![Transcription Center logo](/themes/custom/tc_theme/assets/image/logo.png)
This transcription has been completed. Contact us with corrections.
6 U.S. CIVIL AERONAUTICS AUTHORITY ease in the air will increase with experience. If it does not, the instructor must endeavor to find the underlying cause and eliminate it or the student may find himself unable to progress at all and give up to discouragement, with the result that he abandons his flying career. It must be realized that only when a student is at ease can he demonstrate his best technique and judgment, and only under such conditions, is it possible to judge accurately the student's progress in technique and judgment. DO'S AND DON'TS FOR THE INSTRUCTOR Any actions or attitude of the instructor that promote uneasiness in the student or distract his attention will cause poor reactions on the student's part. Apprehensiveness may be caused by many things, but the instructor should discover these causes, isolate them, and deal with them accordingly. The following "Do's" and "Don'ts" for the instructor may be of value to him in analyzing his own actions and their possible effect on the student. The good points should be cultivated and the poor ones eliminate. Don't act nervous, or ill at ease. Don't be too quick to take the controls, except in cases of real emergency. Don't act excitable, or so quickly as to cause apprehension regarding safety. Don't give so many signals that the student becomes confused or that you yourself lose their sequence. Don't guess; have a clear idea of what you want and of the actual error before correcting the student, analyze the error and be sure your analysis is correct. Improper correction destroys the student's confidence, not only in himself, but in the instructor as well. Don't shake your head to indicate displeasure. Don't try sarcasm or humor at the student's expense, unless all other measures have failed. Don't expect more of a student than you were able to do when at his stage of experience. Don't resort to "bawling-out" or shaming the student for lack of aptitude. Don't ride the controls. Do give him a nod and an understanding smile or work when his morale is low. Do convince him that you will do anything necessary to aid him and that all your knowledge is his for the asking. Do be calm, deliberate and soothing in your corrections, tone of voice, and actions. Do give him every consideration you would expect for yourself, or would have liked when you were in his position. Do give him praise when it is deserved. It gets much better results than continued censure. Do realize that he is doing his utmost and that the errors are not willful. Do realize that too detailed instructions can cause confusion, especially if they are to executed immediately, and, more especially, if given during any period apprehension.