CFI-to-CFI Newsletter - Volume 14 Issue 3 - 18

CFI TIPS
WHEN YOU THINK OF COMMUNICATING, YOU
PROBABLY THINK ABOUT WAYS TO DELIVER OR
RECEIVE A MESSAGE WITH WORDS, such as by
speaking or writing. But there are nonverbal
methods that can be very effective as well. For
example, parents can deliver an unambiguous
message to their children with just " that look " -no
words needed. Or imagine the co-worker who sits
in a meeting slouched down in a chair with their
arms crossed-a clear message that they are not
engaged in the conversation. And if you have ever
tried to communicate with someone who speaks
a different language, you may have used hand
gestures to help reach a common understanding.
IF YOU HAVE EVER TRIED TO
COMMUNICATE WITH SOMEONE WHO
SPEAKS A DIFFERENT LANGUAGE, YOU MAY
HAVE USED HAND GESTURES TO HELP REACH
A COMMON UNDERSTANDING.
When flying with a student, it's helpful to
remember that our body language and other
nonverbal cues send messages-whether we
intend to do so or not. These can be helpful in
guiding the student, but they can also deliver a
discouraging message if we're not careful.
Even before the first flight, the impression you
give as a flight instructor matters. If you work at
a flight school and a prospective student walks in,
the way you greet them matters. Your enthusiasm and
professionalism, or lack of, may be the student's first
impression of the world of aviation. Ensure that you
convey a message that shows the student is welcome,
their questions are important, and that you look forward
to flying with them. Get up, greet them, show them
around, and focus on them without distractions. Show
enthusiasm about flying and teaching flying.
Once flight lessons begin, the student looks up to
the instructor and learns from verbal and nonverbal
messages. I recall as a primary student, once I got to
the point of preflighting the airplane on my own, my
flight instructor would meet me at the airplane after the
preflight was done. He would not retrace my steps of the
full preflight, but he would always check the fuel quantity.
This delivered a strong message-he trusted me to ensure
the airplane was safe to fly, but you can never be too
careful when it comes to fuel quantity.
Sometimes students speak at an inopportune time, such
as when you are trying to hear an important message on
the radio in busy airspace. At times like this, speaking to
the student will make the situation even more difficult to
deal with, so simply holding up your hand or your pointer
finger to signal " wait one minute " will indicate that
you can't talk at the moment. Once you are able to speak
with the student this is a good teachable moment to take
advantage of.
Nonverbal communication can be used in conjunction
with words to emphasize a point. For example, when
you spot traffic, pointing it out is helpful to show exactly
where it is, even if that signal is accompanied by an
expanded verbal explanation.
Even our body language as flight instructors says a
lot. For one of my flight reviews, I flew with a new flight
instructor who had his hands near the controls at all
times as if he were going to take over the flying at any
point. He did not seem comfortable or confident in his
role, which I can assume was due to his lack of experience
IF YOU WORK AT A FLIGHT SCHOOL AND A PROSPECTIVE
STUDENT WALKS IN, THE WAY YOU GREET THEM
MATTERS. YOUR ENTHUSIASM AND PROFESSIONALISM,
OR LACK OF, MAY BE THE STUDENT'S FIRST IMPRESSION
OF THE WORLD OF AVIATION.
as an instructor. In contrast, an experienced instructor
I flew with sat with his arms crossed during landing. It
gave me the message that he was confident in my abilities
and had no plans to take control of the aircraft. However,
as an instructor I know how quickly he would be able to
take control from that position if needed.
And let's not forget the simple " thumbs up. " This universal
signal to indicate the student is doing a great job will
always deliver the message of encouragement.
CFI-to-CFI Newsletter - Volume 14 Issue 3

Table of Contents for the Digital Edition of CFI-to-CFI Newsletter - Volume 14 Issue 3
