Well, I've been asked several times lately to go ahead and get my instructor card. Yesterday when I was at the field the only instructor there was a guy that pretty much keeps to himself so the two guys there that needed help asked me for help. I think I'll go ahead and try for my instructor card and what I need is some advice from the instructors on here about their experiences with instructing people to fly. I want to make sure I'm approaching it correctly and teaching people right. What works and what doesn't? Thanks

It's a learning process Rob. Both for the student AND you!

The best thing to do is to find as many methods as possible, explain them to the student (Or try them out) and see which one works best for THAT STUDENT.

You need to take each person on an individual basis, because what works for one, may not work for another, and vise-versa.

Example - When first learning to fly toward yourself, some people prefer to turn their back to the plane and look over their shoulder - That's how I learned, and it worked very well for me.

Other people may find the "Point the stick toward the low wing" method works better for them, while some others may like the "Picture yourself in the plane" method.

All of our brains work differently, so seek out what works and what doesn't.

Also, if you find you're having a tough time with a student, let him work with another instructor. Often times another instructor will hit upon what works for that student, (Just because you and the instructor are different people) and then the student can clue you in as to what he did differently

Min showed very good examples and things i use also. I found that many younger students already have good hand eye coordination i assume from video games and sims. One thing i always let a new student do is just burn holes in the sky and just try to get simple turning basics learned, they are so excited and i am not trying to make or ask of them to do specific patterns that will come next. Another thing i did when first starting was to ask another instructor to listen to the period i am with the student and after i talk to the student i ask the other instructor to give me constructive criticism as i was learning also.

Some things I found: Make sure that you communicate your intentions such as: " ok you have control, now!" Don't worry if the student isn't saying anything. He may be in awe of what is happening or trying to concentrate. If something is starting to go wrong such as the plane is losing too much altitude stay calm and in a calm voice say " pull up a bit" (never start yelling). If things aren't getting any better but the plane isn't too low yet try saying "pull up" a second time. If things are starting to get carried away then let go of the trainer switch and calmly say "taking over". Don't wait for the student to tell you the plane is in trouble. He may not even know that there is a problem. You are responsible for the flight so you decide if you need to take over. On trainers I also found it works well to have the new flyer set their throttle at a bit below 1/2 throttle and for you to have your throttle at about 3/4 throttle. If you have to take over its handy to have the extra engine rpm as soon as you let go of the trainer switch to help get the plane out of trouble. MY 2 cents but I thing this is good start. [8D]

I'll tell ya two things Rob.

1. Don't let novices take you for granted. If you bring your stuff out to fly, fly it. Don't take up all your field time instructing. If you don't have your planes, that's a different situation.

2. If a student ever fights you for posession of the TX (assuming you don't have a buddy cord), let him have it. IF the plane is repairable after the crash, make sure he understands that your word is law in the air until he solos.

Both of those statements sound harsh, but trust me, it's the only way to keep from ending up resenting your position and burning out quickly.

Dr.1
Instructor over 15 years

Mike hit the nail on the head pretty much. Some folks are natural instructors. The key thing is to be able to really listen to the student about his or her concerns. Learning something new and complex can be stressful for some people. Some folks are very self concious and concerned about what other people think about them, where others don't really care.

Your ability to read people is very important. Like Mike said, you may not be able to connect with everyone. Don't be afraid to admit your own short comings, most people will respect that.

I really enjoy helping most people, most of the time. I limit my amount of training, so it doesn't interfere with my enjoyment of the hobby. You can quickly get burned out, if you take on too many folks. Also, learn how to wean them, if you know what I mean. You can easily have old students taking up way too much of your time, which could become frustrating for you and any new students you may be working with.

I usually try to find a new student a mentor and make sure I introduce them to the more knowledgeable pilots and builders at the field, so they know there is allot of help out there, other than the old instructor.

Most of us in RC are really willing to jump in and help a new person, if that new person is really not to shy to ask for help.

The biggest things that you as an instructor must do, is to insure your students are well versed in safety issues. I make sure mine all read the AMA safety codes and go over any questions or concerns they may have before even attempting to start anything. Safety will only become routine and a good habit, if we instill it properly in our training protocals.

Good luck withe your training, it can and will be very rewarding, I am sure.

MikeBoyd
AMA 7197

Teach/show both methods of holding the sticks. Thumb on top and pinch. Let them decide what works best for them through experience. Help them adjust stick lengths and tensions too if needed.

There are a few of things you must watch out for. First, don't be too quick to take control from the student. Follow the student's manuevers so that when needed you know what the trouble is, but let them try to recover first. I go by the axiom that you learn more from your mistakes. If you recover the plane at the first sign of trouble your student won't learn to correct it himself. With a buddy cord and your expertise you'll be surprised how quickly you can recover and right a plane.

Another thing is to push your student a little. Many students will settle into flying habits that they become comfortable with. Like flying patterns always to the left, or loops always heading away from them, that type of thing. When trouble hits it's when they are outside their routine, if you push them alittle to help them recognize different orientations.

Watch out for the sophomore pilot, he'll break more planes then the neophyte.

Be ready to make yourself available when the student can fly. I was lucky enough to have an instructor like this years ago and it really helped me to keep my interest up. If the instructor is never there, or has too many students, you are going to cause some guys lose interest.
This last part within reason of course. But by becoming a instructor you are the one making the commitment. He's just showing up to fly.

One last thing. Have him takeoff the second flight. Show him what you expect on the first flight then have him takeoff. Chances are you'll have to "save" the plane on takeoff, but if he takes off it is a real boost. If he does'nt you demonstrate or ability to pull his plane from the jaws of certian doom.

Before you ever take a student up on a buddy box, take an accomplished flier up first ... ask him to fly around and unexpectedly "make mistakes" that you need to take control over ... this accomplishes at least 2 things:

1) let's you practice dealing with the buddy-box switch (and some of them - especially Futaba - are a real pain to use) in such a way that if you screw up and don't take control back in time, the guy on the slave box is accomlished enough a pilot that he'll fix his flying problem and not fly into the ground

2) Gives you feedback about whether you are being too quick to take control back, or to slow, or just about right

Lots of great advice in the above posts, I'll "me too" pretty much all of it.

One thing I do when instructing is "fly" the plane with the master TX even while I have the trainer switch held over, and the student is flying. I do this for several reasons.

- It keeps me from getting lulled or complaicent with an advanced student. I've seen guys fly for 8min with no trouble, then suddenly loose it, and have the instructor struggle to figure out what is going on and then make the save.
- I can talk the student through what he should be doing to correct by talking about what my own fingers are doing.
- For just flying around, I set my throttle about 1/2, but when I'm teaching landings and take-off, I'm working the throttle as well as the other flight controls while holding the trainer switch, so I can make a quick save if necessary.

Other advice:
Do not allow the student to get "solo-itis", a burning desire to learn to take off and land too quickly. If you fly at a busy field, those are the most dangerious moments, and the student really needs to be able to fly a striaght line that is roughly on a desired heading before they can do either of these things.

I totally agree that going up with an experienced pilot on the buddy box so you can practice saves is a really good idea. Also pratice talking them out of the problem at the same time. Silly but it helps. (I've done this kind of thing with guys here who want to become instructors).

Using an experienced pilot on the buddy box, learn how to talk someone in to trim changes, or how to reach over and mess with trims.

Part of trimming, always make totally sure the student's box is trimmed hands-off. You can quickly build some bad habbits in your student if the plane is a little out of trim.

New students often think they have to be have an iron-fist control over the plane. I often do the "look, no hands" trick with the student's plane. I trim the plane with a little up elevator, roll in to a gentil bank, make sure the plane is turning in a stable hands-off (trim in some rudder if the plane rolls out too much). Then I wave my hands around. I then get the student to get the plane straight and level and let go of the box so they can watch the airplane fly for a while with out any control imputs. This often hels relax the student when they realize that "doing nothing" is often the right thing to do and is not going to cause an immedate crash.

Like Minn said, some students respond to differnet approaches, so don't be afraid to try differnt things with different people. That's not just the "reversed controls problem", but in the way you talk to the student as well. I've had students that needed an almost "Drill Sargent" approach, while others needed a very smooth, soothing voice or they'd get flustered and lock up.

With new students, keep the flights short, esp at the beginning. Most people don't realize it, but most student's brains will "overload" at about the 10min point. It does vary person to person, I've had guys that flew fine for 25min, and others that were toast at 7min. You can see this when they start to get flustered or frustrated or start to make mistakes they weren't making a moment before. It takes a while to recognize this effect in yourself (some guys are better about this than others), so you need to watch for it with the student. In the same way, too many flights in a day can "bake" someone and leave them frustrated because the 8th flight of the day went badly when the first 6 were near perfect.

I always tell students the magic words are "I've got it". Unless you hear the magic words, keep flying until the last peice stops moving, no matter what. I don't care if you think I just took it, until you hear the words, keep flying. Of course, you have to realize that taking control with out saying the magic words is rather odd feeling to the student, so make sure you say when you take it. Don't take it with out saying something.

Don't be indecisive. I've had this problem myself. I'll start to say "I got it" then I realize the student acutally pulled it out, so I want to let them keep it, so I try to halt the phrase. The first time I did this, the student thought I had it, and I thought I'd stopped taking over. No harm, since the student's save was good enough that I had a second to clarify that they still had it. Now, once I make the decision to take over, I always follow through, even if I realize that the student could have finished the save. I don't want anyone to ever have to wonder who has control.

I also tell students what "right", "left", "up", "down", "in" and "out" mean. Sounds silly, but before I started to explain that "right" always meant airplane-right, I had a student who turned left when I said "right turn" because he went towards the right side of the field. Also, "up" and "down" can be confusing if you say "give it a little up elevator" or "up trim". So I clarify it (and I try to say "back stick or pull back etc if the student shows any problems with up vs down).

Lots of rambling here, hope it helps.

--- it's pretty much all there in the above posts. It is a very rewarding experience -- nearly all of my flying for many years has been instructing --- to the detriment of my "personal" flying, but it's worth it.

I'll second one of the most important things about instructing is that everyone learns on a different learning curve. I've instructed 3 students. One took about 4 months to solo, another about 1 month and the third about 3 weeks.

Good luck,,

Thanks for all the info and tips. Wow! This is great. Some things that I already had thought about but most of it I hadn't. Really, really great advice. Thanks

Alot of good advice !! I'll add a couple things I do but most of it is really covered. The first flight I sort of let the student try it their way, after that I set the pattern I want them to fly and DEMONSTRATE it for them. After a few flights when I feel they are doing pretty good I give them a flight to just do what ever they want ( at alltitude ), it can get hairy sometimes but they enjoy it and it keeps me on my toes.
I talk to the student a lot, explain what we are doing and why, we have our quiet times also. When we start Takeoffs and landings I make it a point to use the same words for the things I want them to do, Example: when landing I always use the words ADD a click or PULL a click in regards to throttle management. By doing that they get used to hearing ADD and it's automatic to ADD at least one click of throttle etc.
I also explain the flair and say that I will say FLAIR on the first couple landing to help them know where to flair.
One last point: DON'T take any crap from a student, they didn't know how to fly, that's why they came to you and want to use your time. If you think they are a bit out of step, stop and explain that they need to listen to you so you can do your best for them or find another Instructor. Hard but sometimes needed for both of you. ENJOY !!! RED

OH YA !!! I should have added that being an instructor can be one of the greatest things you will ever do. There is no explination for how good it can feel. ENJOY !!! RED

I always try to make them feel confident. Use comments such as: "your doing great" or "you seem like a natural".

I always stay right at the flight line with my student. One time I was at the field and a fella was helping a new pilot. The instructor was over BS'n with everyone else and the student flew alone. You can't teach them anything that way. Even if I am not watching their every move with the plane, I stay right there and talk to them.

Hello; I try to teach newbys to use the rudder right from the beginning. I pattern my teaching style after full scale instructors. people seem to respect that. There is lots of time for just chugging around, I want to see flat turns, equal in radius to the left and right. If the student is having problems carrying out a command, I might land the plane and bring out a note pad to illustrate what is expected.

Lots of others have said that the attention span might be surprisingly short, so you might have to make allowances for that. I like to encourage students to correct their mistakes, and will let the plane get quite close to the ground to encourage them to do whatever they can think of to rectify the situation, so that they don't give up on it too early.

It is largely a learn by doing thing, I think that the most dis-heartening thing that can happen to a new pilot is to see their trainer crash their plane, so make certain that the plane is air-worthy before take-off. While I'm checking the plane over, I usually give a safety speech. Depending on how the student responds to my safety speech, will help me evaluate the student and compose a training scheme that will challenge him/her.

Don't be discouraged if your student just cannot learn to fly, some people just don't get it, regardless of how much money they spend.

All of you gentleman are a great asset to the sport!! I am a rookie and the type of instruction that everyone is talking about is just what some one like me needs. Calm but yet presents challenges. Even though I am not being instructed by any of you Thanks!!!

I know that my instructor has many of these same qualities.

While Montague's dissertation rates a true "Excellent" overall, and all others offer very good information I would like to offer a few more hints.

When I start a new student, while checking the airplane over, I hit on some safety stuff, and a bit of what makes the machine fly especially the operation of the controls. Then after the first flight, and he/she has seen the model actually fly, we have at least a 2 hour ground school. We cover AMA Safety Code, Club Field Rules, and Pitch, Power, and Bank.

The use of some jokingly presented experiences can help keep the student's attention, plus a few questions of what to do in situations. You will be able to devise what you need when you need it.

Once we start actual flight training, at first I do not let any bad situations develop. I keep my throttle at 100%, always ready to recover. Especially so with the transmitters that have that da_ned "button" rather than a switch.
I also brief my student's that when I say "Right" or "Left" it is the student's right or left since if he needs the coaching, then he is already confused and he should not have to determine the model's left or right, That skill will come as the training progresses.
Take-offs start after the student demonstrates the ability to make a low approach, initiate a go-around, and NOT allow the model to make the usual left turn. Rudder control at low speeds is emphasized
Landing approaches start after the student can perform slow flight, stall, recovery, and a straight out departure at the normal cruise altitude.
The use of throttle for altitude control, along with attitude (elevator) for airspeed control is strongly implanted during the landing phases from downwind to touchdown.
All landing approaches start from a downwind point opposite the pilot to include a base leg and a final approach.
When the student can take-off straight out at an angle not degrading the airspeed, perform good turns, remain away from all pit/parking/overhead/behind flight-line, etc. areas, recover from sudden given unusual attitudes, perform an inside loop and safely recover, perform an axial roll and safely recover, then perform 3 landings without killing the engine, I say "Safe for Solo".
BTW I require a minimum of 12 flights before I clear him to fly on the club's flightline, where I may also be. So if he accomplishes the above in 3 flights, he doesn't get turned loose on the club until 9 more flights are done.

As others have commented on, attention span can be a limiting factor. A flight of more than 15 min. is a waste. More than 4 flights in a day is a waste. More than 4 or less than 2 sessions a week are generally non-productive.

You have received probably an overwhelming amount of excellent advice, here. A few points I would reinforce are:

1) Communicate: before the flight, talk about what that flight is going to involve, a "flight plan". It may be as basic as flying the pattern with 90 degree turns (and when the student makes a 180 turn, say "that was a nice 180, but we are doing 90s, right?" Every new task should begin with the instructor demonstrating what it should look like, both as to the flight maneuver and the position over the field. If the student continues the same error, such as over banking, take the plane over and demonstrate what it is supposed to look like. Always let him know when you are taking the plane and when turning it back to him. Give feed back and encouragement at every opportunity during the flight. When he makes a good turn, acknowledge it, when he makes a bad one, gently point out what was bad about it. At the end of the flight, a short debriefing on how the flight went, what was good and what needs more work. Be encouraging.

2) Practice makes perfect, only if it's perfect practice. Do not let the student practice doing wrong things! Flight duration for new fliers should be very short, maybe 5 - 7 minutes. Most experienced fliers can enjoy flying as long as the fuel holds out. Not so with a newbie. Remember back in your own first few flight experiences. You were typically "behind the plane", spending your energy trying to correct things the plane is doing. That can be quickly exhausting to the pilot's concentration, and when the concentration is exhausted, then bad things start to happen, and the pilot is concentrating on crash avoidance, not flying. Bad flying habits come from this. Be attentive to when you see the student starting to make mistakes he was not making at the beginning of the flight. That is the clue that the "overload" point has been reached. When you see the student is getting more comfortable and not struggling with the concentration, extend the flight times, accordingly.

3)Require attentive performance, and be consistent. Nothing succeeds like success. I like to get the new pilot taxiing his plane right away. If field conditions permit, have him taxi back and forth on the runway to get the idea of the differences in slow taxi and faster taxi on the field. With many students, they can be good to do their first take off on their 2d or 3rd flight. Everybody is not necessarily compatible with everyone else. If you encounter someone who, for one reason or another, is not a good fit with your style, face up to it, and encourage (or require) a change. When I instruct, it's "my way or the highway". My way is flexible, to a point, but if I am flying someone who just wants to goof off all the time, I just land the plane, shut down the engine and end my instruction. Maybe another instructor will be more effective with that person.

I want to encourage you to be an instructor. You will have opportunities to help others, and you will find personal satisfaction in doing that. Best of luck to you.

Heres what i was told the first time i was on a buddy box...im not an instructor yet, but my instructor (the initial one at least) set me straight from the beginning.

#1 rule: My word is law. If you argue about me taking control of the plane, I will let you win that argument the next time you get in trouble.
2. I have my planes to fly too. I know your excited about flying, and im excited to help you, but just remember that I would like to fly to.
3. He clarified the right/left situation
4. Communication, its important for us to know whats going on. (he wanted me to acknowledge him, like when he said "I have it" i said "You have it" and vice versa, so he knows that I know whats going on.)
5. He made sure to let me know that the second i felt uncomfortable with what i was doing, to let him know...and we could take a step back and build faith in my skills (never had to do that ... i went fast hahaha)

I think one of the best things about a good instructor is being frank about things. Ive heard other instructors go "well, it was maybe too windy for you" or "maybe you werent ready for that" ... mine was "It WAS too windy, you should have told me you couldnt handle it" ... not so nice, but gets the point across that I am ultimatly the one that decided when i fly.

One of the check pilots where i fly now is like that. An older gentleman that flys at another feild wanted to get checked off at this one. It was windy, 2 planes had already crashed from crosswind landings...but he insisted so the check pilot let him go. He was out of control 3/4 of the time and almost crashed hard twice. After barely getting it down (broke a prop) he went back and started fueling up again. He wanted to go again, he was saying that he was just very nervous about being watched so close...so the guy let him try again. Telling him that it might be better to hold off and let the wind die a bit...but he insisted. So up he went. And down he came...broke the plane in half. Easily repairable...but still...

After the flight our check pilot was explaining that you should know you abilities, and not fly outside of them. Some of the guys thought he was being rough, but i appreciated the fact that he was being brutally honest...because at least then the right message might come accross rather than the padded pity speech that alot of people give, and the the student or whoever doesnt really get the idea behind what they did wrong.

When you do your critique, always start with something positive. Even if it has to be "It sure was a pretty plane before ......... and the engine ran good until impact". OK, a little levity there but get on a positive note before you start to gently point out faults. Always present a method to correct the faults also, don't leave them hanging. Don't say "Boy, you sure blew that landing" and just walk away. Tell him what he did wrong and how to improve it the next time.

Get a copy of "One Week To Solo" by David Scott. His techniques and information is superb! It also gives you an idea for student progression, length of lessons and what to teach. The book also gives you many pointers on teaching. The first one that comes to mind is the "bump".

Hossfly made a comment about that Da--ned button on some transmitters, this might help. When Futaba first came out with them I was working in the hobby industry and had the chance to talk to some people in the know. I explained that the button could create problems where the instructor actually lost control and didn't always know it. ( it inbeds into the finger / thumb and unseats itself ) Shortly after a couple letters and more talks Futaba changed some of their stuff. They do listen if you are willing to put a little effort of your own into fixing the problem. ---- If you have that problem with a system -- write the company and explain the problem, DON'T cry baby it or indicate they are idiots, just explain the problem and let them fix it.

Now, ---- a partial cure for the switches that are out there ( I make all my students that have that switch do it ) Cut a small piece of plastic ( we use pop bottles , milk cartons etc. ) about the right size to cover the switch completly then use some GOOD tape and tape the plastic piece so it forms a flap that sets on the switch. Now when you use the switch it stays in contact and for us OLD farts that have soft skin it doesn't inbed in our thumb / finger. Try it, it works and is almost free.

I hope you try this, it really does work. By the way you can order a toggle switch on most radios from Tower. Insist on it.

ENJOY !!!! RED

I had the Pleasure of working with my first student last weekend, A returning pilot from a 15 year hiatus. the first flight was rather nerve racking without a buddy box. But by the end of the third flight he was taking off and landing without dirty laundry.


One Thing to add, My instructor used unusual attitude recovery with out warning to keep me on my toes. This was done near solo. He would dump the switch flip the plane on its back or noes up ect... and give it back to me. This is probably why I love 3D and profiles now I suppose

Giving the gift of flight![sm=thumbup.gif]