Development of Confidence

The learner’s confidence often comes from their trust of the instructor.

Does your instructor inspire confidence? Do they have a vested interest in your training? Do they get excited for you when you reach a milestone like your first solo? Do they come up with creative ways of teaching when you are having difficulty? Or do they become frustrated when you’re not getting it and complain that they are “too good” to “still be a CFI?” 

• READ MORE: How Do You Obtain a Student Pilot Certificate After a Break in Training?

While you don’t necessarily have to like your instructor, you do need to respect them, and they need to respect you for learning to take place. If respect is not present, the best thing to do is change instructors.

Practice and Drill

“Why are we doing this again?” the learner asked when the CFI asked for a demonstration of ground reference maneuvers. 

The answer is because practice and drill increase proficiency, and proficiency results in confidence. A good portion of your flight training will be reviewed to make sure you consistently meet the airman certification standards (ACS).

On the ground drill can mean taking practice knowledge tests—as few as 10 questions at a time —until the material is learned, or going through practice check ride oral exams until the material is understood, not just delivered by rote.

What Hurts Confidence

Confidence is shaken if the learner gets the impression the CFI is making up answers to questions or if the CFI puts the learner into dangerous situations, like flying in a thunderstorm or icing conditions.

Some CFIs make excuses, like the CFI who flew into a closed airport twice (two different airports) with a learner because he didn’t check the NOTAMs. I asked the CFI why he didn’t check the NOTAMs before the flight and was told “that’s the student’s job.” Riiiiiight. Apparently he hadn’t taught his learner how to check NOTAMs because no one taught him.

• READ MORE: When Flight Training Stalls

If a flight is going poorly, the worst thing an instructor can do is tell the learner “just sit back, I’ll take us back to the airport.” It’s much better if the CFI engages the learner, if at all possible. If they don’t physically want to fly, have them run the radios, do navigation—all the while asking them to take the controls again.

The exception to this is when the learner does something willfully dangerous, like attempting to buzz something on the ground or not listening to the CFI when they tell the learner to go around. If the CFI has to take the controls to prevent a crash because the learner cannot follow directions, remove them from training.

Disengaged CFI

If the instructor views teaching as a chore, or complains how they want to move on, the learner can start to wonder if they are truly getting an education or simply paying for someone else to pad their logbook. This erodes learner confidence.

I wish I had a dollar for all the times I have heard pilot candidates remark they weren’t sure if they learned anything from their CFI because the flights were pretty much the CFI just sitting there. There was no feedback, good or bad.

A lack of communication can make a learner doubt themselves. I tell my learners if I am quiet in the cockpit, they are doing a good job. I learned to say this because a rather anxious young man was worried I was upset with him as his father had warned him, “It’s never good when a woman is quiet.”

Identifying What Makes You Anxious

If there is something that makes you anxious about flying, let your CFI know what it is. A good CFI will help you deconstruct the issue and come up with a workable solution for improving your confidence.

For example, if you are worried about getting lost, plan a dual cross-country flight using only pilotage and dead reckoning. Cover up the magnetic compass and make the GPS and VOR off-limits for this exercise.

The CFI might even toss in a divert. On the next flight add in a VOR (if available) and have the learner triangulate their position. Once you have that down cold, add in the GPS as a backup measure during cross-country flights.

Landings

Landings can cause anxiety. The ground is rushing up at you, and if you don’t have good airspeed control or there’s a crosswind that is taxing your capability, it’s easy to scare yourself.

Break down the process to identify the items that are giving you the issue: Is it staying ahead of the airplane? Run the checklist to get a better grasp on the procedures and “chair fly” the pattern, identifying what speeds and altitudes you are at on each leg.

• READ MORE: The Art of Ground School

If you are having trouble determining when to flare, have your CFI demonstrate how to fly 6 inches over the runway in the landing attitude, then do a go-around. The learner repeats this maneuver until they get comfortable.

Crosswinds

Since we can’t control the weather, an aviation training device (ATD) is excellent for learning how to handle crosswinds.

Start with crosswinds at 30 degrees and work up to 90 degrees and increase velocity. The learner gains muscle memory in the sim that can be replicated in the aircraft. Then make it a point to fly on wind days to get real-world experience.

You will be surprised at how much more confident you feel

Check Ride Oral Exam

It is often said that check ride failures most often happen during the oral exam rather than the flying portion.

If you have test anxiety, ask your CFI to set up mock oral exams for you. These need to be more than just reading out of the oral exam guide. Have another CFI put you through your paces. 

Understand that the purpose of the mock oral exams is to find the soft spots so that they can be reinforced before the actual check ride.

Overconfidence

The opposite end of the spectrum is the overconfident pilot who resents instruction.

If the learner has flown with another CFI who didn’t do preflight and post-flight briefings, or didn’t use a syllabus or emphasize checklist use, the learner can become resentful of the replacement CFI, suggesting they are trying to undermine the learner’s confidence by showing them what they don’t know. That’s the wrong attitude for a learner to take.

Every time you fly with a different CFI, anticipate you will learn something, just as CFIs pick up something from each learner they fly with.

CFIs need to be careful not to criticize the previous instructor, or say things like, “I can’t believe you don’t know this.” That can be a challenge sometimes, like when the learner doesn’t do clearing turns or use the rudders in flight.

“My other instructor told me not to do that,” or “my other instructor never made me do that,” are red flag phrases which usually translate to “something was lost in translation.”

If a learner is successful in another aspect of life, like their career, they can be of the mind that learning to fly will be very easy for them. When it isn’t, that can be a challenge to their self esteem.

The CFI can help the learner by pointing out that learning is a process, and anything as skill and knowledge dependent as flying is going to take time and practice and patience. Both the learner and CFI need to recognize this so that learning can take place.

The post The Confidence Factor in Learning to Fly appeared first on FLYING Magazine.

This question is being asked at flight schools across the country as the CFI world and the nonaviation media are sharing the story of 36-year-old Philip Everton McPherson II, from Haddon Township, New Jersey. McPherson faces one count of involuntary manslaughter for the crash of the Piper PA-28-140 on September 28, 2022, that killed student pilot Keith Kozel, 49.

A federal grand jury indicted McPherson on August 1. He was arrested at his home on August 5.

• READ MORE: NTSB Releases Prelim Report on Fatal Oshkosh Accident

McPherson’s commercial and CFI certificates were surrendered to the FAA more than a year before the accident because he had failed a 44709 ride (reexamination for airman privileges).

FLYING Magazine obtained a copy of the 11-page indictment that said McPherson “acted with gross negligence because he knew that he was not competent to safely fly an aircraft as the pilot in command.” According to the indictment, his commercial pilot and instructor certificates were surrendered to the FAA in October 2021 after he failed a reexamination ride.

McPherson was employed by ProFlite Aero Services in Easton, Pennsylvania. FLYING’s attempts to contact the flight school for comment were unsuccessful. The website for the business is no longer in operation.

According to the indictment, in 2021 the FAA received a hotline complaint about McPherson’s alleged poor airmanship that included going off the runway on two different occasions while flying with a student, resulting in substantial damage to the aircraft.

• READ MORE: PC-12 Crash Claims Members of Prominent Gospel Singing Group

The first off-runway event was on November 18, 2020, when during the second attempt to land a Cessna 172 in a gusting crosswind the aircraft went off the side of the runway and the nosewheel failed, and the aircraft flipped onto its back. The winds near the site were reported as 13 knots gusting to 25.

The second event was on March 6, 2021, but FLYING was unable to locate the National Transportation Safety Board (NTSB) accident report for it.

The indictment notes the FAA made several attempts to reach McPherson—first by letter then by telephone—as part of its investigation to set up a reexamination ride. When he finally did the reexamination flight with the agency, he botched a go-around and the FAA safety inspector had to take the controls to prevent a crash, per the indictment.

After surrendering his commercial and CFI tickets, McPherson was granted a temporary certificate that allowed him to fly by himself or with another instructor in order to gain the skills necessary to regain his certifications. The temporary certificate carries the warning: “Carrying of Passengers Prohibited.”

McPherson did not request another reexamination ride, nor did he ask for an extension of the temporary certificate, which expired on November 8, 2021. But he continued to serve as a flight instructor carrying passengers.The indictment includes two pages of the initials of students and dates of flights.

He faces an additional 40 counts of serving as an airman without a certificate as he continued to fly with passengers and as an instructor between October 12, 2021, and September 2022.

The Fatal Flight

According to the NTSB, the fatal flight took off at 1:40 ET. McPherson told the agency the purpose of the flight was to go to a towered airport nearby so Kozel, the student who had 51 hours, could practice towered-airport operations.

McPherson instructed Kozel to perform a soft field takeoff. The aircraft was sluggish during the takeoff roll and had trouble obtaining airspeed. Kozel flew the airplane in ground effect trying to build up airspeed, and at least once the aircraft settled back on to the runway.

• READ MORE: NTSB Releases Details on 2 Lockheed 12A Crashes

McPherson allowed the takeoff to continue, but when the aircraft had trouble climbing above 200 feet, he took the controls. He told NTSB investigators that the engine was not producing full power, and there were trees ahead of them and no open places to land.

The Piper struck the trees and became inverted, coming down hard and catching fire. McPherson told investigators that Kozel was unresponsive after the crash. McPherson claimed he was injured but was able to drag himself away from the burning airplane. He told investigators he saw people approaching him and begged them to get Kozel out of the wreckage, but the fire was consuming the aircraft.

A witness account of the accident differs. The witness said he pulled McPherson from the wreckage and then tried to rescue Kozel, but the flames drove him back.

It should be noted that the Piper Cherokee only has a door on the right side of the fuselage. The instructor traditionally sits on the right side of the aircraft.

The NTSB ruled the cause of the accident to be a “partial loss of engine power for undetermined reasons.” The investigation noted that the weather conditions at the time were conducive to the “development of serious icing at glide power and was between the range for icing at glide and cruise power and serious icing at cruise power.”

According to the investigative docket, at the time of the accident McPherson reported having 1,350 hours total time of which 700 was in Piper Cherokees, with his last flight review or equivalent happening in March 2021. He also reported having flown 40 hours in the previous 90 days.

McPherson was arrested at his home in Allentown, Pennsylvania, on August 5. He pled not guilty to all the charges and was released the same day after posting a $50,000 bond and surrendering his passport.

If convicted he could face a maximum possible sentence of 128 years in prison and a $10.25 million fine, and a $4,100 special assessment. He has been assigned a public defender. 

According to the Office of the Inspector General, the case is being prosecuted by assistant U.S. attorney Robert Schopf and special assistant U.S. attorney Marie Miller.

The post Illegal CFI Faces Charge of Involuntary Manslaughter appeared first on FLYING Magazine.

Once a pilot adds an instrument rating, they’re legal to fly an ILS in blowing snow all the way to 200-foot minimums with an 1,800 RVR. But few of us would actually attempt such a demanding task with only our training and perhaps a bit of experience in actual conditions under our belt. I’ll call those folks “pilots with an instrument rating,” differentiating them from someone with more experience who would confidently undertake that operation. I’ll call that person an “instrument pilot.”

So, if your goal is to gain high levels of proficiency, experience, and comfort to ultimately grow from being a pilot with an instrument rating into an instrument pilot, how can you do that? I’m glad you asked because that’s just what we’re going to cover here.

Why Do It?

Why might you want to do this? It’s a lot of work, will take time, and generally involves nontrivial expense. What’s to be gained? Everybody’s answer will be somewhat different, but I can help you find yours.

Perhaps the most important question is, “Why did you get the instrument rating in the first place?” Maybe you did it to meet career aspirations. Or possibly you did it just to improve the utility of your basic private certificate, allowing you to go when the weather had been keeping you on the ground as a VFR pilot. 

In both of those cases, I’ll—perhaps argumentatively—encourage you to be the best pilot you can be. As a professional, your clients will certainly expect and deserve that. You should be able to competently complete any flight that’s both legal and safe for the aircraft. If you can’t, well, reread the previous sentence.

• READ MORE: How to Meet Instrument Rating Requirements

But what if it’s just you trying to go visit a friend? Don’t you deserve the same level of competence and confidence in the management of your flight and control of your airplane? It’s common during those personal flights to bring along a friend or family member. They deserve the same level of consideration as any paying passenger, so you owe it to yourself and your passengers to, again, be the best pilot you can be.

On top of all that, there’s a certain degree of pride involved. How would you feel after that ILS at the destination if your needles were bouncing from peg to peg, and you somehow managed to luck out enough to see the runway as the needles passed through the center? Compare that with the satisfaction, and yes, the pride, in sliding down the approach with needles that barely migrated off the center circle. Challenge yourself to always do better, and you’ll rarely find yourself performing poorly. But if you do, you’ll almost certainly know exactly why, and you’ll resolve to recognize the same situation next time and surely use that recognition and anticipation to perform better.

What’s the Difference?

I’ve talked about pilots with an instrument rating versus instrument pilots, but what’s the difference? Defining “instrument pilot” is a bit easier, so I’ll start there. Note that all this is a distinction of my own creation, so if you talk with others about it, you might get that thousand-mile stare until you explain.

An instrument pilot is one who has had enough training, enough experience, and most critically maintains enough proficiency that they can handle most anything that a given flight might be expected to throw at them. That doesn’t mean comfortably flying your Cessna 182 into an area of moderate icing. But it does mean that the pilot is both comfortable and competent to handle an inadvertent encounter with more significant weather than on the day of the check ride. 

• READ MORE: Instrument Rating Can Expand Your Travel Horizons

That weather might include ice, moderate turbulence, significant gusty crosswinds, and, yes, lower visibility and ceilings than forecast—possibly all at the same time. Naturally, these conditions will produce a greater concentration and focus on the job at hand by the pilot, but they shouldn’t bring so significant a ramping of anxiety that performance or judgment suffers.

On the other hand, a pilot with an instrument rating is a newbie. But by newbie I don’t mean that the instrument check ride was recent enough that legal currency hasn’t yet lapsed. I mean that the pilot doesn’t have much (or any) experience with a broad enough range of weather and atmospheric conditions to remain mostly calm and focused in handling that. This pilot likely still views anything worse than basic VMC as a reason to reexamine the go/no-go decision and might (or should) have personal minimums not much lower than 1,000-3.

Your Path Via the Right Seat 

Say you recently aced your instrument-rating check ride. Or perhaps you’ve long had the rating but never really had both the opportunity and confidence to “get your nose wet” much more than in benign conditions. Regardless of your starting point, how do you get to be a confident, competent instrument pilot? 

Like many things in aviation, the answer to that question is “it depends” and has multiple paths. 

Say your ultimate goal is employment as a pilot. It doesn’t matter whether you want to end up at the airlines, freight pilot, charter pilot, or even personal or corporate pilot. Work hard to build your experience to the point where you can get that first job beyond a CFI at the local flight school. 

Your short-term goal should be to fly in the right seat in a two-pilot operation, so possibly the entry-level freight or medical transport jobs might not be the best choice. 

Having that experienced captain next to you will serve multiple purposes. First, it will allow you to experience more varied conditions than you might feel comfortable tackling on your own, especially at first. Also, while your captains might not be CFIs, you’ll receive a lot of instruction. Many captains in this environment understand your need for experience and further education and happily provide it. Others might not want that role, leaving you to provide your own education through quiet observation.

• READ MORE: Instrument Rating: Why Are You Waiting?

Either way, flying with someone who’s both more experienced and has ultimate responsibility for the outcome of the flight is a wonderful way to learn. You should be as cautious and as methodical as you would be if you were solo, but ultimately it will be the captain who evaluates the conditions and assures the safe outcome. This allows you to learn the safe capabilities and limits of that operation in those conditions. You get to see what can be done and how to do it.

This route also will expose you to multiple captains, each with a different style. I remember vividly when I went through upgrade training at an airline, a member of management came into our class on the first day and asked us to reflect on our time in the right seat and try to identify the best captain we had flown with. After we considered that, he then asked us to think back over the same experiences and identify the worst captain we had flown with.

Everyone in the class had the same reaction. We were unable to identify a single-best captain. Instead, multiple captains were identified, each with some different traits that made us think of them. But everyone was instantly able to identify the single-worst captain with whom we had flown. 

As the class discussed, the manager then simply told us to determine the traits in the best captains that we wished to emulate and exactly what made that one person the worst captain and vow to never do any of those things we disliked.

If you’ve got your CFI or CFII, do as much advanced instruction as you can. Lacking a CFI, go around to all the pilots you can find and offer to fly with them as a safety pilot. Doing either of these won’t be as beneficial as flying with some 10,000-hour captain, but it’s still valuable experience to aid in your growth as an instrument pilot.

Learn from the Left Seat

But what if you don’t want to become a professional pilot and just want to be the best possible private pilot you can with the tools you have? There are a lot of paths you might choose, and I’ve got some recommendations that you can find your own variations along.

First, you must fly as often as possible. Every time you fly as pilot in command (PIC), fly IFR. I don’t mean 20-30 hours a year. I mean 10 hours or more a month, usually just about every week. This allows you to continue building on your experience rather than the ever-so-common two steps forward, one back. Even if the weather is “severe clear,” fly in the system to gain more experience and comfort within it. Rarely accept a visual approach at the destination. Fly an approach, even if it’s in VMC without a view-limiting device. If you can take a safety pilot, fly under the hood.

Don’t be afraid to tackle increasingly challenging weather conditions. Sure, if you just got your instrument ticket, you want to be very careful. But as you gradually gain more experience, put it to use. If you have a trip planned and the weather forecast stretches your comfort, that’s good. I often say that you can’t expand your comfort zone from within it. If the operation stretches your comfort more than you’re willing, find an instructor with plenty of experience and ask them to accompany you.

Watch for those marginal VMC and benign IMC days and go out to the airport and fly a few approaches on your own. As you do that more often, you’ll gain more comfort with those conditions.

I’m a strong believer in the value of simulators. I’m not going into a long discussion of sims, but here are a few basic points: If you can afford it, fly an approved sim, a Basic or Advanced Aviation Training Device (BATD/AATD). The difference to you at this point is largely irrelevant, so pick what’s available. Also, to the greatest extent possible, find something that simulates as closely as possible the aircraft you fly, both from an aerodynamic perspective as well as the panel. 

One of the lowest-cost approved simulators I know comes from Gleim Aviation. It’s a BATD that emulates a Cessna 172 SP with your choice of analog six-pack instruments or a Garmin G1000. If this is sufficiently close to what you fly, it’s an excellent choice for only $8,500.

If what you fly isn’t readily emulated with an approved simulator (which is common), you can build your own. My personal belief is that a sim that isn’t approved but closely emulates your aircraft is superior to an approved sim that isn’t close. That’s my thinking, but others disagree. 

My reasoning is simple. This is my example, but it applies broadly across the entire GA fleet. I fly a Cessna 340. Nobody makes an ATD for a C-340. The closest is usually a Beech Baron, but Precision Flight Controls can emulate a 414. Then, my airplane has full EFIS—there’s not a round dial on the panel. ATDs for any type might offer a G1000, but the retrofit stuff in my airplane is far different from a G1000. So to emulate my aircraft, I need to build the sim myself, and that won’t be approved for logging time. I’m OK with that. If I need to log some instrument time, I’ll go rent an approved sim for a few hours or get the time in my own airplane under the hood with a safety pilot a few times a year.

Once you’ve got access to a sim, fly it regularly, always in low-IMC. Fly approach after approach. Some weeks you’ll just fly approaches, repositioning yourself to the IAF and going in from there. Other weeks, practice with failures. On other sessions try doing a full flight from departure to destination. 

As you fly the sim more, add precipitation, ice, gusty winds, etc. In other words, build the severity of the weather until you can handle most anything. 

Then after completing one of these paths, you too will be an instrument pilot.

But There’s a Risk

Not long after I retired from 121 flying, I fell out of currency and needed the ol’ six-in-six to regain it. I hopped into an AATD and flew the requisite approaches, holds, etc., using raw data with no autopilot or flight director. The instructor was impressed. I was too, as I had never flown that sim before.

I figured it was all my experience as an instrument pilot. After all, that level of proficiency doesn’t leave you too quickly—or so I thought. Then a couple years later, repeat. Um, my performance was dismal, even with the flight director. What happened?

Well, instrument flight skills are highly perishable. If you’ve spent years comfortably flying as a proficient instrument pilot, well, reread that previous sentence. Once you no longer fly that often, you will lose those skills you worked so hard to gain. Trust me, it’s only through constant exercise that you can retain them.

So here’s my warning: Once you gain the competence and proficiency that you seek, you’ve got to continue working to maintain it. If you don’t keep flying at nearly that frequency, you risk reverting to just another pilot with an instrument rating. Although you might not have to start over to regain instrument-pilot status, you will have to work at it. You invested too much to get there in the first place, so don’t allow that proficiency to lapse.

This feature first appeared in the Summer 2024 Ultimate Issue print edition.

The post Ultimate Issue: Instrument Rating vs. Instrument Pilot appeared first on FLYING Magazine.

This year I met several newly minted flight instructors and flight instructors in training who wish to do more than build their hours from the right seat. They want to be good teachers of flight. I really hope they meant what they said.

Training the Trainers

One of my great joys is working with CFI applicants who share the mindset that instruction is important and not just a way to build hours.

I will train teachers, not time builders. To do otherwise would be a disservice to future pilots.

The Problem With Shortcuts

We compared notes about applicants we’d encountered who had gone through accelerated training programs for CFIs.

While there are people who do very well with “quick ticket” training,  the fact is a few day courses don’t really teach you how to be a teacher. The only thing that does this is experience.

We all start out green. Time and practice is the only way to achieve seasoning.

Nearly everyone had a story to tell about the CFI applicant who wanted to take shortcuts just to pass the check ride.

They didn’t know how to organize a lesson, create a lesson plan, or offer a critique, but they had memorized the check ride. They parroted things they read off the internet. The mindset was “you’ll learn to teach after you get the ticket.”

This is unfair to the person who you are supposed to be teaching. They are paying for instruction, and you should be able to deliver. If you cannot do that, get out of the right seat.

Options to Improve CFI Training

Ideas were floated on improving the quality of flight instruction in the U.S.

The top suggestion was to increase CFI pay to entice them to stay on the job for more than one year. That’s the average time spent teaching for the pilot who is building their hours toward ATP minimums.

The theory is that spending more time as a CFI would enable these people to become better teachers. More experience doing something does tend to improve your performance. I submit, however, that unless that person really wants to be a CFI, this amounts to putting lipstick on a pig. 

If the candidate thinks flight instruction is beneath them—and there are some who do—no amount of money in the world is going to change that. Often their attitude comes across in the cockpit and the classroom.

Also, many smaller flight schools don’t have the revenue to support this business model, or they see all CFIs easily replaceable, saying their lack of experience justifies the low pay.

In many cases, working full-time as a CFI is too financially challenging. And even though they are good teachers and enjoy the job, many CFIs leave the profession for higher paying careers in other industries. 

Quality Over Quantity

Another suggestion was to create a training metric for CFIs, such as a set number of hours logged as dual instruction received post-commercial certificate to qualify for the CFI check ride, or be paired up with a CFI with more experience in a mentoring relationship before you are permitted to endorse anyone for a check ride. For example, the newly minted CFI would need 100 hours dual before they can sign off a client. 

These are intriguing ideas, but I am reasonably certain that in the U.S. with the pilot shortage and the “hurry up” mentality of so many flight students, any FAA rule changes would go over like a skunk on the dance floor at prom. Frankly, it would be too cumbersome and limiting in the training environment we have today.

CFI Responsibility 

There were also discussions about stressing the role of the CFI as a teacher and a coach.

Our job is to guide the learner in all facets of training air and ground. The learners don’t know what they don’t know, and no CFI or flight school should take advantage of their lack of experience.

There was a particularly painful story about a private pilot candidate who was at a school that provided both Part 141 and Part 61 training. The learner was flying under Part 61 and limited to flying just once a week, although they had the money and time to fly more frequently. 

According to the learner, as they compared flying lessons to music lessons, which are often just once a week, they didn’t know that flying more frequently would accelerate the learning process.

The CFIs—there were several—were fine with the once-a-week lesson, and according to the learner, never suggested an increase in lesson frequency. The learner allegedly spent thousands of dollars and several months “taking rides with multiple CFIs” but never soloed. 

If a CFI determines they cannot teach a particular client, the ethical thing to do is terminate the relationship. If you’re both frustrated, it’s in both of your best interests. It is far better if your CFI says, “I am not the right instructor for you,” than for them to keep showing up and taking your time and money. Often this breeds resentment.

Flight Training Is a Partnership

Sometimes CFIs encounter pilot applicants who have a participation trophy mindset when it comes to flight training.

Just showing up and going through the motions is not enough in aviation. We need to be clear that both the CFI and learner need to apply themselves and be accountable for their performance.

For learners who are successful in other aspects of their lives, this self-reflection can be painful at times. If you don’t meet performance standards as put forth in the ACS, it doesn’t make you a bad person. It just means you need more practice or a different approach to learning.

You won’t enjoy every part of your training— there will be days it seems tedious and difficult. There will be the dreaded learning plateaus that will make you question your life choices. There will also be those days with “aha!” moments, where the stars align, and the knowledge and skill come together.

You will get a sense of satisfaction and accomplishment that a relatively few in the human population achieve. This is particularly true when the designated pilot examiner (DPE) hands you your temporary certificate.

But to get there you need to work with your CFI—and they need to work with you.

The post Improving CFI Training Remains a Never-Ending Goal appeared first on FLYING Magazine.

Answer: You’re in luck. The paper student pilot certificate was issued by the aviation medical examiner (AME) and not done through IACRA as we know it, so it is doubtful the learner already has an IACRA account.

• READ MORE: Is There an Official Weather Briefing

All you have to do is sit down with the learner and create a new application. Simply follow the prompts and fill out the application. In a few weeks he will get a plastic student pilot certificate in the mail.

Also, don’t forget to also verify the learner’s citizenship and give him a TSA endorsement, which have become requirements since 2002.

Do you have a question about aviation that’s been bugging you? Ask us anything you’ve ever wanted to know about aviation. Our experts in general aviation, flight training, aircraft, avionics, and more may attempt to answer your question in a future article.

The post How Do You Obtain a Student Pilot Certificate After a Break in Training? appeared first on FLYING Magazine.

Although it is common for learners to imprint on their instructors, the fact of the matter is that the training connection is a business relationship. There needs to be communication about goals, how to achieve them, progress made, what has been accomplished, and what needs to be done. 

When you are a novice pilot, it can be a challenge to determine if progress is being made. When it becomes clear that it isn’t, it is time to make a change.

Flying Once a Week—Or Less

To make progress you need to fly on a consistent basis. This can be a challenge given limitations on instructor availability, airplane availability, learner availability, or finances.

There is no way anyone can make progress when you fly just once a week or a few times a month. You need a minimum of two lessons per week, three would be better, for learning to take place.

If you don’t have the money or time to fly at least twice a week, now may not be the time to pursue flight training. Save up the money and carve out the time to train. 

Flight Lessons Longer Than Two Hours

Just as flying too little hampers learning, so does flying too much.

Flying is fatiguing both mentally and physically. The cognitive demands, noise, and vibration of the aircraft can wear you out. Learning will not take place if you are tired.

It is not uncommon for pre-solo novice pilots to book five-hour lessons in the aircraft thinking they can knock out huge chunks of training in one lesson. This usually doesn’t work due to the fatigue factor.

You will need to build up endurance in the cockpit just like you do when learning to play a sport. For flights out to the practice area and back, two hours of flight time might be on the ragged edge.

While the FBOs gladly take your money and the CFIs will rack up the hours, you probably won’t get much out of it after about an hour in the air. Flying is too expensive to become self-loading ballast, so consider keeping the pre-solo flights to the practice area and in the pattern no longer than 1.3 hours. When your endurance increases, lengthen the lessons.

Too Early for Ground School?

It is never too early. Most of what you do in the airplane is best taught on the ground in a classroom than practiced in the air. The rules, regulations, and airspace are best taught on the ground as aircraft make terrible classrooms. 

If the CFI doesn’t recommend ground school, insists you self-study, and/or doesn’t make time to review what you have learned, ask why they are reluctant. If you’re not sure about a concept or an aircraft system or how to use a piece of equipment like ForeFlight or the E6-B, and your CFI can’t show you, find someone else to work with.

The CFI Doesn’t Use a Syllabus

A syllabus is the best way to keep a learner on track as it lists the tasks to be performed for certification and the order the tasks are to be learned.

Flight instructors train their clients as they were trained, and sadly many CFIs don’t use a syllabus because the person who trained them didn’t. “No one here uses one,” is a tepid excuse and unprofessional.

Minimal Preflight and Post-Flight Briefings 

“Did you check the weather?” and “See you next week,” are not pre- and post-flight briefings.

The preflight briefing consists of what the planned lesson is, how it will be conducted, and completion standards. The post-flight briefing consists of how you performed on the flight, ways to improve if required, and what will be done on the next flight.

Reluctance to Teach Basic Navigation

If your CFI is all about GPS, and says that no one uses the VORs, magnetic compass, pilotage or ded reckoning anymore, know that this is not accurate.

The basic method of navigation is using outside visual references. You also need to be able to determine time, speed and distance calculations using the E6-B—either analog or electronic—rather than relying on an app to do the work. 

For your check ride, you will need to know how to perform a divert in midair, and it is likely the examiner will disable the electronic devices to test your skills.

Reluctance to Use Paper Charts

While the electronic flight bag is a marvelous tool and reduces cockpit clutter, it can overheat, run out of power, or disappear from your flight bag or airplane.

Learn to use paper as backup. Also, you may find it more expedient to use paper for certain operations, such as looking up an airport tower frequency.

Instead of tapping on multiple tabs, a quick glance at paper gives you the information you seek.

No Introduction to the FAR/AIM

The Federal Aviation Regulations/Aeronautical Information Manual (FAR/AIM) spells out the knowledge and experience required for every certificate and rating. Your CFI should tell you about this book on day one of your training and demonstrate how to use it. 

The FAR/AIM is a tool to be used to “trust but verify.” There are far too many learners going on flights that are more for the benefit of the CFI building their hours.

How many times have you heard about a low-time, pre-solo private pilot candidate doing an IFR flight or night cross counties at the insistence of their instructor? 

Remember this is your training, and it’s supposed to benefit you. If you ever feel like that has not happened, you are well within your rights to make a change.

The post When Flight Training Stalls appeared first on FLYING Magazine.

They will drop out of flight training when they run out of money or when life gets in the way. It can also happen with ground school—they miss a class here or there or don’t have time to study. More often than not, it is more of a slow goodbye when they become overwhelmed. 

It is a learning plateau of sorts, and a good CFI will be watching for this and be ready to reel the learner back in.

Instructor Attitude Sets the Tone

It starts with attitude. If the instructor doesn’t want to be there, neither will the learners.

To the CFIs: Ground school shouldn’t be treated like a chore or a necessary evil. 

To the learners: Yes, it will help you pass the knowledge test, but it is also there to prepare you for your time in the air. Put some effort into it, and with the help of your instructor, do flight lessons that help you better understand the concepts you learn about in class.

To the flight schools: Find a CFI who excels at and enjoys teaching ground school. Nothing turns off a learner quicker than a lazy CFI who reads slides off a screen or passages out of a book and tries to call that teaching. They need to be engaged in the delivery—and that needs to be memorable for learning to take place.

Some flight schools pay their CFIs to create and teach a 10-week course with the caveat that the participants who miss a class can drop in on that particular class in the next 10-week course for free. Give the participants a six-month window to do these makeup classes.

This works best when the ground schools are run several times a year, provided they have enough learners to make it economically feasible for the flight school. I have taught classes with as few as five and as many as 12 learners.

The pace of the class should be to accommodate the slowest learner. It will take the CFI about two weeks to determine who that is.

To the CFI: Be ready to give that person extra assistance (privately) if needed, as there are fewer worse feelings than being left behind academically. Understand that talking is not teaching any more than throwing food at someone is getting them to eat.

Ask questions of the learners to see if the message delivered is the one received. If it isn’t, be ready to rephrase

Train the trainers 

It can be beneficial for CFI candidates to shadow the lead CFI, and open this opportunity to the inexperienced CFIs or even a commercial soon-to-be CFI candidate.

The CFI who is leading the course assigns the student-teacher a topic—for example, weight and balance or hazardous weather. The leading CFI is still in charge and will oversee the lesson to make sure all the elements are addressed, but it is a great opportunity for an up-and-comer to gain teaching experience.

Take the Initiative to Teach Ground

If your flight school does not have an established face-to-face ground school class, perhaps you can take the initiative and create one?

You don’t have to hold a CFI certificate to do this. You can become a ground instructor by passing the advanced ground instructor (AGI) knowledge test.

There is a basic ground instructor certificate, but if you want to pursue Gold Seal certification (the FAA’s way of saying you know your stuff), you will need to have an AGI, so why not get it now? The material on these tests is similar to that required of the private pilot and commercial pilot candidates. Once you pass the AGI exam, you can begin teaching ground school.

This nugget of knowledge comes from Greg Brown’s The Savvy Flight Instructor. Brown was flight instructor of the year in 2000 and inducted into the Flight Instructor Hall of Fame in 2021.

Brown became my mentor after I heard him speak at a convention. His book is required reading for all the CFI candidates I work with, because it provides guidance on how to achieve professionalism and to market and prepare yourself to be an aviation educator. If you are on the instructor track, read this book.

Initiative: Master Level

When you don’t have a CFI certificate or experience as a teacher, it can be difficult to find a location that will hire you as a ground instructor. Don’t let that stop you.

Have some business cards made and market yourself as a tutor for those in pursuit of their flight review. The ground portion can often be very daunting if it has been a few years since they were involved in aviation.

This is how I started my instructor career. I began tutoring a friend in a Starbucks on Saturday mornings. I carried a small whiteboard, a sectional, an E6-B, etc. Another customer who recognized the tools of the trade asked if I would tutor him for his flight review.

This continued, and soon I had a small ground school going in the corner on Saturday mornings. I would tip the baristas in advance, and everyone would order coffee for the two hours we were together. It helped pay for my CFI flying lessons and develop my teaching skills.

The post The Art of Ground School appeared first on FLYING Magazine.

• READ MORE: What Is the Rudder Used for in Flying?

Answer: According to an FAA spokesperson:  “Generally speaking, the FAA will accept [a pilot’s] last airman certificate application (Form 8710-1) or what they reported on their last medical application (Form 8500-8).” You should have access to at least one of those documents.

Pro tip: Moving forward, you may want to invest in an electronic logbook and save the information to the cloud, or at least record a digital image of each page of the paper logbook when you fill it up. If you rent aircraft, sometimes you can re-create your experience by cross-referencing your receipts. 

• READ MORE: Is There an Official Weather Briefing?

Do you have a question about aviation that’s been bugging you? Ask us anything you’ve ever wanted to know about aviation. Our experts in general aviation, flight training, aircraft, avionics, and more may attempt to answer your question in a future article.

The post What to Do When You Lose Your Logbook appeared first on FLYING Magazine.

“Thank goodness you use paper,” he said, going on to tell me that he wanted to learn using paper sectionals and navlogs, and once he mastered those, he might move into using an electronic flight bag (EFB).

He said he wanted to learn to use analog tools because that’s how he processed information best. Also, he said he knew devices could fail or go missing, and if you don’t have an analog backup, the mission would be over. He worked in the tech industry (space flight), where equipment and technology failures are planned for.

I have no problem teaching with paper. With primary learners, I prefer it, as learning to flight plan the “old-school” way provides a good base on which technology can be added at a later date.

According to multiple CFIs and DPEs I know, many pilots who are solely training using EFBs and an app for their cross-country planning are often weak in the elements of a VFR flight plan because they never learned how to do it beyond putting information into a computer and letting the app do its magic. They often do not understand where the data comes from, which makes it difficult to know if it is corrupt or incorrect for the given situation.

The Airman Certification Standards (ACS) note that the EFB is permitted, as the focus of that portion is that the applicant “demonstrate satisfactory knowledge of cross-country flight planning.” That includes route planning, airspace, selection of appropriate and available navigation/communication systems and facilities, altitude accounting for terrain, effects of wind, time to climb and descent rates, true course, distances, true heading, true airspeed and ground speed, estimated time of arrival, fuel requirements, and all other elements of a VFR flight plan.

It’s difficult to learn this past rote memory when the computer does all the planning for you. This is why many CFIs opt to teach both methods, and often begin with the basics, a paper sectional and looking out the window before adding in the use of the EFB. 

Analog Cross-Country Flight Planning

Flight planning begins with a paper sectional, navlog, plotter, and mechanical E6-B. I’m a fan of the E6-B because the wind side is very useful for determining crosswind components.

The instructions for the use of the device are printed on it. All the calculations are basically math story problems, and the instructions walk you through the process. The plotter also has instructions printed on it. The informational boxes on the paper navlog are labeled so you know where to put the information.

The lesson begins with reading the empty navlog. The CFI explains the terms true course, variation, magnetic heading, deviation, and compass heading. Now flip over the E6-B to the wind side, where the formulas for calculating this information are printed. Identify the directions for determining ground speed and wind-correction angle, noting that process is also printed on the device. 

• READ MORE: How To Use a E6B Flight Computer

Now it’s time to spread out the sectional and get to work, picking landmarks to use as check points for pilotage, determining the true course, finding the deviation, etc. The filling out of the navlog begins with the recording of the checkpoints and measuring distances between them. Put this information in the appropriate boxes. Always do this process in pencil and have an eraser handy.

Make sure the destination meets the definition of a cross-country flight for the certificate you seek. For private pilot airplane, it is 50 nm straight-line distance, and for sport pilots, 25 nm. Be sure you are using the correct scale on the plotter. 

I walk the learners through the first two lines of the navlog. This takes them from the departure airport to the top of climb, and then the first leg of the flight. Once the navlog is filled out, we go to the performance section of the POH to determine true airspeed (TAS), fuel burn, and time to climb. 

• READ MORE: Make Friends With the E6B

The wind side of the mechanical E6-B  is used to determine the wind correction angle. Pro tip: if you will be using more than one set of wind values for the flight, give them distinct symbols on the E6-B, such as an “X” for the winds at 3,000 feet and a “dot” for the winds at 6,000 feet.

Make sure to note the winds and the symbol on the navlog and do not erase the wind marks until after the completion of the flight. This is important, because if you need to divert (and you will have to demonstrate this on your check ride), you don’t want to lose time re-marking the wind dot on the E6-B.

Many learners find analog flight planning fun. There certainly is a sense of accomplishment after you’ve learned what makes a good checkpoint, how to measure the distances, determine aircraft performance and— the big kahuna— how to “spin the winds” on the mechanical E6-B to determine ground speed and time en route. Yes, those instructions are printed on the face of the device.

Applicants, please make sure you can navigate when technology—particularly the GPS—is taken away. By the way, DPEs are permitted to fail devices during the check ride. Fair warning: Don’t be the applicant who pulls out a second iPad or cell phone as backup because you’re missing the point. 

Putting all your eggs in the tech basket isn’t going to help when the iPad overheats, there is a signal outage, or the device is otherwise rendered unusable. If you don’t have the ability to navigate by pilotage or the compass, are you really qualified to be in that cockpit?

Benefits of the EFB

The EFB is more environmentally friendly than paper charts and sectional because you don’t have to cut down trees to get the information. Updating the information is easier as it can be done with a keystroke rather than a purchase, and it creates a more organized cockpit as the tablet stores the information and it can be accessed with a swipe of a finger rather than doing an advanced yoga pose in flight to reach for your flight bag.

The tablets come in several sizes, and there are many options for mounting them, including yoke or kneeboard. I’m not a fan of the suction-cup-on-the-windscreen method as that blocks part of your view outside.

If you opt for a yoke-mounted unit, make sure it doesn’t interrupt the travel of the yoke or stick or put the aircraft in a permanent bank. There are some tablets that are just too large for the cockpit. If you opt for a kneeboard-mounted device, make sure your kneeboard holds it securely and the kneeboard stays in place.

• READ MORE: Who Wins the Battle of the Aviation Kneeboards?

As far as  data plans for navigation applications, you may find that the annual cost is competitive with that of replacing the paper sectionals and chart supplements.

The EFB is a wonderful tool, but like all tools it can be misused. It shouldn’t become a crutch for the pilot who has forgotten how to read a sectional because of disuse. Don’t be that pilot who becomes so reliant on technology for navigation that you forget to look out the window. 

The post The Wisdom in Not Putting All Your Eggs in the Tech Basket appeared first on FLYING Magazine.

I am coming up on 21 years as a CFI, and there are stumbling blocks I’ve seen freshly minted CFIs trip over. Here are 12 suggestions to help make your journey as an educator a smooth one for both you and your learners:

1. Use a syllabus

Even if you were not trained with a syllabus, or the school you are working at is Part 61 and doesn’t require it, please use one, be it paper or electronic form. It will help you stay organized and deliver lessons in a logical order. Make sure your learners have a copy and bring it to lessons.

Pro tip: If your learners don’t have a copy of the syllabus, you’re not really using one with them. They need to have a copy for best results.

2. Introduce FAA certification standards on Day 1

The Airmen Certification Standards (ACS) is required reading for both the CFI and learner. A learner can’t perform to standard unless they know what those minimum standards are. The ACS spells them out quite clearly.

Don’t wait until just before the check ride to bring them out and apply them. Use the ACS in the pre-brief so the learner knows the metrics for which they are aiming.

• READ MORE: The Importance of Embracing Proficiency Culture

3. Stress the use of a checklist

This starts with the preflight inspection. Have the checklist in hand. Teach to the premaneuver, cruise, and of course, prelanding checklists as well. Emergency checklists should be memorized.

Bonus points: Show the learner the pages in the pilot’s operating handbook or Airplane Flying Handbook from which the preflight checklist was derived. Teach them to use that if the checklist disappears— as it often does at flight schools.

4. Teach weather briefing and aircraft performance

Teach the learner to obtain and interpret a weather briefing and to calculate aircraft performance from Day 1. Discuss weather minimums and how their personal minimums will change as their experience grows.

If the learner does not want to fly in certain weather—such as especially turbulent days or if the weather starts to go bad during a lesson—be ready to terminate. Flight instruction is about teaching good decision-making in addition to flying skills.

5. Manage your schedule for the learner’s benefit

While it is true that most CFIs are building time to reach the airlines, do not overload your schedule at the expense of the learner. The learner should be able to fly at least twice a week, though three times is optimal for best results. Manage your student’s load so you are flying six to eight hours a day—that’s a hard stop at eight hours.

Be ready to go at least 10 minutes before the learner arrives. That means scheduling lessons so the aircraft is on the ground at least 15 minutes before the next lesson so that it can be serviced if needed and you can take care of the debrief and logbook of the previous client. Be sure the person who does the scheduling understands the limitations of scheduling, such as when you timeout at eight hours.

Pro tip: The quickest way to lose a client—and possibly your job—is to disrespect a learner’s time. There will likely be a time when you miss a lesson or are late. Apologize and make it up to the learner by giving them a free lesson, even if it means you have to pay your employer for the use of the airplane and your time. You won’t like it, but it’s about character and doing what’s right, especially if the school has a “no-show, you-pay” policy for the learners.

• READ MORE: Separation Anxiety: When Your Instructor Moves on, Your Logbook Tells the Story

6. Don’t spend too much time on the controls

This is a hard habit to break. Try holding a writing implement in your hand while you hold your other arm across your body. If you are going to fold your arms on your chest, tell the learner it’s to show them you’re not on the controls.

Some people interpret this posture as being angry, so make sure you say something up front.

8. Eliminate the ‘pretty good’ metric

“Pretty good” is not a pilot report on weather conditions or an assessment of the learner’s performance. Teach them to be precise on weather observations, such as “light winds, ceiling at 3,000 feet,”, and for learner performance use metrics, such as “altitude within 200 feet,” for performance review.

Ask the learner how they would like feedback on their performance—in the moment or at the end of the lesson in the debrief. Some learners prefer the CFI to sit there quietly while they flail around with the controls. Others prefer real-time correction, such as “your heading is off by 10 degrees,” which allows them to fix it.

9. Don’t pass up the opportunity to teach a ground school

That is when you really find out if you really are a teacher of flight or a time builder. Teaching in the classroom and demonstrating something in the airplane involve vastly different skill sets.

Reading slides off a screen or material out of a book is not teaching. To be an effective teacher, the CFI needs to get the learners engaged in the material. The best teachers are memorable.

• READ MORE: Make Flight Reviews for CFIs Worthwhile

10. Allow the learners to make mistakes

Mistakes are part of learning. In aviation, they happen quite a bit, and as long as no metal is bent, no one is physically hurt, there is no property damage, or broken FARs, allow them to happen.

If things go badly and the learner is upset, the worst thing you can do is tell them to sit there while you fly back to the airport. This can destroy their confidence. Instead, try having the learner review and practice a maneuver already learned. Strive to always end the lesson on a positive note.

11. Plan for poor weather or mechanical delays

Always approach each day with two plans for each learner—flight or ground. Let the learner know in advance what the plans are: “If we fly, we will do this; if we cannot fly, we will do that.”

There is the option to cancel if the flight cannot be completed, but you should be prepared to teach. For example, if the weather is below minimums or an aircraft is down for maintenance and the shop rules permit it, take the learner into the hangar and do a practical pointing using the aircraft engine or cockpit instruments.

12. Make time for your own proficiency and currency

Protect your flying skills. You can do this in part by demonstrating takeoffs and landings or by asking the learner if they are OK with you doing a few at the end of the flight with the understanding you will be paying for that aircraft time and will adjust the bill accordingly.

Don’t neglect your instrument skills either. Use the advanced aviation training device (AATD) if the school has one and shoot a few approaches and holds a couple times a month, or pair up with another CFI during off-peak hours to do some real-world IFR flying.

An instrument rating is part of the requirement to be a CFI, so make sure you keep it ready for use.

This column first appeared in the Summer 2024 Ultimate Issue print edition.

The post Ultimate Issue: First Few Hours of Being a CFI Are the Hardest appeared first on FLYING Magazine.