Flight Training - April 2013 - 50

INSTRUCTOR REPORT»

tions. He believed that details such
as wind-correction angles and
groundspeed calculations were
an unnecessary waste of time. He
wasn’t buying my encouragement
to establish visual checkpoints
along his route either.
Clearly, this was going to be
an interesting flight. I didn’t see
anything but frustration and
annoyance in my client’s future,
so I encouraged him to cancel the
cross-country and fly with me in
the local area to work on other
tasks. He refused. He’d planned
for a cross-country flight, and
he intended to make a cross-country flight.
Feeling stuck, I decided to let
this fellow find out firsthand how
disorienting a poorly planned
cross-country flight can be.
Basically, I was willing to let
him get lost.
That was mistake number one.
What I failed to recognize was that

GOT QUESTIONS? 'ASK ATC'

In cooperation with the National
Air Traffic Controllers Association
(NATCA), the Air Safety Institute
has prepared more than 15
scenarios—such as when to ask for
flight following and how to deviate
from weather—in online videos.
These scenarios will help you feel
comfortable asking ATC for assistance
when you are confronted with any
of the commonly asked questions in
flight. Visit the website to view the
questions and see the accompanying
videos (www.aopa.org/asf/askatc).

not only was my charge unprepared for the flight, so was I. The
majority of my flight time had been
accumulated in Florida. Now, I was
committed to launch on a triangular jaunt through a sizable chunk

of New England without ever
having seen any of the destinations
myself.
We launched, and as I had
expected, my client was lost well
before we arrived at our first
planned destination. In fact, he was
unable to find it at all and had to
finally succumb to the indignity of
his flight instructor guiding him to
the airport.
Surprisingly, I was still unable
to convince him that continuing
the flight was a waste of his time
and money. He assured me that
he’d identified his problem and
would get back on track on the next
leg. I relented, and we took off for
Nashua, New Hampshire.
That was mistake number two.
Not long after departure, my
client became totally lost. I took the
airplane as he experienced what it’s
like to be overloaded and unable to
think clearly. I calmly and patiently
explained how poorly prepared he

SUPERVISING OUR STUDENTS

It’s not a part-time job
» By Rod Machado

WHAT DOES IT mean to properly supervise a student during and after solo
flight? When I ask that question of flight
instructors, it becomes clear that we don’t
all agree and we’ve lost an understanding
of the responsibility we hold to guide and
monitor our students.

of his or her instructor. Nothing! That
means either direct supervision (as in
supervising a first solo flight) or indirect
supervision (as in listing requirements
for solo).
I list a minimum of 10 separate requirements for solo flight in a student’s logbook.

THERE IS NOTHING STRICT, MEAN, OR DEMANDING ABOUT
SUPERVISING YOUR STUDENTS WHEN YOU ARE THE ONE
RESPONSIBLE FOR THEIR WELL-BEING.
For example, one instructor told me
that once he is satisfied his students can
fly solo safely, he lets them come and go
to fly solo as they please, without having
to notify him of the act. Really?
As I see it, there’s nothing a primary
student does or will do that shouldn’t
be done under the careful supervision

50 /

FLIGHTTRAINING.AOPA.ORG

The most important requirement reads,
“Student must obtain CFI’s (my) permission at least 24 hours before any solo
flight.” No permission, no solo. Period. I
want to know the exact “when and where”
of each solo, and so should you.
Unfortunately, some of us mistake
supervision with being strict, mean,

and demanding. Younger instructors in
particular seem to worry about being
considered a chump by insisting that
their students be carefully supervised.
There is, however, nothing strict, mean,
or demanding about supervising your students when you are the one responsible
for their well-being. After all, it’s your
name on their student pilot certificate
and in their logbook. You have an obligation to carefully supervise them.
The benefit to you is that your legal
liability is reduced while you gain an
enviable safety and training record. The
benefit to your student is that he or she
learns that flying safely is based on a set
of standards. While those standards will
change over time, the idea that there are
personal limits to be honored is a worthy
behavior to transmit to your charges.
http://www.aopa.org/asf/askatc http://FLIGHTTRAINING.AOPA.ORG
Flight Training - April 2013

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