As a flight instructor working in northern California, I often hear new students relay anecdotal experiences and stories, along with the usually inaccurate advice of others, that bring misconceptions about what we will do on our maiden voyage. "I know it is illegal to fly over downtown San Francisco" (it's not), "but I was hoping we could fly over San Francisco International Airport" (we can), "My uncle told me that we could do loops if we go over the ocean" (in this type of airplane, we can't do loops over the ocean or anywhere else), or "I would like to fly to Santa Barbara if that's possible" (On a first flight? It's almost 400 miles away!).
What transpires on a potential aviation student's initial flight can vary greatly depending on the training establishment; the instructor's judgment and training philosophy; the potential student's experiences, concerns, or (lack of) anxiety; the type of aircraft being flown; the weather; the local topography, airspace, and sights; the time of year; and the time of day, among many other variables.
Surprising to many new students, the FAA has no guidelines, recommendations, or mandates regarding a potential pilot candidate's initial flight. That may seem like an oversight, especially considering the high level of regulation that the new student will soon discover is omnipresent in aviation, but there is good reason that the particulars of the maiden voyage are left to the discretion of the flight instructor - taking into account the needs of the potential student.
Since there are so many very different possibilities regarding a first flight, they are all unique experiences. They can range from a pleasant sightseeing tour around the local landmarks (often a method employed by flying clubs to "grab" new students) to a full lesson with explanations and maneuvers (sometimes used by Part 141 flight schools). How and what transpires on the initial flight depends largely on what the student brings to the experience.
When preparing to take a person up on an initial flight, a good and caring flight instructor will listen very carefully to a new student's questions and ask several pertinent questions of his own. In many cases, it is wise to actively include the person in the preflight inspection and have him or her take part in every aspect of the flight. Give a thorough demonstration of the controls, have the student take the controls, and ask her to help with the various checklists.
In other cases, the instructor should act more as a demonstrator, requiring less participation from the new student and going into far less depth with explanations during the flight. Many flight instructors insist that new students, and even potential new students, always participate in every element of the flight - from checking the onboard documents to talking on the radio. I have heard instructors say that they will not take a potential student on an introductory flight if the person is unwilling to be fully involved. Although I believe it is desirable to involve potential students as much as possible on the very first flight, this is not always the right thing to do. After all, the goal is to make a person feel safe and comfortable, as well as positive about aviation in general and this flight in particular. Again, talking to the student about the flight, asking questions, and being open to his or her concerns and questions will make it a great experience instead of a burdensome and overwhelming one.
The fact that a person on his very first flight does not feel ready to help you go over the runup checklist does not mean that he will not be a good student and an excellent pilot. It is great when a person does want to read checklists and listen to some explanation of the flight instruments, and most do. On the other hand, 10 years and 3,000 hours of giving flight instruction have proven to me that both kinds of students - the actively involved and the less actively observant - can eventually become poor, mediocre, or exceptional pilots. A potential student pilot's willingness - or lack thereof - to pull the carburetor heat knob during his first flight is not enough of a sign to write him off as uninterested or incapable.
Early in my CFI career a young man called me and asked about starting flying lessons. Somewhat strangely to my ears, he repeatedly insisted that he did not want to touch the flight controls or do anything "besides fly around." Of course, to a newly certificated flight instructor, this sounded like a person more interested in taking a joy ride than in learning how to pilot an airplane. When we got to the airport he again expressed little interest in even watching, much less participating, in the preflight inspection of the airplane. And, once airborne, he remained true to his word, asking to fly over the Golden Gate Bridge and the Marin Headlands. I thought I would try again and offered to let him get his hands on the controls. He politely declined. He did listen carefully, though, and asked about the radio frequencies. His big question, which he had written down, was, "What is the difference between flaps and ailerons?" I offered an answer and took advantage of what appeared to be his first sign of interest in piloting to give him a demonstration of aileron rolling and flap settings. When we landed he thanked me and drove off. I thought I would never hear from him again. About a week later he called back, and he began flying lessons. He turned out to be a very good student and a great pilot. Sometime later in our training I asked about his reluctance to be more involved on his first flight. He said he wanted to see what flying was like, not what flying lessons were like! Put that way, particularly in light of his great performance as a student and on his private pilot checkride, it seemed an interesting and even reasonable philosophy.
Another student whose initial flight was 180 degrees from the one above also turned out to be good student and a great pilot. From our preflight inspection, through the taxi, runup, takeoff, and climb, all the way to the landing, shut down, and even refueling procedure, he was involved and interested. Even after the fuel truck departed, he asked for an instrument-by-instrument lecture on the ramp.
From the first flight alone, it is virtually impossible to accurately access a person's potential ability as a student and a certificated pilot. For that reason, flight instructors should be flexible and open-minded when taking up a potential pilot on his or her first flight.
In general, the instructor should try to include some demonstration on his part and some participation on the student's part, but he should understand that some people are initially intimidated and may even be frightened flying in a small airplane. Sometimes a new student, while perfectly at ease in the confines of a Cessna 172 or a Piper Cherokee, may simply feel intimidated by the thought of "having" to perform piloting duties. You can be nervous and even afraid in the early days of your flying and, with the benefit of solid training, still become a good and confident pilot. But getting a new student, any new student, and putting him or her in frightening situations - to demonstrate what the "plane can do" or, far worse, "what the instructor can do" - is unprofessional and can squash a potential student's aviation aspirations on the spot.
As a flight instructor I make sure the person about to take an initial flying lesson understands that he is not required to have any aviation experience, skill, or knowledge before he takes the first flight; nor do I expect anything in the way of experience, skill, or knowledge from him. After asking several questions about a person's experiences. (Have you ever been in a small aircraft? Have you ever taken a flying lesson before? How long have you wanted to learn to fly? What do you want to do with your certificate?) I ask the student if he has any questions and reassure that he should simply enjoy the experience. Sometimes a person has never been in an aircraft, is not sure what he will do with his certificate, and has absolutely no idea what to expect and what the training will be like. Other times, a person has been around aviation all his life, flown in airplanes since he was 5, is very knowledgeable and well-read about aviation, and wants to fly Boeing 777s for United. Still, at this very early stage of the experience, it's unclear which of these potential students will have a smooth or difficult trip through flight training.
After asking the student about his experiences and a little about what he expects, I invite him to ask any questions he might have. Then, I give him a brief outline of what we will be doing and, with the aid of a sectional chart, show our approximate route of flight. I again ask the student if he has any questions and explain that we can always amend this general plan if we want to.
I like to include the student in the preflight, actually having him perform the preflight inspection with me explaining as we go. If the student does not feel comfortable being so involved so early on, I perform the preflight inspection and explain what each step is all about. If the person says, "I just want to go up and see if I like it," it is best to handle everything myself and, with the exception of a cursory demonstration of the controls and explanation of the flight instruments, take him up and show him the Golden Gate Bridge and the Trans America Building. In rare instances a student will become frightened, and I always make it clear that we can come back and land at any time if he feels uncomfortable.
In most cases the potential student is willing to participate and - even after some initial hesitance - will, after a very gentle demonstration of the controls, want to get his hands on the yoke and "fly." Since I am lucky enough to teach in one of the most scenic and beautiful places in the world, the San Francisco Bay area, I have the opportunity to incorporate a Bay tour (downtown San Francisco, the Bay and Golden Gate bridges, Alcatraz, and Angel Islands) while we see what the ailerons and the elevators do.
No matter where an initial flight takes place, instructors should always listen to students, judge what amount of initial involvement is appropriate, and reassure potential students that they will enjoy themselves. Too much in-depth instruction or an excess of demonstrating maneuvers can overload a new student (perhaps prompting him to consider snowboard lessons instead of flying lessons), so instructors should make sure to show the potential pilot around the area so that he can get a taste of the freedom and adventure that aviation offers. And, it goes without saying that rough marginal weather - heavy rain, wind, and turbulence - should be avoided so early in the training process.
If you plan to take an introductory lesson, ask your instructor about the flight and tell him or her if you want to see something or fly somewhere in the area. After all, that is why you were drawn to flight training in the first place. And don't hesitate to ask the instructor to slow down if the explanations become burdensome. There will be plenty of time and opportunity ahead to obtain all the aviation knowledge and skill that you seek. And if you experience any anxiety or you feel you are doing "too much," let the instructor know.
Every pilot began with a first flight, and the overwhelming majority of us had no idea what to expect on our maiden voyage. The fact is, almost all new students have no hands-on aviation experience and little knowledge about what is involved in flight training, so don't feel like you have to "know all about flying" when you go up for the first time. Go into this experience ready to enjoy yourself and do not feel you have to perform for or impress your instructor. The training environment is where you will learn and gain the practical experience needed for pilot certification. On your first flight, take advantage of the opportunity to ask questions, obtain first-hand flying experience-and, most of all, enjoy the adventure of flight.
Aviation writer David Montoya has been a corporate and airline pilot as well as an interpreter. He has been flying for 19 years, including 11 as a CFI.
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