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直升機(jī)飛行教員手冊(cè) Helicopter Flight Instructor Manual

時(shí)間：2012-06-08 09:45來(lái)源：藍(lán)天飛行翻譯 作者：航空 點(diǎn)擊：次

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? Be interested in your students and let them know by being familiar with their backgrounds, problems and achievements.
? Respect their rights and, when correcting mistakes, do so in a straightforward manner, never using sarcasm as a correction method.
? Acknowledge your own mistakes. The admission that ‘You were right and I was wrong’ does much to develop morale.
? If you do not know the answers to relevant questions, say so, find the answers, and tell the students later.
? Be enthusiastic. Instructor enthusiasm is reflected in student learning.
? Encourage student initiative, self reliance, ideas and suggestions. By doing so, you teach your students to reason for themselves instead of driving them to rigid conformity. However, stress that there are certain boundaries that they must not overstep.
? Be impartial and fair: never show favouritism.
? Never bluff: much of your subsequent instruction may be distrusted.
? Use humour. Appropriate humour creates goodwill and can be used to teach difficult subject material—but don’t become so humorous that the business at hand becomes secondary.
? If you doubt a student’s progress or motivation, arrange for an independent check. Perhaps some modification to your teaching approach may be needed. In extreme cases a change of instructors may be in order, if your school situation will allow.
? Be aware that the use of cockpit intercommunication demands suitable phrasing, speech level, clarity, and discipline.
? Teach your students to have mastery over the helicopter, to fly with verve and spirit to the limit of the helicopter’s flight envelope, and to know what they can and cannot do, but draw a very definite distinction between intelligent confidence and foolhardiness.
? Plan all solo lessons. Give your students thorough pre flight and post flight briefings, and make sure that they clearly understand the requirements and aims of the exercises. Thorough debriefings allow you to find out about difficulties that you may not hear about otherwise. To your student, failure to debrief may appear to imply a lack of importance of the exercise or a lack of interest on your part.

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