Instructor Report: Groundhog Students

Are you flying with a “groundhog” student? This client flies so infrequently that he or she keeps repeating the same lesson, like Bill Murray’s character in the movie Groundhog Day. Murray plays Phil Connors, a cynical and arrogant TV weatherman who is assigned to cover the annual Groundhog Day event in Punxsutawney, Pennsylvania. Connors finds himself caught in a time loop, repeating the same day over and over again until he reexamines his life and priorities.

Groundhogging is both expensive for the client and frustrating—for both the client and the instructor. Your job becomes more than teaching students to fly; you have to figure out a way to keep them interested in aviation, even when they can’t get into the air. The first step is identifying the issues holding a student back so you can craft a plan to break the cycle.

A lack of money
A lack of funds is a big issue in flight training. It often stems from an underestimation of the money required to obtain a pilot certificate. These clients fly once, maybe twice, and then disappear for weeks or months while they struggle to save enough money for the next flight.

Address this by suggesting the client set aside money for the training process at least up through solo. Budgeting $3,000 for presolo is a safe amount for most clients, with the understanding that the client must fly two to three times a week. If the client is training for a career in aviation, it might be prudent to seek a loan to expedite the training process.

If the client can’t afford to fly but has access to a home computer-based flight simulator, have him or her practice flight maneuvers or even cross-country flights. Instruct the client to program specific flight scenarios, such as crosswinds. Flying a simulator doesn’t take the place of a real airplane, but it goes a long way toward developing muscle memory.

Another option is to do shorter, therefore less expensive, lessons. If the client can only afford an hour at a time, make sure the briefing does not take longer than 10 minutes; allocate 20 minutes for the presentation of new material; and devote the rest of the time to practicing. This method is particularly effective for younger students.

Life gets in the way
The client is going to finish that certificate, flying three times a week. Then work gets busy, there is an illness in the family, a house project becomes more complicated—you get the idea.

Help the client make the most of her airport time. Encourage her to do an interactive online ground school. These can be done at anytime, anyplace, and can keep the pilot learning. This expedites lessons with you as they should be all review. Your job is to shore up the soft spots from learning at home.

Encourage the client to set aside time to get to the airport to fly, and to study. Don’t forget to include time to maintain proficiency. You may even suggest she explore a “quick ticket” program where a pilot spends a few weeks focusing on flying to get the job done.

One client claimed she was told “never use the rudders.” Another thought flight training was just laps in the pattern.

Weather
If you are continually weathered out, it may be prudent to delay training until the weather gets consistently better. Stay in touch with the client during the downtime and invite him or her to come out to the FBO for social events such as Saturday morning coffee and donuts or just to hangar fly to keep the pilot’s interest.

If the school has a flight simulator, book a few lessons on that to practice emergency procedures, or to learn avionics.

Poor weather days also can be used to practice for the oral exam portion of the checkride, or to do a preflight challenge. My personal favorite is hiding tiny toy frogs on the airplane to represent an issue with the aircraft.

Captain Jump Around
This client operates on the premise that getting a pilot certificate involves checking off activity boxes. He doesn’t understand that flying skills must reach a certain level of proficiency, as laid out in the airman certification standards, before the checkride. These clients bounce from CFI to CFI, often without following a syllabus or a plan to develop the required skills. They grow more and more frustrated, and many eventually quit.

In some cases the client’s frustration is fueled by poor communication with the CFI. In 4,000 hours of dual given I’ve heard many things that obviously got lost in translation. One client claimed she was told “never use the rudders.” Another client thought that flight training was just laps in the pattern. One said his CFI told him it was “too early” for him to start ground training and the preflight brief consisted of “What do you want to do today?” Correct the client’s misconceptions and commit to better communication. Use a syllabus to show the client his or her progress.

Medical
This client has to jump through a lot of hoops to get a medical certificate. This process can be emotional and stressful for both the client and the CFI

Refer the client to AOPA’s medical certification specialists (800-USA-AOPA) for help wading through the red tape of medical certification. Emphasize that in a Part 61 program, training doesn’t have to stop; the client is just precluded from soloing.

I’ve had a few clients who were in this situation. One met all the aeronautical experience requirements except for five hours of solo flight time before he had his medical certificate. Once he had his third class medical certificate in hand he soloed, flew solo cross-countries, and within two weeks had completed his private pilot certificate.

There are other pilots who, because of medical issues, will never be able to legally fly by themselves but still love to get into the air. These folks don’t have to quit flying; they just won’t solo.

Groundhog schedule hog
This client books multiple flights weeks in advance, shows up for a few, then cancels at the last minute, disappears for a few weeks—and then comes back and does it again. The school and CFIs try to fill those reservations slots, but often the school and CFIs lose revenue.

Talk with the client and point out how the frequent training interruptions will increase the cost of training, and if need be limit how many weeks out a client can schedule.

Client just wants to have fun
This client has a medical certificate and says he wants to finish the certificate, but he doesn’t want to follow a syllabus. He prefers to “freestyle” each lesson, basically just flying for fun with the CFI on board to keep it legal.

Don’t fall into the “I’m not his regular CFI” trap. You are being paid to do a job, not be self-loading ballast. If this client flies with multiple CFIs, communication is particularly critical. The client’s training records should be reviewed before each flight. Suggest a syllabus and point out how it will help the client finish his certificate. If the client resists this idea and you are not comfortable with the freestyle approach to flight training, it’s OK to suggest a different instructor. FT

Meg Godlewski is a CFI, CFII, MEI, and advanced and instrument ground instructor.