I've decided to take on a student. I feel I'm ready to become
an instructor. Any advise?

Get another instructor to buddy box with you first. You play the role of instructor and the more seasoned instructor can act as the student. Instructing is more difficult than it looks. It's much more than just being able to fly well. You need to figure out a way to make the student understand (all students learn differently - even if only slightly), make progress, have fun, and keep his airplane intact. By understand, I mean with his fingers AND MIND. An instructor will tell the student what he should do; an outstanding instructor will guide the student to the answer and let him "digest" the information for himself. This helps the student retain the information better. Sometimes the best thing an instructor can do is NOT teach - let the student explore the answer for himself. If the student knows HOW things work, he'll be able to seamlessly apply the information from your lessons into different situations he finds himself in later on. It's a beautifully rewarding thing to watch.

Being an instructor is a bit of a magic trick. By this, I mean you need to be present in mind with the student, but you also need to be present with the aircraft. You must do both simultaneously without any hesitation. Some new instructors have what I call the "shifting spotlight technique." They are with the student, then the aircraft needs to be recovered so they go with the airplane after being surprised, and back to the student. This doesn't work well. To help you be present with the airplane always, try to mirror the students control with your transmitter as he flies. If a mistake is made your fingers are right there where they need to be. Over time, your mind will be able to stay with the aircraft AND the student. You must be able to read the student. Is he confident? If not, you need to do something to build his confidence. Is he ready for the next lesson? If you push too much he'll become frustrated because everything is too difficult. If you don't push enough he'll get bored.

Difficulty aside, instructing is the most rewarding aspect of this hobby (for me anyway). I probably didn't need to say that since you should be able to tell my level of attachment with teaching by my response.

Respectfully,
Nathan King

While I'm no Nathan King, I've been finding instructing students very rewarding as well. I ended up piloting my first "introductory" lesson last fall when I showed up at a training night and none of the instructors had brought a club trainer out to the field. I just happened to have my trainer, radio, and buddy box in the car with me and somebody asked me to take a couple of kids up.

I really enjoyed teaching the budding young pilots how to turn the airplane, and they certainly had fun trying it for the first time as well. A friend of mine starting flight training a couple of weeks later while meeting me out at the field whenever his schedule permitted. He's been progressing well and we've been getting together on weekends whenver his schedule permits. What's funny is I keep telling him to come out on Thursdays to fly with Nathan and the other club instructors, but for some reason he wants to keep flying with me.

I think having him see me skip my King Kobra down our runway last Sunday like a bad penny might have convinced him to come out for training night. Fortunately I always land his new Avistar more gently than my own planes! Hopefully Nathan and crew will start seeing Mike out at the field on Thursdays on a regular basis. I've always enjoyed Training Night at our club and I hope to return to help out when my work schedule permits.

Bah! You're qualified.

...and this year I'm the only one that brings a club trainer - go figure.


That's when you know you're doing something right. I am always a little flattered when students call me for supplementary lessons instead of somebody else. Little do I know they probably called everybody else first but were turned down.

A similar discussion thread lies here:
http://www.rcuniverse.com/forum/m_73...tm.htm#7394928

I've been teaching for awhile always be ahead of your student on the throttle..ie if he's going to land have your throttle advanced full so when you need to take over you have power right now...there is rarely a time when you take over for a student that you don't need power..on the rare occasions you don't need power I find it easier to retard the throttle than to advance it

I'm in a giving mood. I usually get paid fairly well for the following tidbits, but hey. *heh*

Please note...none of these are specific to training someone to fly an RC airplane. They're simply a few highlights taken from a successful "Train the Trainer" course...in other words, input on training, not training -_______. Use them or discard them as you wish.

1) Know your student.

This doesn't mean "That's Bob. I know him."...it means know your student. What are his (other, in this case) hobbies? Are they 'technical', like electronics, car repair, audio/video, etc. If so, he's likely to favor the "why" behind the "what". Are they more "creative", like woodworking, painting, etc? Those guys tend to favor the 'how' more than the 'why'.

What's his personality? Outgoing talkative types tend to enjoy exploring the "other stuff". They like to think about the ramifications of one thing on another. "Hey, if that's true, then would this be true too?" The quieter folks frequently appreciate the straight facts, move on.

Look for background that indicates order, organization, or a 'regimented' life. Military, financial industry folks, that sort of thing. They'll frequently like courses that have lots of structure, and move in a known sequence from lesson 1 to lesson 2 to lesson 3. Find someone who's a bit more of a "free spirit", or more spontaneous, and they'll frequently feel "cramped" or "stifled" by such a regimen.

2) Know your subject

You'd think this would go without saying, but you'd be surprised at the number of folks who really don't. This is one of the most common things you'll hear, and indeed, have probably said it about some instructor in your own life. "He knows the book,but doesn't REALLY know the product/subject/technology."

In whatever way is appropriate, dissect your subject. if it's a mechanical device, take it apart...find out how it actually works, what makes it tick. If it's a concept, don't settle for "2+2=4", PROVE it. Know the mechanisms, formulas, or science behind it.

3) Don't be afraid to learn.

It's been said that the best way to learn something is by teaching it to others. While it may not be the BEST way, it sure ain't a bad one. Do NOT be afraid to learn as you go.

The trick to learning as you go is to work your new knowledge into the lesson...RIGHT THEN if you can, the next time you teach it if you can't.

4) Have a style, and make it your own.

If you want to "teach like _____" that's fine. But you're NOT ______...don't try to be. Steal elements from his/her classroom if you wish, but don't try to BE that person. You do yourself AND your students a disservice if you do. See the comments below about individuals.

5) Don't start with a roadmap...start with an endpoint, and a bag of tricks to get there.

Too many people feel that something MUST be taght a certain way, or in a certain order, or whatever. Bah. Know what the end result should be. Student should be able to demonstrate these skills, or this task, or pass this exam, or fix that machine. If you've done #1 and #2, then you'll have a nearly infinite supply of "tricks", teachable moments, lessons, examples, or tools to convey the skills to them.

In short, be prepared AND able to toss "the book" aside, and actually TEACH. ANYONE can read to a class from a textbook...true teachers CONVEY KNOWLEDGE.

=====================================

Now, you'll notice, I didn't say a WORD about many of the "common rules" of teaching. Nothing about patience, for example.

That's because you are unique, and so is every one of your students. I can show you some WORLD CLASS instructors without an ounce of patience...and their students worship them. Not every student WANTS a "patient, kind instructor". They feel that the "patience" spent on other students or topics detracts from the flow, or the "back and forth" they may have established with the instructor.

Others want an instructor who will explain something 100 times if necessary. To them, the sign of a "good" instructor is someone who will hold their hand until the subject is mastered....even if that means delaying other lessons.

That's why "patience"...and a host of other supposedly "valuable" traits simply aren't mentioned...because THEY AREN'T NECESSARY. Will you be better able to teach a wider variety or type of student if you possess them? Perhaps. Then again, if you're good enough, you might even get away with being completely void of some of those traits.

The point here is this : EVERY single student is different...as is every instructor. Do NOT feel like you MUST be able to reach every student that ever comes your way. Set a style for yourself, and reward those students who can benefit from it. Over time, your style will expand of its own accord, and more students will be in your reach.

Finally...and this is THE single biggest lesson I EVER teach to trainers....

The idea that you "must establish credibility" early on is complete and utter garbage. It is not only a myth, it is downright HARMFUL in a classroom. It wastes time, energy, money, and actually DEFEATS ITS OWN PURPOSE.

You're an instructor. The student(s) before you have given committed money, time, or effort (frequently all 3) in order to be in your classroom. When they walk into that room, it is YOUR NAME on the door, on the clss schedule, on their transcript, whatever. They are attending "Subject X Taught By YOU"

That "YOU" is your credibility. The very fact that whoever is in charge of such things has deemed you worthy of teaching Subject X means you are presumed capable. Indeed, if you spend any time "establishing" your credibility by discussing your qualifications, awards, certifications, or experience, you are COSTING YOURSELF THE VERY CREDIBILITY YOU SEEK. "Why", your students will wonder, "is he telling us all of this. You're the teacher, I'd HOPE you know this stuff..you don't need to make sure I know you do."

In short...you CAN NOT "establish credibility"...you can only destroy it.

Walk into the room prepared to teach, and teach. By the time it dawns on anyone to "question your credibility", you will have already demonstrated it many times over.

************************************************** ******

Like I said above...yours for the taking if you wish. I will, however, leave you with one last bit of wisdom that, imo, isn't a "take it or leave it" proposition, but simply a truism:

If, after seeing your first student accomplish something, you don't get a bigger charge out of it thn you did the first time YOU accomplished it, teaching ain't for you.

I never wanted to instruct but my instructors I had over the years kept telling me by teaching you become A better pilot yourself and they were right. Not only did I have to think about things I had to convay them to someone else in A clear way that made sense and didn't confuse or frighten my students. When I fly I don't give A lot of thought to it, just this is what I'm going to do next and it happens. You can't do that while teaching.
The first few lessons are sort of thrilling for me, after A while it's just saying to the student, do this or that and you are holding A switch all day long.
My trainer was sort of lost so I don't have any new students this year but all of last year was fun. Now I'm just working with my students on advanced stuff and teaching building, set up and trim.

Interesting that you say that, Nathan. Last year, I was in a discussion here on RCU about instructors. I realized that our club really does not have a trainer. Members have aircraft that they class as trainers, and some new students bring their own planes. But, what happens when a person wants to find out if RC is what they want to do? Do they go out and buy a $300 - $400 aircraft (with radio and engine) and go out seeking someone to test their abilities?

Perhaps some will, but many will not. So, I thought about it and went to the LHS and talked to the owner about this. As luck would have it, he had a Hobbico Super Star Trainer RTF in stock. We talked about it and what I had in mind (a "club" trainer) and we agreed on a price. A pretty good price, I might add. Dave, the LHS owner, is a good guy. He is an RC'er. He knows what we need, and is actually quite an accomplished pilot. So, we talked about it, and he sold it to me ( as I already said).

So, now, the club has a "club trainer". It may belong to me, but it's sole purpose, well, maybe not the SOLE purpose, is to get involved with those new people that are not sure if they want to do RC. So far, I've lured a few people into the fold. And, (as I said.. it may belong to me.. it does. So, I take it out and fly it. Those of you that are 'accomplished', and consider yourselves beyond trainers, well, take one up. Fly it around, after flying your arrow-straight, flys on rails, super duper aerobatic 3D plane. I'm pretty sure it will humble you a tad.

But, the short of it is, we HAVE a club trainer that is available to all new or potential RC pilots to try it out. We use it at all of our events/open-house type scenarios. And, yep, it gets use.

CGr.

Thank you gboulton;

I'm no where near ready to teach RC flight. However I am going into my first classroom as the regular teacher this year at the office. I have substituted for a couple district classes, one very advanced in the topic, and I have taught a study group for the classes. But this year I get to be the teacher. Your words of wisdom there are well taken, I will consider it all.

(for any who care, I'm a Licensed Tax Consultant for H&R Block and will be teaching the basic class this year at one of our Franchise offices)

For me, the thrill never wears off.

*heh* Hope some of them help. Mostly, just have fun, man.

Ain't that awesome???

I would check out this book:

http://www.faa.gov/library/manuals/a...A-H-8083-9.pdf

Came in useful when I completed my certified flight instructor training.

The group of guys i fly with and myself are in the process of forming our club "officially" with AMA chartership and what not. We are only a group of four guys, a 9 year old and a 14 year old. We attend the local airfield fly-ins each year and just display our models(next year we are supposed to be allowed to put on an rc demo flight session i.e. the officialness goin on). Would you guys think that a group as small as ours should maybe keep a club trainer plane for the "just testin the waters" folks, or just throw a buddy box on something and go. I am currently teaching my two boys on buddy boxes and one is flying a 7ft. winged top wing trainer and one is flyin a .60 extra 300 with a 91 4 popper in it. The 9 year old flies the extra and pulls avalanches, loops, inverted, so is the plane really that important or is it in the instruction(and the sim he played onhtrough the winter)? Just wondering for a 3rd party opinion cause they have asked me to be teh club trainer since i'm already in the role basically.Later guys

Purely personal opinion here...take it for what it's worth...

In the sense you asked the question, yes, I think the plane is probably "important", but it doesn't necessarily need to be what someone else (or common wisdom) might dictate as a "good trainer".

The typically recommended trainers (The Telemaster style...high flat bottom wing, lots of dihedral, low control rates, able to fly very slowly, etc) have, obviously, certain traits that make them good choices for many students. The ability to fly very slowly reduces the chances of stalls while learning to land, for example. The dihedral tends to make the plane want to fly straight and level...advantageous for new pilots who might get disoriented easily, and so on.

This doesn't, by any means however, mean that they're the only suitable airplanes to learn on. For all extents and purposes, I learned on an Electro-streak and Super Stick...and I've trained plenty of guys on the Mustang PTS, and even trained one TO SOLO on an Ultimate Bipe.

What's "important", imo, is that the airplane not have any nasty surprises in store for the student....that it does what he expects "an airplane" to do. To be certain, for the VAST majority of students, this means "traditional trainer", though the line is blurring a whole bunch the last few years with the sims.

That was the case with the guy I trained on an Ultimate. he LOVED the plane, had spent HOURS with one on the sim, and after one flight on a "traditional trainer" he was frustrated...it simply didn't act like he thought a model airplane should. Given that his "experience" was ENTIRELY on an overpowered bipe, its no wonder. We tried a Sig Somethin' Extra next and it was "better" in his opinion, but still did things that didn't feel right. "It glides forEVER...how can i ever land it?" he said.

Since I had access to a .40-sized Ultimate at the time, I thought "Why not? I'll just be extra-quick to take the airplane, let's give it a shot." and we put him up. He was in hog heaven, and soloed just 2 weeks later...on that very same Ultimate.

*shrug*

Probably a longer answer than you wanted...and by NO means do I suggest that people should go grab an Ultimate as a trainer...just that it sorta illustrates one of my points above. Have an end-point and a bag of tricks.

Whatever gets 'em flying, right?

Thanks for the point of view. I too know a guy or two who has got a shotgun start from the sims. It seems the in between so far is that The type of plane or setup is important in that it reflects the experiences and expectations of the would be pilot.And that the instructor apply that information to the lessons as applicable. I've learned from my two boys that video games give a large advantage in hand-eye cordination and muscle memory. Wish this wind would lay off all day just once so i can start teaching them landings.[&o]Any other points welcome guys,later

Yeah, the sims are an interesting addition to the hobby.

There's absolutely no question in my mind that they are valuable aides for teaching the basic muscle memory, or even "advanced" stick movements. I've seen a HUGE difference in the length of time it takes to get a new student flying respectable patterns with and without the sim...the "control reversal" of oncoming flight is almost non-existant with students who've spent a lot of time on a sim...and lord knows, they're wonderful for learning to do the latest, greatest 3d maneuver.

Where, imo, they "fail" is SPEED. Regardless of the aircraft OR the software...RealFlight, AFPD, whatever...helis, warbirds, trainers, big birds...doesn't matter...EVERY single one of them, to ME at least, seems to move more slowly than the real thing. Things just happen FASTER out at the field than they do on the sim, for some reason.

In either case, a valuable training tool, imo, and something I strongly recommend to most students.

>>In either case, a valuable training tool, imo, and something I strongly recommend to most students. <<

My first purchase was RealFlight G4, and it really paid off.

First time on the buddy box and I was essentially on my own. Controlled and level turns, and made my first landing with essentially no comments from the instructor. Just greased it. It taught me how to recognize the slushy controls pre-stall and how to put the airplane where I wanted it to be including on the centerline when turning off of crosswind.

I think anyone starting RC should get a simulator. It's also a lot of fun. I can try stuff on it that I wouldn't even consider with a real plane, and learn how to do it correctly.

Bob

I was also looking at taking on a couple of students down at my field, how do you become a certified instructor with the AMA? Don't you have to like send in some information and stuff signed by another certified instructor?

Thanks

I'm relatively new to this and can't answer your question.

Do you mean an introductory pilot program instructor? All you need to do is be an "open" member, sign up for it online, and pay five bucks.

While that does sum it up a bit, actually the Introductory Pilot has to be named by the Club.

May I suggest that anyone wishing to explore the position, check out this information.

>>>>>>
http://www.modelaircraft.org/

Then the Documents section:

AMA Document 917 Intro pilot Program and Aplication.

AMA Doc. 921 Introductory Pilot Instructor Criteria, "AMA Guide for Introductory Pilot Instructor Selection Criteria and Flight Proficiency Demonstration"
<<<<<<

There is some good information there for any one desiring to instruct. Gboulton has a very interesting grasp on the instructor job. I use to do a lot of RC instructing, since 1972 when I learned RC in two flights no buddy cord however not so the past 4 years. Just kind of burned out.
I was lucky as I received a considerable amount of instructor training in the USAF as I was an "instructor" in several airplanes which meant that I survived 200 hours in the machine and therefore was adequate to help newbies to do same.
Actually, I did have formal flight instructor training to be an instructor in undergraduate pilot training in both the T-33 and the T-38 at different times. I also was an academic instructor in both pilot training and in navigator school. My RC instruction made significant use of such training.

In my experience, the "natural pilot", RC or other, generally is not the best instructor material. He does not understand the average student's problems as the "super-duck" instructor never experienced most of those problems.
Serious competition RC fliers may look great on the flying field, however they are so focused on the next event and their needed preparations, they seldom are patient enough to be really sincere in the instruction duties.
The person that is out every day getting in more than 3 times the flights as the others, doesn't have the time or inclination to assist the true beginner.

In my not-so-humble opinion, [>:] I think that the best instructor:
1. Likes to fly but can live without doing so on any given day.
2. Is well above average in flying skill even without much practice. Able to demonstrate any maneuver, explain the parts and then put it together for the student to try.
3. Knows the flying machine throughout and can point out not only the constructional requirements but is also learned in the basics of Applied Aerodynamics and can explain just why and how a convergent-airflow flying machine does so.
4. Able to recognize when a student is saturated in any area and when to change the mode to another factor.
5. Able to present a lesson briefing, fly the lesson, and debrief the sessions for the learning experience.
6. Able to recognize when the student's good judgment is adequate to safely join other pilots on the flight line, even more important than the simple physical skill of taking-off and landing.

Almost forgot: Be able to set up whatever power source he uses. Very important that one can tune the glow engine if one does glow power, plus set up the buddy box and how to get no trim changes when transferring control.

Ya' wanna instruct? Go fer it and "Git 'er done!"

In order to become an Intro Pilot, your name must be submitted by an officer of the AMA Chartered Club you wish to be affiliated with. Our club pays the $5.00 fee per pilot. The officer submitting the names will have to provide name, address, and AMA number for each submission.

Brad

Well, yes. I guess I assumed (which I shouldn't have) he was talking about qualifications from the AMA's perspective. Your club must accept you as an intro pilot.

The biggest shortcoming of instructors out there, IMHO. That and not being able to teach and inspire students well.