FOI: Explanations Flashcards
Do all of Maslow’s Hiarchy need to be filled to 100% for a student to focus?
No, students are able to focus as on the task at hand with less than 100% fulfillment as long as they are not at a critically low level
Explain the ‘P’ step of Maslow’s Hiarchy
These are biological needs
* Air
* food
* water
* Pee pee, Poo poo
If these needs are not fulfilled to a certain level, a student will not be able to focus on learning
Explain the first ‘S’ step of Maslow’s Hiarchy
After the physiological needs are met, Physical & Mental safety and security must be met
* Keeping oneself from harm
* If learner does not feel safe, they cannot concentrate on learning
Instructor Responsibilty
* Must emphasize safety will mitigate feelings of anxiety around flying
* Be aware of learners fear around certain areas of training (stalls, spins, landing)
Explain the ‘B’ step of Maslow’s Hiarchy
After Physiological & Security needs are met, the social need of belonging must be met.
* Students need to overcome lonliness and alienation
* Give & recieve love
* Have friends & a good home life
* Students may lack motivation when this need is not met
Instructor Responsibility
* The instructor should facilitate the student making friends with fellow students
* Be on the lookout for students who may be depressed when their sense of belonging is not met
Explain the ‘E’ step of Maslow’s Hiarchy
After, Physiological, Safety, and Belonging have been met, this need is next
* Based on Self-Respect & Respect from others
* Having a good self perception
* Self confidence
* can be both internal and external
Instructor Responsibility
* Instructor can increase esteem in a student via praise for satisfactory flying
* Do not belittle or make a student feel stupid
Explain the ‘C’ step of Maslow’s Hiarchy
After Pysiological, Safety, Belonging, & Esteem are met Cognitive and Aesthetic are next
* This is the need to know and understand (cognitive), and emotional needs of an artist (aesthetic)
* The Cognative “Eurika” moment often occurs on the students first solo
Instructor Responsibilty
* Facilitate the Eurika moments
* Be wary of the aesthetic subconcsious posibilty to not like student, as this can affect your ability to teach them
Explain the last ‘S’, step of Maslow’s Hiarchy
After all other needs are met, this is the highest level of the hiarchy
* The need to be and do what you were ‘born to do’
* Feeling of ongoing freshness & appreciation of life
* Concerned with personal growth
Instructor Responsibilty
* Help the learner achieve their individual potential in aviation
* Create a safe, fun, & positive learning environment
What are the deficiency stages of Maslows Hiarchy?
- Physiological
- Safety & Security
- Belonging
what are the growth needs of Maslows Hiarchy?
- Esteem
- Cognitive & Aesthetic
- Self-Actualization
Explain the C, in the acronym for Barriors to Effective Communication
Confusion between the Symbol and the Object being symbolized
* Occurs when a word is confused with what it is meant to represent
* Example: Instructor says ‘that information can be found on the IAP’, the student asks, ‘what is an IAP’.
* The student may not have heard this acronym before, or may not be familiar with an IAP at all
Instructor Responsibilities
* Speak in simple terms, relative to the students specific needs
* Make your communication clear and concise
Explain the ‘O’, in the acronym for Barriers to Effective Communication
Overuse of Abstractions
* Words that are general, and not specific
* Things that cannot be directly experienced
* Example: Tell me how an aircraft engine works (the student is left to imagine what type of engine you want them to describe)
* Example: Talking about aerodynamics, airflow cant be seen with the naked eye
Instructor Responsibility
* Abstractions should be linked with specific experiences through examples and illustrations
* Use abstractions only when necessary
Explain the ‘I’, in the acronym for Barriers to Effective Communication
Interference
* When the overall message gets disrupted, truncated, or a negative transfer occurs
* When learning one thing prohibits the learning of another (example: Learning a new aircraft when you are really familiar with another)
* Being interrupted while learning
Explain the ‘L’, in the acronym for Barriers to Effective Communication
Lack of Common Experience
* An instructors words cannot communicate the desired learning to another person unless the learner has had some experience with the objects or concepts to which the words refer
* Thus, instructors need to learn to teach with the language that the students understand (meet the student where they are at).
Who is the Communicator?
The instructor
Who is the Reciever?
The learner
How can you attach Maslows Hiarcy to aviation broadly and specifically using examples?
A. We go through phases of Maslows Hiarchy throughout our training. From the beggining of a rating to the end of a rating. And each time we begin a new rating
* We experience fluctuations in Esteem, Cognitive, & Self-Actualization
B. When learning stalls for the first time as a student you may go through several steps in the Hiarchy:
* Safety - Learners need to be encouraged and taught how to safely perform them
* Esteem - Learners gather more esteem when they become more competent with performance
* Cognitive - Learners fulfill this need by learning the ins and outs of stalls
* Self-Actualization - This is achieved once the student can perform the manuever to the standards consistently
