Instructor Report: A better classroom

This particularly applies to the first lesson. My introductory lesson consists of a short ride in the airplane just to let the student experience the thrill of flight. I keep teaching to a minimum. The flight is basically straight and level, including no stalls that could easily frighten the new student to a point where he or she is no longer interested in flying.

Once back on the ground and in the classroom, I like to begin serious instruction by asking my student, “How does the airplane fly? What keeps the airplane in the air?” It is interesting to listen to the varied answers, but few students are able to zero in on the correct answer.

I explain Bernoulli‘s theory of differential pressure and how that affects the wing and each of the control surfaces, such as the ailerons, the flaps, the elevator, and the rudder. This also is an excellent time to explain the concept of the critical angle of attack and show how a Cessna 172 in level attitude “flying” at 100 knots through the air can be in a stalled condition.

A simple paper airplane is an excellent learning tool. Even simpler is holding a sheet of paper to your lips and blowing over the upper surface to show how the paper is lifted up into the air.

It is important to be sure that your student thoroughly understands these concepts. This lesson lays the foundation for the many lessons to follow, and demonstrates to your student the importance of ground instruction and that the airplane is the worst classroom—but the best training aid.