Teaching Flight

LeRoy Cook

Description

Beginning or part-time flight instructors are not always fully aware of what to expect as a student pilot progresses through the flight training process. In "Teaching Flight: Guidance for Instructors Creating Pilots" author LeRoy Cook lends his half-century of experience as a guide to motivate, inspire, and mentor new instructors. In his latest book, LeRoy Cook writes to new flight instructors but his guidance regarding how to teach people to fly is a must-read for any flight instructor - or anyone aspiring to become one. LeRoy Cook's book is of the kind sorely needed in the aviation community. Though airplane and cockpit technology has changed over time, the basics of flying remain and must be mastered all the same - Cook emphasizes the basics along with the eclectic craft of teaching those basics. To make the process less daunting for both student and instructor, Cook organizes training into four phases and advises how to work through each one: solo flight; dual, and eventually solo, cross-country; passing the checkride; and passing the knowledge exam. Cook's lessons take flight training beyond the mandated curriculum to give instructors the tools to provide pilots practical flying know-how. Cook never stopped learning about piloting; even after almost 60 years of flying he is still exploring the magic of lift, the symmetry of balanced flight, the mystery of the perfect landing - in this book, as flight instructor he is happy to share his learning quest on these topics with those that share his love of flight. He writes in the introduction, "Flying, unlike many other activities, cannot be evaluated from afar. There has to be an initial period of participation before a decision can be made about continuing to devote time and treasure to the training."Cook is author of numerous articles and books about flying and they range from the techniques of piloting an airplane to the joys of being in the air. He writes with a quiet, plain-spoken philosophy that encourages flyers to do their best. Flight instructors following his steps will find a mentor in LeRoy Cook, while taking their students from first flight through certification. "Teaching Flight" offers a plethora of ideas for instructors to keep their students inspired, encouraged, confident, and competent on their road to earning a certificate and rating.

Informations

• Publié par: Aviation Supplies & Academics, Inc.
• Date de parution: 01 mai 2019
• Nombre de lectures: 0
• EAN13: 9781619548527
• Langue: English
• Poids de l'ouvrage: 14 Mo

Extrait

LeRoy Cook

T E A C H I N G F L I G H T

Guidance for Instructors Creating Pilots

AVIATION SUPPLIES & ACADEMICS NEWCASTLE, WASHINGTON

TeachIng FIght by LeRoy Cook

Avîatîon Suppîes & Academîcs, ïnc. 7005 132nd Pace SE Newcaste, Wasîngton 98059-3153 [e-mail] | asa2ly.com

Vîsît te ASA websîte atwww.asa2ly.com/reader/tchltor te “Reader Resources” page contaînîng addîtîona înormatîon and updates reatîng to tîs book.

© 2019 Avîatîon Suppîes & Academîcs, ïnc.

A Rîgts Reserved. No part o tîs pubîcatîon may be reproduced, stored în a retrîeva system, or transmîtted în any orm or by any means, eectronîc, mecanîca, potocopy, recordîng, or oterwîse, wîtout te prîor wrîtten permîssîon o te copyrîgt oder. Wîe every precautîon as been taken în te preparatîon o tîs book, te pubîser and LeRoy Cook assume no responsîbîîty or damages resutîng rom te use o te înormatîon contaîned ereîn. None o te materîa în tîs book supersedes any operatîona documents or procedures îssued by te Federa Avîatîon Admînîstratîon, aîrcrat and avîonîcs manuacturers, lîgt scoos, or te operators o aîrcrat.

ASATCHFLTPD ïSBN 978-1-61954-852-7

Cover potos: LeRoy Cook A potograps provîded by te autor and used wît permîssîon.

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ON

 CHAPTER 1 CHAPTER 2  CHAPTER 3  CHAPTER 4 CHAPTER 5 CHAPTER 6  CHAPTER 7 CHAPTER 8 CHAPTER 9 CHAPTER10 CHAPTER 11 CHAPTER12 CHAPTER13 CHAPTER14 CHAPTER15

CHAPTER16 CHAPTER17

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BIO ............................................................................. iv FOREWORD............................................................... v INTRODUCTION ..................................................... vii FUNDAMENTAL FOUNDATION ..............................1 CHANGING PACE .................................................... 11 TRACING A PATH .................................................. 23 GAUGES AND GADGETS...................................... 31 CIRCUITS AND NON-BUMPS.............................. 39 THE ART OF ARRIVAL ........................................... 47 ALONE AND ASSURED .........................................57 PUSHING ON ......................................................... 65 THE WORLD BEYOND ...........................................75 THE PROVING RUN............................................... 85 BABY STEPS, BIGGER STEPS ............................. 93 IN PURSUIT OF KNOWLEDGE ............................101 ESCAPING WEATHER ..........................................109 DEMONIC DARKNESS .......................................... 117 EMERGENCIES...................................................... 125 IN PURSUIT OF PERFECTION ............................ 133 THE FINAL TEST.................................................... 141 INDEX ..................................................................... 147

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B I O

A îeong student o avîatîon, LeRoy Cook îs an experîenced pîot and înstructor wo’s been lyîng and teacîng or more tan 50 years. He ods ATP certîIcatîon or sînge and mutî-engîne aîrpanes and com- mercîa certîIcatîon or gîders and seapanes. Hîs God Sea lîgt înstructor’s certîIcate as ratîngs or sînge-engîne and mutî-engîne aîrpanes, înstrument (aîrpane), and gîder. Cook îs te autor o over 1,700 magazîne artîces and as wrîtten or co-autored our avîatîon books, încudîngBeyond FIght TraInIng,FyIng the LIght Retractabes, andCaravan: Cessna’s SwIss Army KnIfe wIth WIngs. He wrote te “CFï” coumn înPrIvate PIotmagazîne or 34 years and was te edîtor oTwIn & TurbInemagazîne rom 2012 to 2016.

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F O R E W O R D

As a young boy, LeRoy Cook wandered onto an aîrIed wît a dîrt strîp and taîdragger aîrpanes. Genera avîatîon was bessed. LeRoy earned to ly. He got îs prîvate certîIcate, commercîa, lîgt înstructor, înstru- ment and ATP…as ave so many oters. But, LeRoy was dîferent. He never stopped earnîng. LeRoy Cook, ater 60 years o lyîng, pus or mînus a year or two, îs stî earnîng. He îs stî exporîng te magîc o ît, te symmetry o baanced lîgt, te mystery o te perect andîng. ït îs a persona quest. But, e îs appy to sare tat quest wît tose tat sare îs ove o lîgt. But tat îs ony part o te bessîng. LeRoy Cook as wrîtten numerous artîces and books about lyîng. hey range rom te tecnîques o pîot- îng an aîrpane to te joys o beîng în te aîr. Hîs wrîtîng îs înused wît a quîet, paîn-spoken pîosopy tat encourages lyers to do teîr best în watever ît îs tat tey ly. LeRoy’s stye o wrîtîng îs ean. He never uses two words wen one wî do. he resut îs a sort sentence packed wît înormatîon. So, read- ers, pay attentîon. ïn tîs, îs atest book, LeRoy îs wrîtîng to new lîgt înstructors. But ît îs must readîng or any lîgt înstructor or anyone tat mîgt aspîre to become one. As a lîgt înstructor and a Desîgnated Pîot Examîner, ï attest to te act tat te înormatîon în tîs book îs sorey needed în te avîatîon communîty. ïn tîs, te age o gass cockpîts and te mîrace o te magenta îne, we are producîng eectronîc data managers. As a resut, stîck and rudder skîs ave deterîorated. Our eadîng cause o accîdents îs cassîIed as “Loss o Contro.” Many o today’s lîgt înstructors were traîned to be eectronîc data managers. ït îs no surprîse tat tat îs wat tey teac. Keepîng te ba în te center îs secondary or even tertîary to te co- oru screens în te cockpît. Traic advîsorîes send tem eads down în te cockpît searcîng or possîbe aîrborne conlîcts, wen teîr eyes and attentîon soud be on te orîzon.

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LeRoy Cook does not dîsparage te advanced avîonîcs tat are part o avîatîon today. But e does empasîze te basîcs o lîgt and te ecec- tîc crat o teacîng tose basîcs. Read LeRoy Cook’s book. ï you are a lîgt înstructor or aspîre to become one, tîs book wî be a trusted guîde. Davîd Bradey CFï and DPE

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I N T R O D U C T I O N

AN INTRODUCTION TO INSTRUCTING A ew years ago, wen ï passed te mark o 10,000 ours o dua gîven, ît was suggested tat ï wrîte a book about earnîng to ly. ï esîtated, because tere ave been many, many books wrîtten about lîgt traîn- îng. Wat coud ï possîby add tat as not been saîd beore? However, ï ave ad te advantage o a ong perspectîve, passîng rom te age o dîrt runways, taîwee traîners, tube-type radîos and mînîma înstru- mentatîon, to te deveopment o today’s u range o advanced aîrcrat. Even în tîs day o cockpît dîspays and composîte aîrrames, te sky does not cange, ony our means o partîcîpatîng în lîgt. ïn te course o more tan 50 years o lîgt înstructîng, ï ave taugt ony a ew undred peope to ly. One mîgt expect te tota to run înto tousands, but te reaîty o avîatîon îs tat we ave to întroduce numerous peope to lyîng în order to make a sînge îcensed pîot. ï once anayzed te student record oders accumuated rom a dozen years o înstructîng; o tose stîckîng wît te program ong enoug to make teîr Irst soo lîgt, ony a tîrd contînued on to gaîn teîr prîvate îcense. Wat appened to te oter two-out-o-tree? he reasons, or ï soud say te excuses, varîed wîdey, but most o tem boîed down to oss o înterest. ïn some cases, a reocatîon înterrupted te student’s lyîng es- sons; tere’s aways te ope tat tose wo et te oca area eventu- ay competed teîr traînîng esewere. he act remaîns, earnîng to ly îs more work tan some peope want to dea wît. Most wo sared teîr eeîngs used te excuses o spousa împedîment, poverty, ack o tîme and just paîn earuness. ït takes consîderabe efort, bot în te aîr and wît ground study, to compete te course, and we must not assume ît’s or everybody. Fyîng, unîke many oter actîvîtîes, cannot be evauated rom aar. here as to be an înîtîa perîod o partîcîpatîon beore a decîsîon can be made about contînuîng to devote tîme and treasure to te traînîng.

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hus, a arge dropout percentage îs norma. Dîettantes need not appy. ï try to expaîn te commîtment requîred durîng te înîtîa Q&A ses- sîon, but tere stî as to be a ew experîmenta ours lown to test te waters. ï can’t aways judge wo wî ast and wo wî was out. ï îke students to say tîngs îke, “tîs îs great!” and, “ï don’t want to stop!” But wen te rea work o buîdîng ayers o pîotîng skî îs undertaken, ï know tere wî be ours tat test resove.

And so, we înstructors ave to be înnovatîve to keep as many stu- dents as possîbe ungerîng or more. ï can’t teac tem a, nor soud ï expect to. Personaîty conlîcts asîde, te sky îs not or everyone, te responsîbîîtîes o a pîot-în-command are demandîng, and î a person doesn’t want to be tere, tey soud not be coerced to contînue. ï don’t oten ca up truant students to beg tem to make an appoîntment. ï tey want to contînue teîr essons, tey know were to Ind us. hat saîd, everyone needs encouragement at varîous tîmes, and we CFïs must not ose sîgt o our roe în encouragîng and acîîtatîng.

As a part-tîme CFï în a îmîted market, ï ony gîve a ew undred ours o înstructîon eac year, and muc o tat îs recurrent traînîng and advanced scooîng. But, ï take my greatest satîsactîon rom prîmary lîgt înstructîon, wen ï can mod raw cay înto te îmage o an avîa- tor, gîve ît a tînge o te passîon ï ee, and know tat ï was responsîbe or everytîng tat new pîot knows about lyîng. ï can’t command tat same measure o parenta prîde wen epîng a pîot gaîn a commercîa

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ratîng or make a transîtîon to înstrument lyîng. Overseeîng a pîot’s înductîon înto te soemn prîestood o CFï certîIcatîon îs cose, but tat’s more o a passîng o te torc, rater tan attendance at a bîrt.

LESSON PLANS he empoyment o ormay-constructed esson pans varîes consîder- aby rom înstructor to înstructor, and rom student to student. ïnno- vatîon îs te amark o an efectîve teacer, and strîct aderence to a wrîtten pan o înstructîon îmîts suc creatîvîty. Neverteess, one certaîny as to ave an organîzed pan o actîon wen settîng out to teac; sometîng to reer to, as a means o makîng sure everytîng was covered. Just wrîtîng down te order o te steps, readîng ît over, and revîewîng te pan ater te lîgt, may be enoug. Ater some years în te rîgt seat, esson pans become pretty we îngraîned. Most împortanty, te înstructor as to stay lexîbe. he cramped, noîsy, jostîng cockpît îs a ousy cassroom, and a very expensîve one. We cannot waste tîme pursuîng rîgîd monkey-motîon tat may not be appîcabe to tîs student on tîs day. ï tey aren’t graspîng te concept beîng întroduced, drop back to a sîmper prevîousy-used maneuver tat as been mastered, ten work up to te advanced steps. ï te day turns unsuîtabe, because te ceîîng drops or te wînd turns sîdeways, swîtc esson pans to cover sometîng o equa vaue. ïn trut, esson pans don’t ave to be compîcated. At te start, put down te objectîves o te esson, ten state te means by wîc tese objectîves wî be taugt, and ten sow ow we are to know te objec- tîve as been met; can te student perorm wîtîn toerances, can tey expaîn te maneuver, can te task be perormed unaîded? he tec- nîque used can vary, but te objectîves remaîn te same. Remember, esson pannîng doesn’t ave to be compîcated.

CURRICULUM Teacîng lyîng requîres a steady addîtîon o more caengîng materîa ater sîmpe, basîc maneuvers are earned. hînk o ît as buîdîng a brîck wa; ay down te Irst course o brîcks, tamped careuy în pace and aîgned correcty, ten oow wît addîtîona brîcks on top o tat oun- datîon. You must not advance to compex maneuvers untî te unda- mentas are mastered. To make te process o attaînîng a pîot îcense ess dauntîng, ï speak about doîng ît în pases. he Irst pase îs to acîeve soo lîgt status,

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