CFI-to-CFI Newsletter - Volume 3, Issue 2 - 1


Air Safety Institute

ASI's newsletter for the serious flight instructor | Vol. 3 Issue 2

Once yOu knOw the details Of hOw any behaviOr Or skill is assembled in yOur nOggin…yOu can mOre easily rePackage that knOwledge and use it tO guide and develOP yOur students’ behaviOr…

table of contents

3 CFI to CFI: GA safety is my responsibility 4 CFI tools: A tale of two students

4 CFI tips: Sean D. Tucker's top-5 tips to become a better instructor 6 Safety spotlight: A life cut short


Behavioral modeling (Part 1)
comprehensive idea of how the behavior is constructed psychologically, nor does it ensure that a relatively permanent change in the student’s behavior has occurred. Behavioral modeling, on the other hand, attempts to transfer all skills explicitly by precisely defining and then transferring the individual components of the skill to be learned, leaving nothing implied. It’s the most accurate and permanent means of changing your students’ behavior. Behavioral modeling is accomplished by closely examining and dissecting the subjective experience of the master who possesses the skill to be learned. Someone has to be the template. Since you are the instructor and an archetype of excellence, you will typically model your own behavior and transfer its components to your student. Once you know the details of how any behavior or skill is assembled in your noggin (or another master’s noggin if a different model is used),

7 Chief's corner: Enjoy the ride 8 Ready for the convective season?

EvEry flight instructor should know a little about modeling, and I do not mean the kind that involves makeup and flash photography or gluing together little airplanes. I am referring to behavioral modeling. Behavioral modeling is the art of transferring skills from one person (the instructor) to another (the student). That sounds like teaching, doesn’t it? Well, it is teaching, but it’s teaching on a level that’s far more precise and efficient than the method by which most flight instructors teach. For instance, many students have instructors who are not world-class communicators. Yet these same students often learn flying skills implicitly, by mimicking their instructor’s behavior on the micro and macro level. This is called implicit learning, because the skills being learned are implied rather than expressed directly. Implicit learning works, but it’s not an efficient way to acquire new skills. It doesn't provide a clear and | 1

Table of Contents for the Digital Edition of CFI-to-CFI Newsletter - Volume 3, Issue 2