I really dislike talking about “the good old days.” Those usually exaggerated recollections become more inaccurate over time—which is not necessarily useful when we’re trying to relate to today’s flight students. On the other hand, these accumulated experiences often bear a lot of relevance when students are having trouble maintaining enthusiasm and commitment to their training.
The ongoing discussion about declining student pilot enrollments, retention, and the need to do something to improve these numbers prompted some reflection. Looking back, motivation was always an intrinsic part of our flight training experience, along with anticipation for what the future could possibly hold for us. Here’s where the fog of passing years might be clouding the reality of discouraging late nights spent trying to understand the
E6B or the confusing reference points of a lazy 8. Recollections always seem better than what actually occurred at the time, for better or worse.
So what can we instructors do to make today’s training experience relate to our students in such a way that they can develop the necessary piloting skills, professional attitudes, and enthusiasm for the profession? Here are a few ideas that could make their learning experience—and our teaching experience—go better:
• Remember that your position as an instructor makes you a role model. Students naturally look to you as they form their expectations about how a pilot looks, behaves, and approaches the task of safely flying aircraft. They quickly mirror your attitudes, mannerisms, and routines as they seek to learn what it takes to become a pilot. You need to stand out, accepting only the best as you delicately guide them toward their objectives. Students want to believe in you and the integrity of your program.
• Clarify your expectations—make sure that your students know you will accept only their best effort. Strive to develop this attitude in them as well. Here is where a thorough preflight briefing pays enormous dividends. Time spent in the briefing room saves confusion and miscommunication in the air.
• Build a social network, grouping students in similar phases of training into cohorts that advance through the program together. Whether this group consists of two students or 10, the interaction within the group will help with proficiency as well as motivation. Hangar flying among members builds confidence, encourages more complete/sophisticated learning, and enhances motivation.
• Keep track of what you are doing. Progress should be carefully tracked to ensure that students know exactly where they are in the training program. Logbooks are and will continue to document our flying activities, but AOPA’s tracking website MyFlightTraining (http://myft.aopa.org) will make that raw data more meaningful and easier to relate to actual progress throughout a course of instruction.
• Maintain intellectual curiosity and continue learning all that you can about our business. Flying and instructing require a very comprehensive base of knowledge and experience. The more familiar you are with current events in aviation, the more confident you will be when students need help overcoming the puzzling challenges they inevitably face during training.
• Above all, keep a positive attitude. This will not only benefit you but is sure to affect those around you. Obstacles are ever present, but the manner in which you confront them makes a substantial difference in outcomes. A positive approach to finding a way to proactively solve a problem shows students they are not helpless when facing similar challenges. Fuel their self-confidence.
Motivated students generally are successful and make your job as an instructor easier. So motivation has its practical benefits for instructors, too. Studies show that teachers derive a great deal of job satisfaction simply from making a difference in the lives of students. Everyone likes positive feedback—and nothing inspires us like seeing students do well and advance through the program.
Be proactive, take the initiative, and seek to develop passion in your students. We already know what a great profession we have chosen—the rewards are numerous. Now we have an occasion to share this discovery with others. Take the opportunity and make time available to build this vision through your own example, lesson by lesson.
J.J. O’Neill Jr. is a former corporate and airline pilot currently teaching aviation to students at a Minnesota college.
Related Articles
I really dislike talking about “the good old days.” Those usually exaggerated recollections become more inaccurate over time—which is not necessarily useful when we’re trying to relate to today’s flight students. On the other hand, these accumulated experiences often bear a lot of relevance when students are having trouble maintaining enthusiasm and commitment to their training.
The ongoing discussion about declining student pilot enrollments, retention, and the need to do something to improve these numbers prompted some reflection. Looking back, motivation was always an intrinsic part of our flight training experience, along with anticipation for what the future could possibly hold for us. Here’s where the fog of passing years might be clouding the reality of discouraging late nights spent trying to understand the
E6B or the confusing reference points of a lazy 8. Recollections always seem better than what actually occurred at the time, for better or worse.
So what can we instructors do to make today’s training experience relate to our students in such a way that they can develop the necessary piloting skills, professional attitudes, and enthusiasm for the profession? Here are a few ideas that could make their learning experience—and our teaching experience—go better:
• Remember that your position as an instructor makes you a role model. Students naturally look to you as they form their expectations about how a pilot looks, behaves, and approaches the task of safely flying aircraft. They quickly mirror your attitudes, mannerisms, and routines as they seek to learn what it takes to become a pilot. You need to stand out, accepting only the best as you delicately guide them toward their objectives. Students want to believe in you and the integrity of your program.
• Clarify your expectations—make sure that your students know you will accept only their best effort. Strive to develop this attitude in them as well. Here is where a thorough preflight briefing pays enormous dividends. Time spent in the briefing room saves confusion and miscommunication in the air.
• Build a social network, grouping students in similar phases of training into cohorts that advance through the program together. Whether this group consists of two students or 10, the interaction within the group will help with proficiency as well as motivation. Hangar flying among members builds confidence, encourages more complete/sophisticated learning, and enhances motivation.
• Keep track of what you are doing. Progress should be carefully tracked to ensure that students know exactly where they are in the training program. Logbooks are and will continue to document our flying activities, but AOPA’s tracking website MyFlightTraining (http://myft.aopa.org) will make that raw data more meaningful and easier to relate to actual progress throughout a course of instruction.
• Maintain intellectual curiosity and continue learning all that you can about our business. Flying and instructing require a very comprehensive base of knowledge and experience. The more familiar you are with current events in aviation, the more confident you will be when students need help overcoming the puzzling challenges they inevitably face during training.
• Above all, keep a positive attitude. This will not only benefit you but is sure to affect those around you. Obstacles are ever present, but the manner in which you confront them makes a substantial difference in outcomes. A positive approach to finding a way to proactively solve a problem shows students they are not helpless when facing similar challenges. Fuel their self-confidence.
Motivated students generally are successful and make your job as an instructor easier. So motivation has its practical benefits for instructors, too. Studies show that teachers derive a great deal of job satisfaction simply from making a difference in the lives of students. Everyone likes positive feedback—and nothing inspires us like seeing students do well and advance through the program.
Be proactive, take the initiative, and seek to develop passion in your students. We already know what a great profession we have chosen—the rewards are numerous. Now we have an occasion to share this discovery with others. Take the opportunity and make time available to build this vision through your own example, lesson by lesson.
J.J. O’Neill Jr. is a former corporate and airline pilot currently teaching aviation to students at a Minnesota college.
Related Articles
I really dislike talking about “the good old days.” Those usually exaggerated recollections become more inaccurate over time—which is not necessarily useful when we’re trying to relate to today’s flight students. On the other hand, these accumulated experiences often bear a lot of relevance when students are having trouble maintaining enthusiasm and commitment to their training.
The ongoing discussion about declining student pilot enrollments, retention, and the need to do something to improve these numbers prompted some reflection. Looking back, motivation was always an intrinsic part of our flight training experience, along with anticipation for what the future could possibly hold for us. Here’s where the fog of passing years might be clouding the reality of discouraging late nights spent trying to understand the
E6B or the confusing reference points of a lazy 8. Recollections always seem better than what actually occurred at the time, for better or worse.
So what can we instructors do to make today’s training experience relate to our students in such a way that they can develop the necessary piloting skills, professional attitudes, and enthusiasm for the profession? Here are a few ideas that could make their learning experience—and our teaching experience—go better:
• Remember that your position as an instructor makes you a role model. Students naturally look to you as they form their expectations about how a pilot looks, behaves, and approaches the task of safely flying aircraft. They quickly mirror your attitudes, mannerisms, and routines as they seek to learn what it takes to become a pilot. You need to stand out, accepting only the best as you delicately guide them toward their objectives. Students want to believe in you and the integrity of your program.
• Clarify your expectations—make sure that your students know you will accept only their best effort. Strive to develop this attitude in them as well. Here is where a thorough preflight briefing pays enormous dividends. Time spent in the briefing room saves confusion and miscommunication in the air.
• Build a social network, grouping students in similar phases of training into cohorts that advance through the program together. Whether this group consists of two students or 10, the interaction within the group will help with proficiency as well as motivation. Hangar flying among members builds confidence, encourages more complete/sophisticated learning, and enhances motivation.
• Keep track of what you are doing. Progress should be carefully tracked to ensure that students know exactly where they are in the training program. Logbooks are and will continue to document our flying activities, but AOPA’s tracking website MyFlightTraining (http://myft.aopa.org) will make that raw data more meaningful and easier to relate to actual progress throughout a course of instruction.
• Maintain intellectual curiosity and continue learning all that you can about our business. Flying and instructing require a very comprehensive base of knowledge and experience. The more familiar you are with current events in aviation, the more confident you will be when students need help overcoming the puzzling challenges they inevitably face during training.
• Above all, keep a positive attitude. This will not only benefit you but is sure to affect those around you. Obstacles are ever present, but the manner in which you confront them makes a substantial difference in outcomes. A positive approach to finding a way to proactively solve a problem shows students they are not helpless when facing similar challenges. Fuel their self-confidence.
Motivated students generally are successful and make your job as an instructor easier. So motivation has its practical benefits for instructors, too. Studies show that teachers derive a great deal of job satisfaction simply from making a difference in the lives of students. Everyone likes positive feedback—and nothing inspires us like seeing students do well and advance through the program.
Be proactive, take the initiative, and seek to develop passion in your students. We already know what a great profession we have chosen—the rewards are numerous. Now we have an occasion to share this discovery with others. Take the opportunity and make time available to build this vision through your own example, lesson by lesson.
J.J. O’Neill Jr. is a former corporate and airline pilot currently teaching aviation to students at a Minnesota college.
Related Articles