Interesting perspective on Flight Instructing

Tristar

Tristar

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Tristar
Ok, so this is what I thought of at 3 in the morning.

As a CFI it's hard to completely grasp what it's like to be a new student. For many of us, it's been so long since we first learned what an aileron was much less its purpose. So I came up with an idea to put this into perspective for new and potential CFIs.

Making Peanut Butter and Jelly Sandwiches.

Now I know most of you are thinking, "that's silly, what could be easier?" But lets take a look at this by listening in on a potential CFI with a "student/actor."

What do I do first?

Step 1. You could start out by saying, "first you take out some bread." Ok, so the student takes out a handful of bread. "no, no, only two pieces." So now he has two pieces of bread on his plate. Good so far.

Step 2. Peanut butter: "Now, take off the cap for the peanut butter and scoop some out." Okay but how do I do that? "grab the top, twist it and scoop some out" So the student grabs the top and starts turning but it only gets tighter. "no, the other way" Oh ok. So now the top is off. "now scoop some out." So the student sticks his hand in, grabs a handful of peanut butter and pulls it out. "no, you've gotta use the knife." What's a knife? "here is your knife" So the student grabs the sharp end. "no, hold it with the blunt end, you may hurt yourself!" "ok now stick it into the jar" It won't go in. "no, no it wont go in sideways, you've gotta stick the sharp end in." Oh, I knew that (This is harder than it looks!) "Now stick it in the jar, swirl it around, pick it up, and spread it on the bread."

Step 3.Jelly: By now the CFI will start to understand what he's up against and should be able to flow pretty smoothly. "We are going to do a maneuver similar to our last one but with jelly this time. I want you to pick up the jar, turn the top counterclockwise with your other hand. Pick up the knife with the blunt end and stick the sharp end into the jar, swirl it around. Then scoop it out and spread it onto the bread one piece at a time. Lastly, put the two pieces together" Tada!

Most of us would have said, "well you need some bread, and you put a scoop of peanut butter and jelly in between the slices." Something so simple as a sandwich can seem so complex to someone that has never done it before. It may be a funny and slightly exaggerated example but the very same idea applies to airplanes. Those of us which flying has become second nature must remember that when we're teaching.

None of my students will ever go hungry.... :rofl:
 
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Tristar said:
Most of us would have said, "well you need some bread, and you put a scoop of peanut butter and jelly in between the slices." Something so simple as a sandwich can seem so complex to someone that has never done it before. It may be a funny and slightly exaggerated example but the very same idea applies to airplanes. Those of us which flying has become second nature must remember that when we're teaching.

None of my students will ever go hungry.... :rofl:
Click to expand...


Good analogy.

It's a good thing people are as smart as they are and can transfer knowledge from one domain to another.

What's truly striking is that each generation must learn from the previous or all is lost -- unless the knowledge is captured in some more permanent form. The problem with that is very often nuance and assumptions are lost, and the new generation has to re-discover for itself.

Consider how hard it was to get the replica Wright Flyer flying -- despite 100 years of aeronautical experience and body of knowledge.
 
Ah now you can see the value in the FOI. First we need a Lesson Plan

Code: 
[B]Section 1 Preventing Starvation Lesson 3[/B] - Advanced sandwiches the PB&J
(don't forget the TLAs that will be on the written test)

[B]Objective[/B]:  To introduce the student pilot to the haute cuisine of aviation 
professionals, expanding on the previous lessons in vending machine operations 
and boiling water for Ramen.

[B]Elements[/B]:  Pre sandwich discussion.
 - Shopping at the 7/11
 - Benefits of chunky vs smooth and preserves vs. jellies
 - Kitchen preflight:  finding the tools and ingredients
 - Demo Sandwich:
 - Student Sandwich
 - Post-sandwich critique

[B]Schedule[/B]:  
  - Pre sandwich discussion:  :10
  - Instructor demo: :10
  - Instructor eating: :5
  - Student practice sandwich: :15
  - Instructor eating:  :05
  - Student sandwich:  :10
  - Sudent eating:  :05
Total estimated time for lesson 1:00

[B]Equipment:
 - [/B]Wonder bread or Orowheat 7 grain
 - Whole foods in store ground crunchy (if student pays)  or 7/11 Jiffy 
 - Strawberry preserve
 - Butter knife or wooden PB spreader
 - Milk (2%)
 - napkins

[B]Instructor Actions:
[/B] - Demo procedure
 - Eat sandwich and drink milk
 - Talk student through 1st sandwich
 - Eat sandwich, drink milk if satisfactorily completed (otherwise this one is the
   students.
 - Observe second student sandwich
 - Critique students technique and progress paying special attention to 
   consistency of depth of PB and full coverage of bread for both PB and J

[B]Students Actions:
 - [/B]Observe procedure
 - Ask questions if anything is not completely understood
 - Make practice sandwich at safe altitude, don't forget to clear the area of 
   hungry CFIs not assigned to you
 - Make your sandwich
 - Eat your sandwich
 - participate in critique,  remember if the CFI asks you to repeat the procedure 
   she is not trying to find faults with you, she is only trying to get a complete meal.

[B]Completion Standards:
[/B] - At the end of this lesson the student should be able to complete a PB&J 
  without instructor assistance
 - The student should be able to tell the difference between a well made PB&J 
   and a Reese's peanut butter cup
 - The student will understand how inappropriate and potentially bustable the 
    concept of PB&J on toast of any kind
 - The student will understand how much instructors appreciate food
   during the day.
Hmm maybe I'll go make some coffee. It's early.

Joe
 
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Damn Joe that's funny. Do you happen to have the PTS for this available, too?
 
Areeda said:
Ah now you can see the value in the FOI. First we need a Lesson Plan

Code: 
[B]Section 1 Preventing Starvation Lesson 3[/B] - Advanced sandwiches the PB&J
(don't forget the TLAs that will be on the written test)

[B]Objective[/B]:  To introduce the student pilot to the haute cuisine of aviation 
professionals, expanding on the previous lessons in vending machine operations 
and boiling water for Ramen.

[B]Elements[/B]:  Pre sandwich discussion.
 - Shopping at the 7/11
 - Benefits of chunky vs smooth and preserves vs. jellies
 - Kitchen preflight:  finding the tools and ingredients
 - Demo Sandwich:
 - Student Sandwich
 - Post-sandwich critique

[B]Schedule[/B]:  
  - Pre sandwich discussion:  :10
  - Instructor demo: :10
  - Instructor eating: :5
  - Student practice sandwich: :15
  - Instructor eating:  :05
  - Student sandwich:  :10
  - Sudent eating:  :05
Total estimated time for lesson 1:00

[B]Equipment:
 - [/B]Wonder bread or Orowheat 7 grain
 - Whole foods in store ground crunchy (if student pays)  or 7/11 Jiffy 
 - Strawberry preserve
 - Butter knife or wooden PB spreader
 - Milk (2%)
 - napkins

[B]Instructor Actions:
[/B] - Demo procedure
 - Eat sandwich and drink milk
 - Talk student through 1st sandwich
 - Eat sandwich, drink milk if satisfactorily completed (otherwise this one is the
   students.
 - Observe second student sandwich
 - Critique students technique and progress paying special attention to 
   consistency of depth of PB and full coverage of bread for both PB and J

[B]Students Actions:
 - [/B]Observe procedure
 - Ask questions if anything is not completely understood
 - Make practice sandwich at safe altitude, don't forget to clear the area of 
   hungry CFIs not assigned to you
 - Make your sandwich
 - Eat your sandwich
 - participate in critique,  remember if the CFI asks you to repeat the procedure 
   she is not trying to find faults with you, she is only trying to get a complete meal.

[B]Completion Standards:
[/B] - At the end of this lesson the student should be able to complete a PB&J 
  without instructor assistance
 - The student should be able to tell the difference between a well made PB&J 
   and a Reese's peanut butter cup
 - The student will understand how inappropriate and potentially bustable the 
    concept of PB&J on toast of any kind
 - The student will understand how much instructors appreciate food
   during the day.
Hmm maybe I'll go make some coffee. It's early.

Joe
Click to expand...

:rofl::rofl::rofl:
 
Tristar said:
Most of us would have said, "well you need some bread, and you put a scoop of peanut butter and jelly in between the slices." Something so simple as a sandwich can seem so complex to someone that has never done it before
Click to expand...

Amazing what kinds of thoughts you have at 3am and probably even more amazing that you remembered those thoughts long enough to post them.

You have underscored one of the most important concepts in teaching anything, that you must first learn what the student does or doesn't know. Virtually all teaching/learning is really extending the student's knowledge by using what they've already learned as a foundation. This is as true at the first introduction of a subject as it is when approaching mastery.

And part of the instructor's assessment should include learning what the student has already "learned" that is incorrect.
 
vontresc said:
Damn Joe that's funny. Do you happen to have the PTS for this available, too?
Click to expand...
Astute observation Pete, one of the holes in my lesson plans is discussing the PTS requirements when I introduce a topic or maneuver. Here's the reference for this task:

Code: 
IV. AREA OF OPERATION - PREFLIGHT CARE AND FEEDING PROCEDURES

NOTE:  The examiner will expect at least 2 dishes from the following list to 
judge the applicants ability to feed themselves.

[B]A.  TASK: PEANUT BUTTER AND JELLY SANDWICH  [/B](ASEL and ASES)

[B]Objective. [/B]  To determine that the applicant:

  1.  Exhibits knowledge of the elements related to a good PB&J sandwich.
  2.  Selects a suitable bread, style and brand of both PB and J. 
  3.  Plans the maneuver so as to produce an adequate meal for both
      the applicant and examiner.
  4.  Applies adequate temperature compensation to track a constant 
      thickness of both PB and j.
  5.  Divides attention between appearance and taste.
  6.  Maintains PB thickness of 4 mm ± 1mm calories 250 ± 50 and milk 
      temperature 40°F ± 7°F
Joe
 
Very thoughtful T. I remember with Guitar playing all we had to do is try to play it with the other hand (or the other way around paul mccartney style) to remind us how hard it is starting out. I've often thought it's a miracle that anyone can learn to fly, especially with me teaching them.
 
lancefisher said:
Amazing what kinds of thoughts you have at 3am and probably even more amazing that you remembered those thoughts long enough to post them.

You have underscored one of the most important concepts in teaching anything, that you must first learn what the student does or doesn't know. Virtually all teaching/learning is really extending the student's knowledge by using what they've already learned as a foundation. This is as true at the first introduction of a subject as it is when approaching mastery.

And part of the instructor's assessment should include learning what the student has already "learned" that is incorrect.
Click to expand...
Good point Lance, although I was assuming that the student knew nothing about sandwiches. He's lived a very sheltered life.
 
Tristar said:
Good point Lance, although I was assuming that the student knew nothing about sandwiches. He's lived a very sheltered life.
Click to expand...

Not only sandwiches, but peanut butter jars, right hand threads, and knives. He apparently did know what bread, jelly, and peanut butter are and what a jar is. He also knew what a knife is but not much about how to use one. Another student might have been quite familiar with the use of knives (even which end to hold!) but might have no idea which jar contained which material. If you make any assumptions about someone else's knowledge you run the risk of making the wrong assumption. Some of that you can learn by observing and some by asking.
 
Wow Lance, and I thought I could make a PBJ complicated! Thank you for surpassing me and teaching me the thoughts of a true PBJ CFI. :D
 
You're supposed to be paying attention to the sermon, Joe, not allowing your mind to wander enough to come up with a lesson plan and PTS standards...:devil:
 
yabut who in their right mind would want to eat peanut butter anyway?? yuck!
 
tonycondon said:
yabut who in their right mind would want to eat peanut butter anyway?? yuck!
Click to expand...

Funny, replace "eat peanut butter" with "fly planes" and that sounds like a sentence that was said to me last night over dinner.

Crazy people who don't want to fly... :loco:
 
Tony I always knew you as a picky eater but now you've sunk to an all time low. If you start denying pizza and hamburgers, I'd suggest culinary/psychological help.
 
never because pizza and hamburgers aren't disgusting
 
You could make it one step shorter by buying a premixed jar of peanut butter and jelly...
 
Everskyward said:
You could make it one step shorter by buying a premixed jar of peanut butter and jelly...
Click to expand...
MARI????
All the respect you've built up for years with me is now in question????


Actually with retirement is getting a little old.

Living in LA when times were better I was thinking of opening a PB & J bar with nut butters from all over the world and the finest preserves and jellies made by grandmothers in the heartland. I was hoping I could charge a good $40 for a pistachio butter on organic 7-grain bread with cloudberry preserve and a glass of 2% goat milk with a shot of Sumatra espresso on the side.

Where are the Venture Capitalists when I need them?

Joe

OK now I have to admit I'm more than a bit weird.
 
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The best peanut butter and jelly in the world:
smuckers_goober_grape.jpg
 
Everskyward said:
You could make it one step shorter by buying a premixed jar of peanut butter and jelly...
Click to expand...
But that's not considered a complex sandwich operation by the FAA...apparently they feel the need to ensure that the sandwich maker can perform the full PB & J operation in the correct sequence.
 
MauleSkinner said:
But that's not considered a complex sandwich operation by the FAA...apparently they feel the need to ensure that the sandwich maker can perform the full PB & J operation in the correct sequence.
Click to expand...

Yea, but those of us without a medical can only use the light sport version - complex endorsement not required.
 
I used to enjoy taking instructors up in the Extra, turning them upside down, and asking them to give me a 180 degree turn to the left while holding altitude. It was my attempt at reminding them how difficult some people find tasks that others find simple. :devil:
 
yea, that was pretty evil.

gibbons said:
I used to enjoy taking instructors up in the Extra, turning them upside down, and asking them to give me a 180 degree turn to the left while holding altitude. It was my attempt at reminding them how difficult some people find tasks that others find simple. :devil:
Click to expand...
 
....stick forward, left wing (left stick) "down", a little left rudder, add power.....do it in the direction of torque for heaven's sake....

But it can be tough if you didn't learn it while you still had "beginner brain"....
 
bbchien said:
....stick forward, left wing (left stick) "down", a little left rudder, add power.....do it in the direction of torque for heaven's sake....

But it can be tough if you didn't learn it while you still had "beginner brain"....
Click to expand...

my answer was "uhhhh no" and rolled it back upright :)
 
gibbons said:
I used to enjoy taking instructors up in the Extra, turning them upside down, and asking them to give me a 180 degree turn to the left while holding altitude. It was my attempt at reminding them how difficult some people find tasks that others find simple. :devil:
Click to expand...

Ah, piece of cake. Now if you ask for a coordinated left turn, that might be tough.
 
I would move the controls in the right direction at least--and that is just because I've spent too much time flying inverted in simulators. That said, that only translates so far, it'd be ugly.
 
I can make it even simpler. All you need to do is thaw. :D

pbj.JPG
 
KennyFlys said:
Yuck!

No student of mine is going to mix peanut butter and jelly on my ticket! :nono:
Click to expand...
Well kenny I would hope they mix it on a sandwich and not on your ticket. But you're really missing the point. Peanut Butter and Jelly sandwiches are a national past time and a great idea for getting away with something sweet and sticky for lunch! I just took it a step further by making a lesson out of it. Although Joe took it to a whole new level!
 
jesse said:
I would move the controls in the right direction at least--and that is just because I've spent too much time flying inverted in simulators. That said, that only translates so far, it'd be ugly.
Click to expand...
Jesse has a great point. Many students have taken advantage of flight simulators and although you can't pass a checkride using only MSFS, its a good idea to learn how to read instruments. Students who practice/play on flight sims are ahead of the game...literally.

So, as lance mentioned earlier, it is important to get an idea of a person's background before you assume they don't know anything. My idea was more of a fun example of how CFIs do need to step back and also understand that students don't know everything either....and I like PBJs.
 
I hope that one day we will live in a world where we all will be able to enjoy peanut butter and jelly sandwiches without quibbling over whether it is high fat, low fat, no fat, creamy, chunky, mixed, or freeze-dried.

Good analogy and approach, Tristan. It's important to be able to explain all the steps of what you're doing. This is part of what they're going over in the FOI book I'm reading (which, by the way, is pretty boring unless you actually like psychology, which I do).
 
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