CFI-to-CFI Newsletter - Volume 3, Issue 1 - 1
A PUBLICATION OF THE
Air Safety Institute
ASI's newsletter for the serious ﬂight instructor | Vol. 3 Issue 1
…THE STUDENT WILL TOUCH DOWN GENTLY ENOUGH, NOT REALIZING WE'VE LANDED.
Table of Contents
3 ASI seminar: Wanted Alive! Reining in the Fatal Accident Rate 4 CFI tools: The runway alignment reﬂex 5 Checklist: Glass glitch
Scaring the runway
BY BRIDGETTE DOREMIRE
runway,” and not knowing exactly what to do about it. For some students, the stress becomes excessive and they freeze—part of the “ﬁght-or-ﬂight” response. The instructor’s task is to lower the student’s stress by ensuring the student perceives the cues and knows the appropriate cue responses for landing; then, with proper practice, the freezing and ﬁxation will alleviate. The student needs reassurance that the landing problem can be solved: Landing is a skill that can be learned, but it may require a few back-to-the-basics lessons before speciﬁcally targeting landing practice. The ﬁrst step is to check the student’s knowledge and skills in handling the aircraft on the ground and in ﬂight. Observe basic aircraft control to check for rudder coordination (especially while changing conﬁgurations), trim use, approaches to stalls, full stalls, stall recoveries, and goaround procedures. A rectangular course ﬂown at altitude will check the trafﬁc pattern procedure, with the instructor stating the visual cues for each pattern www.airsafetyinstitute.org | 1
THE STUDENT was extremely frustrated. I would be her third ﬂight instructor, the last two unable to teach her how to land safely. “I understand how to ﬂy the pattern, trim, and descend, but I can’t seem to get the hang of those last few seconds before touchdown. Where do I look? What do I look for?” Landing is a skill; it takes practice to recognize the cues, ask the questions, decide on the answers, and make the correction. With a traditional power-off landing, the student experiences a sudden trim change from chopping the power. Combine this with inexperience on judging height above the ground, general unfamiliarity with the cues, and only a few seconds of practice for each attempt at landing, and you have a perfect recipe for student and instructor frustration. What if we could slow down this process, reduce the frustration, and make learning to land fun? Most students tend to ﬁxate vision the closer they get to the ground. Unless deliberate, this ﬁxation is caused by stress, a natural response to “here comes the
6 Safety spotlight: Whatever you say, sir 7 CFI's corner: Are you listening?
Table of Contents for the Digital Edition of CFI-to-CFI Newsletter - Volume 3, Issue 1