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Seven Golden Rules of Instruction
SEVEN - DON'T SURPRISE THE STUDENT
This one will save your life. Any maneuver, simulated malfunction or emergency should be discussed prior to introducing it, and briefed prior to practicing it. Once it has been learned, there is no surprise. Imagine pulling the throttle back just after takeoff to see how the student would react without any discussion of engine failure on takeoff. The most expected reaction would be to tense up and pull back on the yoke.
There was an accident in which the instructor had taken a single-engine pilot for his first flight in a twin with the following preflight brief: "Go out and preflight it. Just remember when you get to the engines remember that there are two of them." They both chuckled, and the student went out to perform the preflight. The instructor climbed in and basically started the airplane by himself.
The student then climbed to 4000 feet and leveled out at cruise airspeed. The instructor then pulled the mixture saying "this is how it feels to lose an engine. He coached the student through his idea of the engine failure procedures. "Everything full forward, dead foot - dead engine, pull the throttle, prop and mixture." He demonstrated feathering the engine and restarting. So far there were only a few technical errors on the instructor's part.
After the engine was restarted, he asked the student to slow to 75 MPH. Stall speed was 78 and Vmc was 80. At about 76 indicated, the instructor pulled the mixture on the left engine. What would you expect? The student did as he had been taught. Everything full forward (except the yoke), dead foot - dead engine, pull the throttle, prop and mixture controls full back. He simultaneously feathered the left engine and stalled the airplane. With full power on the right engine and not enough rudder available, the student - and the instructor - were unnecessarily surprised. They spun to the ground. The student was killed, and the instructor permanently paralyzed. Miraculously, there was a friend in the back seat who recovered completely.
People often ask instructors how they manage to stay calm while giving instruction. The secret is that we have learned to sweat out the right side of our face. The real reason I can remain calm is that I plan on avoiding surprises. Before a student gets the controls for the first time I explain and demonstrate what to expect.
Some maneuvers can offer surprises for the instructor. Once, while checking out a new instructor, I asked for an Accelerated Maneuvering Stall. He said "I do these a little differently than most people." That should have told me something, but I was curious about what could be so different. I told him to go ahead. Even though we were in a utility category airplane, he did a snap roll.
When giving stage checks to students, one of the scariest maneuvers for me is the Soft Field Takeoff. When performed incorrectly, the airplane staggers up to about thirty-feet at the slowest possible speed. There is an anxious period where if the engine were to quit, we would fall. Rather than be surprised, I carefully discuss what I will be looking for, and describe the dangers involved. If we get higher than I want to fall, I will take over. As I do, I will point out what I saw.
It is important not to surprise either the student or yourself while operating near the edges of the performance envelope. This is most evident in the emergency procedures phase of multi-engine instruction.
I heard a story about a B-25 instructor during WWII who gave the first simulated engine failure to his student just after takeoff. The student was surprised by the amount of rudder required and didn't have enough muscle to hold the big bomber straight.
Std: "Help me hold it sir!"
Inst: (with a self satisfied smile) "I can't, I'm dead. Do what you would do in combat."
Std: "Hey Sarge! Help me throw this dead SOB out of here and come up and help me hold this thing!"
If you present students with situations requiring immediate response, without instruction in what that response should be, you may be surprised at what they decide to do.
WHEN TO TAKE OVER
New instructors often ask "How far should I let the student go? There is a dangerous philosophy that suggests that as you gain experience, your limits will increase. Let me suggest that there are three sets of limits as shown below; Ultimate, Personal and Perceptual.
ULTIMATE ------------------------------------------------------------------------------ULTIMATE
PERSONAL -------------------------------------------- PERSONAL
PERCEPTUAL ----- PERCEPTUAL
At the outside are the Ultimate Limits. If you exceed these, you will damage the airplane. It does not matter if you are the greatest test pilot in all of aviation, you will damage the airplane. The next level are your own Personal Limits. You are fairly certain of your ability to recover here. Well inside your Personal Limits are the Perceptual Llimits. At this point you have perceived a deviation, and can point out the cues to your student. If the student continues to deviate after you point out the cues, then the proper perception has not occurred. Take over the controls, clarify your description of the cues and the procedure, and reset the situation for another trial.
There is time to do this during normal approaches even into the round-out. The instructor can see that the pitch has changed, point out that less dirt is visible over the nose, and mention that an airspeed change will occur, all before the airspeed actually changes. Then you can say, "Add power and lower your nose." Any hesitancy on the student's part will cue you to take over the controls before your personal limits are reached. With the exception of very dynamic maneuvers, such as tail-wheel landings, you never have to reach your personal limits.
Summary