Teaching students to HOLD ALTITUDE?

[flyifrvfr]

Any teaching techniques or excercises I can use to get 2 of my students to do a better job at holding and maintaining their altitudes? Two of them can't hold altitude at all, and climb/descend 500-1000 ft without even correcting.

I would suggest telling your student to level off and reduce power to cruise.Trim away forward pressure,and hold thier hand up on top of the instrument panel palm facing the student.Using thier open hand fold the thumb over so you are looking at only four fingers and palm.Place the horizon on the top of the index finger and viola!

 

[cargodawg]

In my opinion first look to see if they try to fly with both hands/ or the classic death grip. They only need 2 fingers and a thumb. Honest. Then cover most or their instruments and make them look outside do this for a couple of lessons. After and only after they have it try and have them maintain alt. as they focus inside the plane (don't use the hood yet they will learn to use their Perf. vision) then put it all together. Also like many have said fly the plane and trim away the pressures. If they fly with only 2 fingers and a thumb they will feel the pressures. Happy instructing.

 

[Kaman]

Hello,
I've found that the best way to teach any part of basic airmanship is to fly the airplane totally by visual reference. I usually cover the attitude indicator on the second dual and leave it covered until they can accurately fly by looking outside. I am also really big on "see and avoid". Getting them to look ahead of the direction of the turn vice staring straight ahead. Same goes for stalls and slow-flight. All the airwork maneuvers should be done by complete visual reference. And only occasionally cross-checking the instruments to make sure the correct parameters are maintained.

Regards,

ex-Navy rotorhead

 

[BoDEAN]

Thanks guys
When I cover the instruments, they do a hella a lot times better!

 

[Cat Driver]

Generally these problems result from the student not completely understanding attitudes and movements.

Generally the reason for that is the instructor does not ensure that these basics were actually absorbed and understood by the student.

And the second biggest impediment to smooth accurate visual flying is unnecessary reference to the flight instruments.

Cat Driver:

 

[Timebuilder]

I always made a point of telling the student that any change will first be seen in the windshield before it registers on any instrument. Really helped a couple of them to not porpoise around the traffic pattern.

 

[Kaman]

Hello,
Timebuilder is right on the money with his comments. It's all about relative motion, and being able to visually percieve changes in aircraft attitude and how they affect aircraft performance. I teach my students to early on to rely very little on the instruments, yet still use the integrated instruction method of cross-checking the instruments occasionally for desired parameters.
One thing that also helps, is to use the aiming points (if at an airport with them) to guide the airplane consistently to the same spot on the runway. If you hold the aiming point in your field of view and it neither rises or falls. You will always arrive there. The trick of course is maintaing the correct speeds, configuring at the right time and coordinating pitch and power to hold that desired flight path. It is a very intuitive method and really forces the student to be looking outside in addition to cross-checking the instruments, watching for traffice, communicating, etc...

Regards,

ex-Navy Rotorhead

 

[flyingwildfires]

Bath Towel

Cover the instrument panel with a bath towel and let the outside references really sink in... I would get other CFIs' students who were "having trouble" and that seemed to be the most direct line to picturing their attitude, placing the airplane where they wanted it, then (lastly) checking instruments to confirm the results. It didn't take long, and worked with everyone. Plus, their confidence was incredibly reinforced when they would peek behind the towel to see they were right on altitude, etc.