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8     U.S. CIVIL AERONAUTICS AUTHORITY

apparent to the student, and much slower in coming into his comprehension.  Where such action is possible, the ideal time to use corrective action is after the student sensed a mistake but is unable to apply the proper correction.  Under these circumstances, the effect of the correction is more impressive and will be more lasting.  On the other hand, if he is corrected before he realizes any error, he has no association of the correction with any error of which he was conscious, and while it becomes a part of his general knowledge, he is unable to apply it intelligently.  For these reasons, the student should be allowed considerable latitude in working out of his difficulties.  This, of course, does not mean that the instructor should be lax in his instruction, but that such instruction should be given with a sense of appropriate timing so as to allow the student to gain the clearest conception of the principles involved.

When hand signals are used, correct one thing at a time and in the order of their importance.  If several corrections are necessary, give a clear verbal explanation even if it is necessary to land and talk it over.

Waving the hands and shoving the controls around only confuse the student.

Be certain that the student understands thoroughly each principle involved in every maneuver before giving the next.  Naturally he cannot be expected to have his technique well perfected, but it is essential that the principles involved be thoroughly understood, otherwise he will become more and more confused with each new maneuver added to his list for practice.