that are close to the limit of your own ability. That is counterproductive and a little scary, if not dangerous.

I think the student will connect with you once they feel they are doing something successfully. Start out simple with something like level turns, climbs or descents and praise them once they can do those well. If there is a crosswind, it might be a better day to practice ground reference manuevers or airwork than landings.

Take this for what's it's worth, from one rookie to another....

 

[Satan]

You're not alone. Add complex airspace in the mix, and things get out of hand pretty quick. Take them out to a practice area for an hour, let them fly, relax, and take to the craft. Then come back around for landings, and use the demonstration/performance method. Show them how, talk it through, and then maybe just be quiet, and let them sort it out. Don't be afraid to go around, iether. Stabilized approach, remember. If they overshot the final and there's a good amount of rudder and opposite bank, you're just waiting for a spin (when they're by themselves). Plus, have them stabilize in advance, because most tend to come in pretty fast (to compensate for gust) and end up floating and floating and floating. And with a stiff crosswind that float may push them into a runway light or something.
Tell em to use their feet more, and keep yours near too.

 

[labbats]

The best advice I can give you is to put yourself in their shoes prior to each and every flight. Remember what it was like for you when you did Private #6, Commercial #22, etc. How you felt about your own skill level, questions you had, on and on.

To get past the uh huh, please do not teach in the traffic pattern. It's the worst thing you can do, too much is happening too fast for their comprehension. Land, taxi off the runway and explain, then re-do. Repeat until they get it. If you're teaching manuevers, say "my airplane" and explain it as YOU fly. Then they can focus on your words rather than flying.

Finally, as far as how far to let a student go... as far as you feel comfortable with. When you first start, you'll be jumpy. But after 200-300 dual given, you'll be letting them screw up a lot. But whatever you do, keep your hands near the yoke (on knees) and your feet over the pedals on takeoff and landing for EVERY student. Someday something is going to surprise you, I guarantee it.

 

[illinipilot]

For crosswind landings I sometimes have the student do a couple of low approaches, fly over the runway at 20 feet or so and first show them the effects of rudder and aileron then let them practice. Takes a few times but really gives them an idea of the effects of both.

 

[midlifeflyer]

Great advice from labatts.

On the crosswind landing?

FWIW, here's my crosswind landing FAQ:

==============================

Watch out for what I call "wearing blinders." That's the phenomenon of doing a maneuver the way (you think) it should be done without regard to what is happening outside.

Let's separate theory from practice. We know that in a crosswind we will have to put our wing into the wind and use opposite rudder. With "blinders" we crank in some aileron, put in some rudder, and =hope= it to turns out right.

Try it without the blinders. Individual techniques will vary, but here's my "approach" to crosswinds:

1. As you turn final, you should still be in coordinated flight. That, at least initially, means crab in order to track the runway centerline. The direction and degree of the crab is a excellent indication of the general direction and strength of the wind. Comparison between this and the wind sock 300-400' below will tell you a lot about what to expect (especially if they show the wind in opposite directions!)

2. =At some point= you will transition into a slip. That point may be very early on final, somewhere down the middle, or in the flare. Where you do it will be a matter of personal preference and your preference may change depending on flight conditions. (This is a reference to the old 'crab and kick' vs 'slip all the way' issue)

3. As you change from crab to slip, use your rudder to turn the airplane so that your chest is square with the centerline. As you do this, use the ailerons to keep the centerline right between your feet. Make the corrections you need to keep it that way: rudder for your chest; ailerons for your feet.

4. Don't forget the absolutely MOST important part: Touchdown and roll out. Crosswind landing accidents don't normally occur because someone landed next to the runway. They usually happen because someone slid off the runway after landing. When you touch down you will have to begin to remove the rudder pressure before your nosewheel (if steerable) touches. More important, you must move your ailerons into the full crosswind taxi position.
==============================

 

[labbats]

From the first flight I stress landing on the centerline all the way until we stop. Every time. Then I say it again until they yawn a lot.

That way, when I teach Xwind landings, I just say "toes is your nose" and demonstrate. They already do what they can to hold centerline, and now they just focus on pressing their toes in the direction they want their nose to go. I've been known to mutter "toes is your nose" all the way down some gusty Xwind finals myself.

 

[pilotman2105]

Crosswinds

Just got back from a crosswind landing. 60 degree 24 knots gusting to 29. Midlifeflyer's technique works. I've used that way for quite some time and it seems to work well.

Now then, if I can get my students to do that when I start instructing...

 

[bobbysamd]

Student interaction

Don't forget the KISS principle, Keep It Simple, Stupid. Don't hesitate to set forth your points in fourth-grade terms. Your more-capable students will not mind and your more-average students will appreciate it.

Try getting your students to regurgitate what you've just said to them. When they hear themselves saying it and eventually notice that what you're telling them really works, you'll get fewer blank looks. Sometimes you have to try different approaches to the same problem until one takes hold.

Always be positive. You may not believe it now, but if you are presenting things well and are really working with your students you will have taught them something on each lesson. Some students will tell you after what they thought was a bad flight that they didn't accomplish anything that day. That is never true. That is where a good postflight critique is important. You should rehash the flight and discuss how they got more practice on things from the last flight and previous flights, how they experienced new things on this flight, and how they received more learning overall from the flight. Etc., etc. I remember a particularly bad flight when I was a student. My instructor discussed it thoroughly with me, and I was amazed at how much I really learned on that flight. Try it.

Good luck with your instructing. Don't forget, you, too, are learning every time you take up a student. Your students will be some of the best flight instructors you ever had.

 

[Northern Lights]

Congrats on being a new CFI!

here are a few random thorughts from instructing...

1. NEVER ever EVER get complacent! Your best student will be the one that gets you into trouble.

2. Try not to be ON the controlls all of the time. Your student can feel you helping. Take control when necessary, not when they are 50 feet off in a steep turn. Also if you are helping them, make sure that you tell them. For example, on landing, it is common to help them stomp on the brakes, but they need to know that it was you doing some of the work, so that they don't lose control on their solo.

3. Watch the speed on final. Often the student will get so focused on the runway, that they pay no attention to the IAS and approach a stall.

4. If you fly out of a towered airport, make sure that you do plenty of practice at non towered airports. Also, when you are practicing landings, the non towered airport is often less stressful, because you don't have to listen to ten other planes on the frequency.

5. Cross wind landings -- Point out that you are doing two, independant actions. Step on the rudder to line the nose up with centerline. Apply aileron to correct for drift. As was mentioned before, do low approaches and try this over a road in the practice area.

6. Learn to SHUT UP in the plane! If you talk your students ear off they will get very distracted. When you are demonstrating a maneuver, that is the time to do a lot of talking. When your student flies the maneuver, coach them, but also let them learn to recognize thier errors and correct them.

7. Try to teach beyond the "Rote" level of learning

8. When asking questions, try to be specific. Aviod the "Do you understand?" and "Do you have any questions?" type of quizzing. Those usually result in the blank stare.

9. You are the PIC, so don't let yourself get into trouble.

10. Try to keep it FUN!

 

[Timebuilder]

I could talk all I want but still they sat there with a blank look and said "Uh huh."

If a student is under a great deal of stress, as in a low time student facing an unruly crosswind, his attention has narrowed down to a "tunnel", and will have a great deal of trouble communicating.

When a normal lannding is being performed by the student with a "little" assistance (your call there) teach Midlife's technique on the ground, and, as mentioned above, use demonstration/performance in the airplane. Pick the days you attempt to transfer crosswind landing knowlege, and make it challenging without being dangerous, or at least, overtly so.

An old hand told me that passengers are not generally pilots, so don't get your students in the habit of "slipping all the way." End the crab just before or in the flare, depending on proficiency. I learned to fly at an airport with a nearly constant crosswind, in a bricklike 140, on a runway that was only 2700 feet, and claiming to be 75' wide. Neither figure seemed believeable to a student pilot!!

Since you are new, err on the side of protecting the student, the aircraft, and yourself. Extend the time and place where you say "my airplane" later.

 

[dmspilot00]

What airport did you learn to fly at, Timebuilder? It sounds a lot like mine.

To the original poster: Speaking from the perspective of a student, not instructor, here is my advice, also following the KISS principle:

1. Don't talk as much
2. Ask questions

My original and by far the best instructor only talked when it was necessary. That instructor also asked questions which made me think. Other certain instructors which talked incessantly or only asked "do you understand that?" weren't nearly as effective.

Of course you're a new instructor so you're not going to be perfect and it will take awhile before you're comfortable.

 

[s0ldier93]

The Other Side

MEW04-

Well, I can by no means speak from an instructor standpoint yet, as I am a recently certified PPL. I can say that not much of what my instructor said in flight for my first few lessons was processed until we landed. When the engine stopped everything he said came through my head at super speed. Then I had questions for him. He would always say, "why didn't you ask me that 20 minutes ago?" Knowing how I work, I was able to explain to him that everything he said was being stored until I had time to think about it.

A few lessons later I was able to tell him to stop talking for a minute while I sorted through what I was doing. Then I pieced together randomed words and wait for him to answer me. I was licky because he figured my random babble out more often than not.

Of coarse towards the end I was able to do things and clearly "talk" at the same time.

 

[BoDEAN]

From the first flight I stress landing on the centerline all the way until we stop. Every time. Then I say it again until they yawn a lot.

That way, when I teach Xwind landings, I just say "toes is your nose" and demonstrate. They already do what they can to hold centerline, and now they just focus on pressing their toes in the direction they want their nose to go. I've been known to mutter "toes is your nose" all the way down some gusty Xwind finals myself.

Whats your trick to get students landing "on" centerline? Got one guy who never holds it all the way down final, or when touching down.

 

[nosehair]

Centerline Touchdowns

My trick for Centerline TouchDowns is to get the student to try to land just to the right side of the centerline first.
During the first attempts at flaring, when the nose comes up above the end of the runway, he can no longer see the centerline, and will normally wobble off center while floating for the touchdown.
So, I have them line up with the right side of the runway, so that the centerline is visible from the left side during the flare. They have to have some visible reference to be able to try to control the airplane to keep it aligned with and parrallel to the centerline.
After they have gained the ability to keep it from drifting during the flare, I move them over to straddle the centerline on final, and during the flare until touchdown. Works for me.

 

[Tinstaafl]

Some general principles & guidelines that work(ed) for me (I rarely instruct now) or I would often see in inexperienced instructors (when I was the Chief & teaching to instruct... )


1. New students have **very** limited capacity. They can either fly the plane....or listen to you. Not both.

Don't try to 'teach & explain' too much in the air. Explain prior to flight, demonstrate in flight, give *short* instructions to direct their actions eg one or two words at a time. YOU fly while you talk a bit about the next thing to be done.


2. New instructors tend to talk too much. You know that 'Far Side' cartoon about 'What the dog owner says: <long list of various commands & conversation>' vs 'What the dog hears: Blah blah blah, Rover. Blah blah blah blah blah, Rover, blahblah? That's also a good analogy to students.

Remember they're operating near/at/over their maximum capacity. There isn't much left over to attend to your epithets.

Too much talking also can make the student feel pressured, distracted & annoyed. They don't always need a noise in their ear while they practice a manouvre.

3. As someone mentioned: Always have the controls within reach near/on the ground. Not applying pressure though. I keep my feet *just* touching the pedals so I can feel whether the student is using them correctly or at all, and my hands in my lap.

In general, there are common mistakes that most students make in particular lesson in the syllabus HOWEVER every student will make a mistake that is wholly unique...

4. Try watching your student. If they're having a problem you may find the solution in where's s/he is or is not looking.

5. Following on from earlier, unload the student. Part of your job is to relieve the student of extraneous workload so they can focus on the task at hand ie devote all their necessarily limited resources to it and not dilute them with other items.

As their skill & capacity improves through the lesson - and through their course - then hand more & more back to them.

6. Be creative. Try to isolate what particular aspect of an overall problem is causing them difficulty, eliminate other tasks while those one or two items are practiced eg x/wind landings: provided their normal landings are OK - ie landings aren't an underlying problem - then what could be stopping them from using a x/wind technique effectively? It's only an overlay on top of the more fundamental landing skill. Not enough skill at slipping? Go to the training area & practice a few then come back. Also do them in the circuit pattern. Not enough time (for the student) to establish an appropriate amount of x/wind correction in the flare? Start it earlier. Not getting the drift controlled? Fly level above the runway & have them follow through while you maintain the centreline --> slip upwind to the RWY edge --> reduce the correction to move back to the C/L --> move downwind to the other edge --> back to the C/L. Then get them to do it. If necessary you control power while they concentrate on the slipping task.


7. Think 'chaining' ie how to break up a manoeuvre into smaller chunks for initial learning, then join the chunks together to make the whole manoeuvre.

8. Don't fly if you don't feel you can handle the conditions OR teach the student effectively in those conditions. On the other hand you need to 'stretch' your abilities a tiny bit so you can improve. Just don't stretch them too much at any one time.

Whilst students can get disappointed if they don't fly if the weather isn't appropriate for that day's lesson, they'll be much happier in the long run after they've learnt you're not wasting their money for them.

They'll also carry the lesson that there are times when choosing to fly is NOT the correct decision.

9. Always, but always, demonstrate your own good standard of airmanship. DON'T talk about the rules & safety then ignore them. Monkey see, monkey do...

10. Enjoy your student's successes!!!! It's truly a wonderful feeling to see your student's happiness after their first solo, flight test etc. Especially knowing that your own skills were part of that success.

 

[Alchemy]

I definitely need to work on keeping my talking to a minimum with student pilots......I find myself talking non-stop while we're in the air, but in the back of my mind I know the student is only comprehending a fraction of what I'm saying. I like the suggestion that I should be flying the airplane anytime I'm trying to explain something.

There is an overwhelming quantity of information for a new student pilot to absorb. Driving home after my first flight as an instructor with a zero time student, I started to wonder if I would ever be able to teach somebody EVERYTHING they need to know to be a good private pilot. I began to realize, that unless a person is highly-self motivated, there is almost no way I can make them a pilot. I just hope I can find some students who are willing to read and study beyond the scope of what I tell them during our lessons.

 

[Tinstaafl]

You *can't* teach them everything. None of us know everything, for start. Nor can you turn them into clones of your own skill level.

The best you can do is assist them to develop a modicum of skill in relative safety, emphasise the 'Do not go here.' things and encourage them to self critique & develop good airmanship through your own adherence to such things. At least then they'll have a good grounding from which they can go away & develop their skills themselves.

Don't be afraid to cock up a demo but NEVER, EVER try to fudge that it was OK. Admit it wasn't a good demo, explain why & how you'll correct it. You're not expected to be perfect. A balls up in a demo is a golden opportunity for the student to learn from since they'll have had some spare capacity to attend & observe the situation. Especially if you comment while it's happening. It also shows self critique & analysis in action.

It also makes you appear a bit more human & less godlike (to them) which is itself no bad thing.

 

[bobbysamd]

More on being positive and demonstrations

Be careful with the tone of voice you use with your students. Some people always sound annoyed, even if they are not. If you always sound annoyed, your students will think that you are always annoyed with them. At times, you will be annoyed with your students and you should say so.

Having said that, you must still exhibit a positive attitude. You will do so naturally if you enjoy what you are doing. I did. Yes, there are people who are aces and naturals, and they make great students, but the masses also can learn, with many of them eventually becoming excellent pilots.

You do need to push your students, especially in a 141 setting which might have have limited training hours. Some students, especially professionals and the highly intelligent, resent an intense approach. It matters less under most Part 61 programs, but, if they are training under Part 141, they need to understand that they do not have unlimited training hours, that being pushed is really for their own good and must meet you at least halfway to facilitate their success.

Finally, don't do much demonstrating. Let them do the flying. Show something once and let them try it. You can repeat a demonstration if they aren't getting it. One other thing you can do is let them play flight instructor. Tell them to describe what they are doing as they are doing it. They may not be as verbose as you, but you can at least determine if they understand what you want them to do by hearing them say it as they do it.

My flight instructor told me twenty-two years ago when I first started flying that the instructor-student relationship is an intense one-on-one relationship. His statement proved to be very true.

 

[pilotjww]

I'm with Alchemy on needing to find a tighter talk-squelch setting. Also, I think it's impossible to teach everything, the infinite goal. You just want to cover the basic fundamentals, expose them to as many scenarios as they have time and money for, and then trust their prior experience and good judgement will carry them through the learning experiences they are bound to have on their own. Instructing in airplanes is so fascinating, given the skills, risks, and personal responsibilities required.