CFI Workshop Module 7 Core Topic 13 Effective Teaching

1. CFI Workshop Module 7Core Topic 13Effective Teaching Ethics and Professionalism Aviation Educators The FAA Safety Team April 1, 2012

2. Building Blocks of Flight

3. Maslow’s Hierarchy of Needs

4. Stress Physical Environment, noise, vibration, temperature, oxygen, distractions, cozy cockpits, ergonomics Physiological Fatigue, lack of physical fitness, hunger, illness Psychological Emotional factors, family, divorce, children, work, mental workload, finances – learning to fly - mastering a lesson, solo flight, tests….

5. Learning Styles

6. Learning Style • Visual – needs to SEE it graphics, charts, video, demonstrate • Auditory – needs to HEAR it ask/answer questions, detailed explanations • Kinesthetic – needs hands on experience demonstrations and guided practice

7. Learning Styles Active do something – experience it Reflective think about it Sensing likes to gather facts Intuitive possibilities and relationships Visual needs to see the process Verbal prefers your explanation Sequential step by step guidance Global learns in large jumps

8. ACQUIRING KNOWLEDGE • Your job as CFI is to help your student acquire knowledge. • What is knowledge? 3. How do you help them acquire knowledge? Is it just monkey see…monkey do?

9. Phases of Knowledge • Memorization • Understanding • Concept Learning

10. Effective Communications

12. Perceptions

13. Barriers to Effective Communications Time to eat? My nail broke! I’m tired!

14. “I Can’t Get Through That Brick Wall of YOURS!!!” Four Barriers to Effective Communication • Lack of Common Core Experience • Confusion between the Symbol and the Thing Symbolized • Over Use of Abstractions • Interference

15. Basic Levels of Learning

16. Accessing Flight Maneuvers

17. Affective Domain

18. Learner Centered Grading

19. Obstacles to Learning 1. Feelings of unfair treatment 2. Impatience to proceed to more interesting operations 3. Worry or lack of interest 4. Physical discomfort, fatigue, illness, dehydration 5. Apathy due to inadequate instruction anxiety

21. Minimizing Student Frustration • Motivate your students • Keep them informed • Understand them as individuals • Give credit when due • Constructive criticism only – please! • Be consistent • Admit your errors (we are all human)

22. Professionalism & Ethics Flight Instructors Are Responsible For: • Helping students learn • Providing adequate instruction • Demanding adequate standards of performance • Emphasizing the positive • Ensuring aviation safety

23. NEVER NEVER NEVER 1. Ridicule the student’s performance 2. Use profanity 3. Model irresponsible behavior – flight or ground 4. Say one thing then do another – “Don’t ever do this when I’m not here” 5. Disrespect the student 6. Set the student up for failure 7. Communicate using unfamiliar jargon 8. Correct errors without an explanation of why

24. The Professional Instructor • Sincere • Calm • Consistent • Motivated • Follows Procedures • Practices Safety, just doesn’t mouth the words! • Professional appearance and manner – Always

25. STANDARDS OF PERFORMANCE YOUR standard of performance: An aviation instructor is responsible for training an applicant to acceptable standards in all subject matter areas, procedures, and maneuvers included in the tasks within each area of operation in the appropriate Practical Test Standard (PTS).

26. ADDITIONAL CFI RESPONSIBILITIES • Evaluation of student piloting ability • Pilot supervision • Practical test recommendations • Flight instructor endorsements • Additional training and endorsements • Pilot proficiency • See and avoid responsibility • Student’s pre-solo flight thought process

27. AVIATORS MODEL CODE OF CONDUCT • General Responsibilities of Aviators • Passengers and People on the Surface • Training and Proficiency • Security • Environmental Issues • Use of Technology • Advancement and Promotion of General Aviation

28. Questions? QUIZ TIME

29. QUESTION 1 Learning styles differ between students. True or False

30. QUESTION 2 Define knowledge.

31. QUESTION 3 What are the three phases of acquiring knowledge? • Reading, writing and arithmetic • Rote, understanding, correlation • Concept learning, application, cognitive domain • Memorization, understanding, concept learning

32. QUESTION 4 The four barriers to effective communication are? • You are a dummy! • Lack of common experience, confusion between the symbol and the symbolized object, overuse of abstractions, interference. • Anger, yelling, intimidation, bullying • Engine noise, broken headsets, nausea, confusion

33. QUESTION 5 The professional flight instructor: • Provides constructive critiques, minimizes student frustration, Admits errors, uses profanity when needed • Defines new terms, keeps the student informed, never admits errors, never uses profanity • Provides constructive critiques, minimizes student frustration, Admits errors, never uses inappropriate remarks • Remembers that EACH student is different, admits errors, uses inappropriate comments, gladly assists in frustrating the student

34. ANSWERS

35. Question 1 Learning styles differ between students. True or False TRUE… Aviation Instructor’s Handbook page 2-17

36. QUESTION 2 Define knowledge. Knowledge refers to information that humans are consciously aware of and can articulate about the subject. Aviation Instructor’s Handbook page 2-8

37. QUESTION 3 What are the three phases of acquiring knowledge? • Reading, writing and arithmetic • Rote, understanding, correlation • Concept learning, application, cognitive domain • Memorization, understanding, concept learning Aviation Instructor’s Handbook page 2-8

38. QUESTION 4 The four barriers to effective communication are? • You are a dummy! • Lack of common experience, confusion between the symbol and the symbolized object, overuse of abstractions, interference. Avn Instr. Hdbk page 3-4 • Anger, yelling, intimidation, bullying • Engine noise, broken headsets, nausea, confusion

39. QUESTION 5 The professional flight instructor: • Provides constructive critiques, minimizes student frustration, Admits errors, uses profanity when needed • Defines new terms, keeps the student informed, never admits errors, never uses profanity • Provides constructive critiques, minimizes student frustration, Admits errors, never uses inappropriate remarks Avn Instr. Hdbk page 7-7 • Remembers that EACH student is different, admits errors, uses inappropriate comments, gladly assists in frustrating the student

40. E R B A K