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FLIGHT INSTRUCTOR'S MANUAL      7
                                             
Do realize that too much time can be spent on one maneuver during a period.

Do realize that what is simple to you may be extremely difficult for the student.

Do realize when a student is tiring, and finish the instruction period while some of his enthusiasm is still apparent.

Do have patience.

The "don't" regarding riding the controls deserves qualification and elaboration.  The instructor must not "ride" the controls when the student is responsible for the performance of the airplane.  This bad habit tends to-

1.  Delay the student's perception and appreciation of his faults.

2.  Delay his appreciation of the pressures he is using on the controls to obtain the desired effect.

3.  Give him a feeling that he is not entirely responsible for the actions of the airplane.

4.  Subdue experimental tendencies at a time when they should be encouraged.

5.  Prevent and confuse his analysis of actions of the ship.

6.  Confirm any belief that the can easily get into trouble; otherwise the instructor would allow him more freedom.

7.  Make him too dependent on the instructor.

8.  Give him a the impression that the instructor is lacking in confidence and ease, and is apprehensive.

The following suggestions and methods are not to be considered "riding the controls."  However, they are specific instances that apply only when the student has a clear understanding of what is being done and the reason for it.  They are not for indiscriminate use, but only in cases where other methods have failed:

1.  When the student persists in the same error, time after time, and verbal corrections are of no apparent benefit, the instructor may clarify the situation by taking the controls and exaggerating the error to a degree that makes it perfectly obvious and the proper correction for it perfectly clear.

2.  Tap the particular control with which the student is having difficulty in the proper direction at the phase where the difficult is encountered.  The student should clearly understand the reason for this and expect it as a result of verbal analysis of his error with him.  He should not be allowed to get the idea that the instructor is taking over.

3.  Tell the student to again perform the maneuver in the manner he believes correct, and at the same time that you will also perform the maneuver.  Where he feels resistance to his efforts will be the point of the error, and from this, he can analyze the reason for his errors and correct it.

A set of speaking tubes as the means of verbal communication is almost indispensable to good instruction, particularly in the primary stages.

During flight, verbal corrections and instructions should be given as frequently as necessary but not to the point of confusion.

Corrections should not be made the first time the error is committed unless it is obviously due to ignorance.  It must be remembered that errors which are very apparent to the instructor will be much less