Dudley Henriques
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Dudley Henriques
“The Prediction Principle for New Flight Instructors”
By Dudley Henriques CFI (Retired)
From time to time I’ll do a post on some issue that seems to be a constant in my back channel weekly email.
Lately, I’ve gotten a lot of mail asking about what I consider the optimum method for giving dual.
What follows are my general comments on this issue as I’ve passed them on during my years involved with flight instruction and flight instructors.
Please accept my comments simply as one instructor’s opinion. It’s my sincere hope that some of you thinking about becoming CFI’s might find the information useful.
Thank you
Good teaching in the general sense can arguably be defined as a skill exercised somewhere between science and a finely honed art form.
Rather that state all the qualities that define good teaching, because we’re going to be discussing teaching as that relates to the subject of flight instructors, let’s just assume for the purpose of discussion that for the flight
instructor, all the qualities required of any good teacher also apply to the flight instructor.
There are very distinct differences however, between a classroom environment and the environment we find in the confines of a cramped aircraft cockpit in flight.
Notice I have specifically stated “in flight”. There is a reason for this, and it’s this reason I want to stress to you in this discussion on what I call the “Prediction Principle”.
I think we can all agree that as CFI’s, when we’re teaching a student on the ground such as ground school or a pre-flight or post-flight briefing, the general principles of good teaching shall apply.
But what about the teaching that takes place in the aircraft? Are there any changes in our manner of teaching presentation that will have to take place as we transition into the actual dual session with a student? Are there
any adjustments that we will have to make?
The answer to these questions in my opinion is an unqualified YES! There ARE differences in the way we should approach the manner of presentation in the air as opposed to our presentation on the ground, and it’s this
transition of methodology that I call the Prediction Principle”.
All right, just what is the Prediction Principle and how should it be understood and implemented by a CFI?
In its most oversimplified form, the Prediction Principle in flight instruction is a method of teaching a student pilot to fly by maximizing the confidence of the student through maximum physical interaction by the student
with the airplane and minimum physical intervention by the instructor with the airplane while a dual session is in progress.
The Prediction Principle is NOT the easiest method to master as a flight instructor. It takes great skill to perform properly and requires the development of sound judgment on the part of the instructor using this method to
teach a student.
What the Prediction Principle does do is optimize the instruction equation so that it maximizes the learning curve for the student. It also in my opinion turns out a more confident student.
O.K.; so we’re new CFI’s and we want to try using the Prediction Principle when giving dual. How is this method of teaching any different from what we might do ordinarily?
First of all, we have to thoroughly understand the basic premise for the Prediction Principle, and that premise states that from the moment we get in the airplane with a student, the student will be performing everything necessary to operate the airplane. We as instructors will be monitoring what is happening and correcting as needed with minimal intervention with the controls.
Naturally, we as CFI’s are responsible for the safety of the airplane and the safety of the flight in general. This always is understood and in no way interferes with our teaching method!
The mechanics of the Prediction Principle require minimum physical action with the aircraft by the instructor. This is easy to say, but as you will see, it takes a bit of skill to implement.
I will go so far as to say that in my opinion, the best of the best CFI’s use the Prediction Principle when teaching in the air. Some do it naturally. Others have to be made aware of it’s existence; thus the purpose of this tutorial. It’s a manner of looking at how you teach as a CFI and a roadmap for what’s involved for those willing to learn more about it.
The mechanics of the Prediction Principle;
It’s easy to lump the Prediction Principle into one nice neat little ball and say that what it amounts to is for the instructor to stay ahead of the airplane. That’s a gross understatement of what’s involved. I think we all can safely assume that when giving dual to a student, the instructor has to be ahead of the airplane. The Prediction Principle demands a lot more from the instructor.
Using this method of teaching while in the air with a student, the instructor not only has to be ahead of the airplane, but also now has the added factor of wishing to minimize physical intervention with the student’s flying of the airplane. This can be directly equated into a formula that is based on one side with a verbal command or request by the CFI for an action or corrective action by the student vs. the other side of the equation, which includes an error parameter for the aircraft defining corrective action required within an area based on the present flight dynamics of the aircraft and the projected flight dynamics of the aircraft to a point in space and time where corrective action will be too late.
Basically what this means is that an instructor flying with a student and using a Prediction Principle method of teaching that student will be doing is a job of super monitoring the aircraft’s flight dynamics to the point where verbal interaction with the student will allow time for action or correction of an error before the aircraft reaches a point in time or space where that action won’t solve the issue.
The farther ahead of the airplane’s present flight dynamics the instructor is mentally flying the aircraft, the more effective the instructor’s verbal input to the student will be.
This brings up a VERY important point about the Prediction Principle. That point is that any instructional method stressing a verbal interface over a physical intervention with a student must be completely understood to exist in a cone with the apex of that cone at ground level. The cone represents the real time available for corrective action in an error situation while in flight, and all instructors should be aware that what this means basically is that the higher you are, the more time you have for verbal intervention. This will be made perfectly clear to any new CFI as they attempt their first instruction in landings with a student.
Just remember, you have to be ahead of the airplane at 1000 feet. At 10 feet in the flare you have to be WAY in front of the airplane Don’t sweat it however, every GOOD instructor using the Prediction Principle method for giving flight instruction soon learns to handle the situation approaching the ground when teaching landings.
The same theory applies, only the margin for error narrows. The verbal request for action comes sooner, and monitoring of the exact flight dynamics and prediction of the aircraft’s future position in space by the instructor intensifies accordingly.
By Dudley Henriques CFI (Retired)
From time to time I’ll do a post on some issue that seems to be a constant in my back channel weekly email.
Lately, I’ve gotten a lot of mail asking about what I consider the optimum method for giving dual.
What follows are my general comments on this issue as I’ve passed them on during my years involved with flight instruction and flight instructors.
Please accept my comments simply as one instructor’s opinion. It’s my sincere hope that some of you thinking about becoming CFI’s might find the information useful.
Thank you
Good teaching in the general sense can arguably be defined as a skill exercised somewhere between science and a finely honed art form.
Rather that state all the qualities that define good teaching, because we’re going to be discussing teaching as that relates to the subject of flight instructors, let’s just assume for the purpose of discussion that for the flight
instructor, all the qualities required of any good teacher also apply to the flight instructor.
There are very distinct differences however, between a classroom environment and the environment we find in the confines of a cramped aircraft cockpit in flight.
Notice I have specifically stated “in flight”. There is a reason for this, and it’s this reason I want to stress to you in this discussion on what I call the “Prediction Principle”.
I think we can all agree that as CFI’s, when we’re teaching a student on the ground such as ground school or a pre-flight or post-flight briefing, the general principles of good teaching shall apply.
But what about the teaching that takes place in the aircraft? Are there any changes in our manner of teaching presentation that will have to take place as we transition into the actual dual session with a student? Are there
any adjustments that we will have to make?
The answer to these questions in my opinion is an unqualified YES! There ARE differences in the way we should approach the manner of presentation in the air as opposed to our presentation on the ground, and it’s this
transition of methodology that I call the Prediction Principle”.
All right, just what is the Prediction Principle and how should it be understood and implemented by a CFI?
In its most oversimplified form, the Prediction Principle in flight instruction is a method of teaching a student pilot to fly by maximizing the confidence of the student through maximum physical interaction by the student
with the airplane and minimum physical intervention by the instructor with the airplane while a dual session is in progress.
The Prediction Principle is NOT the easiest method to master as a flight instructor. It takes great skill to perform properly and requires the development of sound judgment on the part of the instructor using this method to
teach a student.
What the Prediction Principle does do is optimize the instruction equation so that it maximizes the learning curve for the student. It also in my opinion turns out a more confident student.
O.K.; so we’re new CFI’s and we want to try using the Prediction Principle when giving dual. How is this method of teaching any different from what we might do ordinarily?
First of all, we have to thoroughly understand the basic premise for the Prediction Principle, and that premise states that from the moment we get in the airplane with a student, the student will be performing everything necessary to operate the airplane. We as instructors will be monitoring what is happening and correcting as needed with minimal intervention with the controls.
Naturally, we as CFI’s are responsible for the safety of the airplane and the safety of the flight in general. This always is understood and in no way interferes with our teaching method!
The mechanics of the Prediction Principle require minimum physical action with the aircraft by the instructor. This is easy to say, but as you will see, it takes a bit of skill to implement.
I will go so far as to say that in my opinion, the best of the best CFI’s use the Prediction Principle when teaching in the air. Some do it naturally. Others have to be made aware of it’s existence; thus the purpose of this tutorial. It’s a manner of looking at how you teach as a CFI and a roadmap for what’s involved for those willing to learn more about it.
The mechanics of the Prediction Principle;
It’s easy to lump the Prediction Principle into one nice neat little ball and say that what it amounts to is for the instructor to stay ahead of the airplane. That’s a gross understatement of what’s involved. I think we all can safely assume that when giving dual to a student, the instructor has to be ahead of the airplane. The Prediction Principle demands a lot more from the instructor.
Using this method of teaching while in the air with a student, the instructor not only has to be ahead of the airplane, but also now has the added factor of wishing to minimize physical intervention with the student’s flying of the airplane. This can be directly equated into a formula that is based on one side with a verbal command or request by the CFI for an action or corrective action by the student vs. the other side of the equation, which includes an error parameter for the aircraft defining corrective action required within an area based on the present flight dynamics of the aircraft and the projected flight dynamics of the aircraft to a point in space and time where corrective action will be too late.
Basically what this means is that an instructor flying with a student and using a Prediction Principle method of teaching that student will be doing is a job of super monitoring the aircraft’s flight dynamics to the point where verbal interaction with the student will allow time for action or correction of an error before the aircraft reaches a point in time or space where that action won’t solve the issue.
The farther ahead of the airplane’s present flight dynamics the instructor is mentally flying the aircraft, the more effective the instructor’s verbal input to the student will be.
This brings up a VERY important point about the Prediction Principle. That point is that any instructional method stressing a verbal interface over a physical intervention with a student must be completely understood to exist in a cone with the apex of that cone at ground level. The cone represents the real time available for corrective action in an error situation while in flight, and all instructors should be aware that what this means basically is that the higher you are, the more time you have for verbal intervention. This will be made perfectly clear to any new CFI as they attempt their first instruction in landings with a student.
Just remember, you have to be ahead of the airplane at 1000 feet. At 10 feet in the flare you have to be WAY in front of the airplane Don’t sweat it however, every GOOD instructor using the Prediction Principle method for giving flight instruction soon learns to handle the situation approaching the ground when teaching landings.
The same theory applies, only the margin for error narrows. The verbal request for action comes sooner, and monitoring of the exact flight dynamics and prediction of the aircraft’s future position in space by the instructor intensifies accordingly.
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