CFI-to-CFI Newsletter - Volume 10 Issue 2 - 16

CFI TIPS
DO YOU EVER FEEL LIKE YOU'RE TEACHING "TO
THE TEST"? THIS IS SOMETHING EXPERIENCED
BY SCHOOLTEACHERS WHO ARE RESPONSIBLE
FOR ADMINISTERING STANDARDIZED TESTS TO
ASSESS STUDENT ACHIEVEMENT. Not only does

the curriculum therefore tend to be developed in
a way that focuses on their students' successful
completion of the tests, but the teachers' own
performance evaluations are tied to how well
their students perform. But helping to ensure
successful completion of a test doesn't mean the
student has the knowledge to perform well on
topics not addressed in the test.
As CFIs, we want our students to learn, grow,
and-yes-pass their checkride. But the ultimate
goal should be for success beyond the test. Rote
memorization and average flying skills can pass
the test, but then what? A student who doesn't
learn the 'why' behind her actions is not a
prepared pilot.
You may be thinking that you prepare your
students in accordance with the ACS, which
requires both practical ability and a thorough
understanding of the 'why' of each task and topic.
If so, congratulations on a job well done.

However, some flight schools have a designated
examiner (let's use "Examiner Bob" as an
example) who has a predictable checkride
routine and that can lead to less-than-thorough
preparation. As is to be expected, CFIs share
with each other what Examiner Bob's routine
is, and CFIs in that area may fall into the trap of
teaching to the test. While the short-term effect
is enticing (the student passes and that reflects
favorably on the CFI), the student is the one who
suffers the long-term effects.

For example, when your private pilot student
performs engine failure procedures, the checklist
should not be just rote memorization without
an understanding of why each task is on the
checklist. Why do we switch the fuel selector to
the other tank, and what will it look and sound
like if doing so corrects the situation? What
happens if the flaps are lowered too soon when
preparing to land after an engine failure? What
are the unique situations that could arise that
aren't part of the checklist?

One way to teach beyond the test is to
incorporate the ACS tasks into scenario-based
training that allows students to think through
how to handle situations that may occur in
their flying. You should know your student's
aviation goals (if you don't know-ask!), so keep
it interesting by developing scenarios that align
with the type of flying your student plans to do
after passing the checkride.

And, does your student who is preparing for an
instrument rating understand the instruments
thoroughly so he can interpret the information
and confirm that the instruments are all working
properly and providing consistent information
throughout the flight? Or is he only prepared
for the same instrument failure scenario that
Examiner Bob 'springs on' every candidate?

Every student, whether a candidate for a
private pilot certificate or multiengine rating,
is looking to you for professional, accurate
flight instruction. Are there ways in which your
current method of instruction can be ramped up
by adding more real-world elements?

A STUDENT WHO DOESN'T LEARN THE 'WHY' BEHIND HER ACTIONS IS NOT A
PREPARED PILOT.

Your commercial student may perform a perfect
chandelle, but does she understand why she's
required to? If your student is ever in a valley or
canyon that she needs to depart as quickly and
safely as possible, the chandelle will be a useful
maneuver to perform. It's not just to pass the
commercial checkride.
CFI-to-CFI Newsletter - Volume 10 Issue 2

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