CFI-to-CFI Newsletter - Volume 14 Issue 3 - 36
CFI TOOLS
TEACHING COLLISION AVOIDANCE PART 3
MASTERING THE PATTERN BY WILLIAM E. DUBOIS
Part 2 laid out innovative teaching processes to help your students learn
the traffic pattern as the foundation of situational awareness. Today, in
the 3rd installment of our four-part series, the focus is on mastery of the
pattern, and disciplined pattern use.
The standardized traffic pattern is designed for safety. It keeps inbound
and outbound traffic separated, creates an expected set of procedures, and
provides easily-identified locations for radio calls. But it only works when
everyone uses it.
And uses it well.
FAA Airplane Flying Handbook: Non-Towered Airport Traffic Patterns.
IN PART 1, WE COVERED INTRODUCING YOUR LEARNERS TO THE RISK
OF MIDAIR COLLISIONS AND TALKED ABOUT HOW TO TEACH PROPER
SCANNING TECHNIQUES TO KEEP BOTH THEM-and you-safer in the sky.
FLY SEVERAL CIRCUITS OF THE PATTERN, WITHOUT LANDING, TO REALLY INGRAIN
THE SITE PICTURE. THIS IS TIME WELL INVESTED, AS THE FIRST STEP IN A STABILIZED
APPROACH TO LANDING IS PROPER, CONSISTENT PATTERN PLACEMENT.
To use it well, your student must first master horizontal and vertical
placement within the pattern. For initial spacing training, the most
effective method is for you to place the airplane at the proper distance from
the runway at pattern altitude, and have your student focus on identifying-
for his or her height and seat placement-where the runway centerline
intersects the airframe; generally a point on the strut for a high wing
airplane, or a point along the wing or wingtip for a low wing airplane.
Mastering this view of proper placement is critical, so take your time and
really give your learner the opportunity to imprint the site picture. Don't
rush this step as part of a practice landing. Instead, consider a lap or two-
or even three-around the pattern with proper recognition of distance as
the only goal. Additionally, a good case can be made by following up on this
by having your student fly several circuits of the pattern, without landing,
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CFI-to-CFI Newsletter - Volume 14 Issue 3
Table of Contents for the Digital Edition of CFI-to-CFI Newsletter - Volume 14 Issue 3
CFItoCFI Newsletter—Volume 14 Issue 3
CFI Notes
From the Editor: We Need Your Help—In the Vicinity of an Airport
The Maneuver Checklist Concept—Use it on Checkrides and in Training
ASI Message: Under Pressure—How Would You React?
CFI News
CFI Tips: No Words Needed—Effective Communication
Checkride Checklist: DPE Answers for Students and CFIs
Accident Case Study: High Aspirations
Chart Challenge: Farming Electricity With Wind Turbines
Training and Safety: Tips for Students
There I Was...: Glider Midair Soaring Over California
You Can Fly: When Instructional Frustration Became Inspiration
Safety Quiz: Aerodynamics
CFI Tools: Teaching Collision Avoidance Part 3—Mastering the Pattern
Chief's Corner: Deadlines…What Deadlines?
ASK ATC: Why Talk to ATC?
CFI-to-CFI Newsletter - Volume 14 Issue 3 - CFItoCFI Newsletter—Volume 14 Issue 3
CFI-to-CFI Newsletter - Volume 14 Issue 3 - CFI Notes
CFI-to-CFI Newsletter - Volume 14 Issue 3 - From the Editor: We Need Your Help—In the Vicinity of an Airport
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 4
CFI-to-CFI Newsletter - Volume 14 Issue 3 - The Maneuver Checklist Concept—Use it on Checkrides and in Training
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 6
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 7
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 8
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 9
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 10
CFI-to-CFI Newsletter - Volume 14 Issue 3 - ASI Message: Under Pressure—How Would You React?
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 12
CFI-to-CFI Newsletter - Volume 14 Issue 3 - CFI News
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 14
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 15
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 16
CFI-to-CFI Newsletter - Volume 14 Issue 3 - CFI Tips: No Words Needed—Effective Communication
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 18
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 19
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 20
CFI-to-CFI Newsletter - Volume 14 Issue 3 - Checkride Checklist: DPE Answers for Students and CFIs
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 22
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 23
CFI-to-CFI Newsletter - Volume 14 Issue 3 - Accident Case Study: High Aspirations
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 25
CFI-to-CFI Newsletter - Volume 14 Issue 3 - Chart Challenge: Farming Electricity With Wind Turbines
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 27
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 28
CFI-to-CFI Newsletter - Volume 14 Issue 3 - Training and Safety: Tips for Students
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 30
CFI-to-CFI Newsletter - Volume 14 Issue 3 - There I Was...: Glider Midair Soaring Over California
CFI-to-CFI Newsletter - Volume 14 Issue 3 - You Can Fly: When Instructional Frustration Became Inspiration
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 33
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 34
CFI-to-CFI Newsletter - Volume 14 Issue 3 - Safety Quiz: Aerodynamics
CFI-to-CFI Newsletter - Volume 14 Issue 3 - CFI Tools: Teaching Collision Avoidance Part 3—Mastering the Pattern
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 37
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 38
CFI-to-CFI Newsletter - Volume 14 Issue 3 - Chief's Corner: Deadlines…What Deadlines?
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 40
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 41
CFI-to-CFI Newsletter - Volume 14 Issue 3 - 42
CFI-to-CFI Newsletter - Volume 14 Issue 3 - ASK ATC: Why Talk to ATC?
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