- Published on
December Miscellaneous!
- Author
-
-
- Name
- Posts
- Posts
-
Welcome to Winter!
Happy December! It’s hard to believe we are winding down 2024 already. It seems like just yesterday we were fussing about heat restrictions. Now, we’re worried about wing covers. At least we’re getting some good flying weather for a bit. Those C172 climb rates in the winter??? Triple digits, baby! Seriously, I have a few topics I need you to read through. As always, let me know if you have any questions. These are all important topics that I’m holding you accountable for. It’s not totally new stuff but with a few new faces, it’s always important to revisit.
Instructional Consistency
I need to give some feedback on recent observations from stage checks and mock checkrides. The usual culprits are still an issue from time to time: systems knowledge, systems failures, troubleshooting systems failures first before jumping to squawking 7700, bold checklist items for emergencies, thorough preflight planning, etc. A lot of what is being observed comes down to lack of a scenarios-based approach in instruction. Our students are generally pretty good with rote knowledge and/or memorization but we have to keep teaching the paradigm that flying is not about memorization. It’s about reacting to a given scenario in an appropriate way that facilitates a safe outcome to a situation.
There is definitely a place for drill and practice on specific skills but for a truly wholistic approach to instruction, it has to be intermingled with more relevant scenarios throughout. Case in point during a mock checkride yesterday I was pulling power in the downwind for Runway 8 at stead. We were positioned to make a beautiful emergency approach to Runway 14 yet the student was fixated on Runway 8 and would have landed in the middle of the airport complex, in the dirt, had it been an actual engine failure. There was no verbalization that any other option was even available - even after the exercise was finished. In my opinion, situations like this mostly arise from a lack of feedback during instruction on the possible options that are available. The high workload then causes the pilot to get tunnel vision on limited choices - even if they’re bad ones! We have to be comfortable letting students get into a pickle but then helping them back out of it before they get to a point of no return. If they get to repeat ‘point of no return’ scenarios, that’s what they will go to first.
Checklists
Checklists are still a concern. Remember that as a student’s skillset improves, it is perfectly okay to transition the checklist more to a “do / verify” list. Again, the given scenario dictates when pulling the list and reading it line by line is more appropriate than using a good, well practiced flow, then verifying. A lot of students hold on to that list like a security blanket throughout the flight letting it get in their way for fear that if they don’t reference it just right, they’ll fail the ride. Consider this valuable paragraphs from the PPL ACS.
Assessing proper checklist use depends upon the specific Task. In all cases, the evaluator should determine whether the applicant demonstrates CRM, appropriately divides attention, and uses proper visual scanning. In some situations, reading the actual checklist may be impractical or unsafe. In such cases, the evaluator should assess the applicant's performance of published or recommended immediate action “memory” items along with their review of the appropriate checklist once conditions permit. (p. 75)
There are also a lot of useful flow items that don’t fall into the category of checklist items (i. e., not safety critical). Examples would be proper use of lights and when, quick pre-takeoff or pre-landing checks, squawking 1200 before shutdown (or at least resetting it when you start up), and that sort of thing. Be picky on these things! It’s how we develop professional pilots. Even if someone isn’t going to fly for a career, we still want to encourage them to fly professionally. This goes back to the given scenario again and encouraging pilots to be dynamic in their decision making process.
Pre-solo Checks
We have discussed this in the past but I need to make sure you all understand, pre-solo checks can be done by any instructor but you must let me know ahead of time that the pre-solo check is scheduled and you must let me know that you intend to solo a student - ahead of time! This is clear but it hasn’t always been happening. See my entry here from August 15 and review. The whole idea of this is for accountability. If we are bypassing expectations for these checks, accountability suffers. I don’t want to have to be an ogre about this but it is non-negotiable. For your students’ continued timely progress, please make sure you are following the expectations. Be sure to ask if you are unclear.
Respect the Office Time
Last thing, I need to politely ask that you all remember the office hours of 8:00 - 4:00. Keeping GBA ticking requires a lot of effort behind the scenes outside of those hours. We’re often working ahead of opening, into the evening, or on days off to make it all happen. If you’re flying, someone else is working during those hours and then some even if it’s just monitoring aircraft coming and going. Coming into the office, knocking on the door, asking for special favors, or just wanting to hang out, I’m sorry to say, can be super distracting. We seriously value each and every one of you so. That said, and I know this sounds rude, please respect our work time and remember that the office is our administrative hub for the business. Thank you!
Wrap it Up!
As we wind down 2024, know that I value each and every one of you and your valuable contributions to this school. It really is a great place to be. Our continued high output of new and advanced pilots is commendable. That is all as a result of your hard work and dedication to your instruction. Keep it up! It’s easy to get into your rhythm and forget we are part of a larger team but you truly do make the heart of producing the growing list of names on our wall of fame. Thank you for all of it!
Happy December! It’s hard to believe we are winding down 2024 already. It seems like just yesterday we were fussing about heat restrictions. Now, we’re worried about wing covers. At least we’re getting some good flying weather for a bit. Those C172 climb rates in the winter??? Triple digits, baby! Seriously, I have a few topics I need you to read through. As always, let me know if you have any questions. These are all important topics that I’m holding you accountable for. It’s not totally new stuff but with a few new faces, it’s always important to revisit.
Instructional Consistency
I need to give some feedback on recent observations from stage checks and mock checkrides. The usual culprits are still an issue from time to time: systems knowledge, systems failures, troubleshooting systems failures first before jumping to squawking 7700, bold checklist items for emergencies, thorough preflight planning, etc. A lot of what is being observed comes down to lack of a scenarios-based approach in instruction. Our students are generally pretty good with rote knowledge and/or memorization but we have to keep teaching the paradigm that flying is not about memorization. It’s about reacting to a given scenario in an appropriate way that facilitates a safe outcome to a situation.
There is definitely a place for drill and practice on specific skills but for a truly wholistic approach to instruction, it has to be intermingled with more relevant scenarios throughout. Case in point during a mock checkride yesterday I was pulling power in the downwind for Runway 8 at stead. We were positioned to make a beautiful emergency approach to Runway 14 yet the student was fixated on Runway 8 and would have landed in the middle of the airport complex, in the dirt, had it been an actual engine failure. There was no verbalization that any other option was even available - even after the exercise was finished. In my opinion, situations like this mostly arise from a lack of feedback during instruction on the possible options that are available. The high workload then causes the pilot to get tunnel vision on limited choices - even if they’re bad ones! We have to be comfortable letting students get into a pickle but then helping them back out of it before they get to a point of no return. If they get to repeat ‘point of no return’ scenarios, that’s what they will go to first.
Checklists
Checklists are still a concern. Remember that as a student’s skillset improves, it is perfectly okay to transition the checklist more to a “do / verify” list. Again, the given scenario dictates when pulling the list and reading it line by line is more appropriate than using a good, well practiced flow, then verifying. A lot of students hold on to that list like a security blanket throughout the flight letting it get in their way for fear that if they don’t reference it just right, they’ll fail the ride. Consider this valuable paragraphs from the PPL ACS.
Assessing proper checklist use depends upon the specific Task. In all cases, the evaluator should determine whether the applicant demonstrates CRM, appropriately divides attention, and uses proper visual scanning. In some situations, reading the actual checklist may be impractical or unsafe. In such cases, the evaluator should assess the applicant's performance of published or recommended immediate action “memory” items along with their review of the appropriate checklist once conditions permit. (p. 75)
There are also a lot of useful flow items that don’t fall into the category of checklist items (i. e., not safety critical). Examples would be proper use of lights and when, quick pre-takeoff or pre-landing checks, squawking 1200 before shutdown (or at least resetting it when you start up), and that sort of thing. Be picky on these things! It’s how we develop professional pilots. Even if someone isn’t going to fly for a career, we still want to encourage them to fly professionally. This goes back to the given scenario again and encouraging pilots to be dynamic in their decision making process.
Pre-solo Checks
We have discussed this in the past but I need to make sure you all understand, pre-solo checks can be done by any instructor but you must let me know ahead of time that the pre-solo check is scheduled and you must let me know that you intend to solo a student - ahead of time! This is clear but it hasn’t always been happening. See my entry here from August 15 and review. The whole idea of this is for accountability. If we are bypassing expectations for these checks, accountability suffers. I don’t want to have to be an ogre about this but it is non-negotiable. For your students’ continued timely progress, please make sure you are following the expectations. Be sure to ask if you are unclear.
Respect the Office Time
Last thing, I need to politely ask that you all remember the office hours of 8:00 - 4:00. Keeping GBA ticking requires a lot of effort behind the scenes outside of those hours. We’re often working ahead of opening, into the evening, or on days off to make it all happen. If you’re flying, someone else is working during those hours and then some even if it’s just monitoring aircraft coming and going. Coming into the office, knocking on the door, asking for special favors, or just wanting to hang out, I’m sorry to say, can be super distracting. We seriously value each and every one of you so. That said, and I know this sounds rude, please respect our work time and remember that the office is our administrative hub for the business. Thank you!
Wrap it Up!
As we wind down 2024, know that I value each and every one of you and your valuable contributions to this school. It really is a great place to be. Our continued high output of new and advanced pilots is commendable. That is all as a result of your hard work and dedication to your instruction. Keep it up! It’s easy to get into your rhythm and forget we are part of a larger team but you truly do make the heart of producing the growing list of names on our wall of fame. Thank you for all of it!
0 Comments