Fundamentals of Instruction

Question 1

Definitions of human behavior.

Answer 1

Attempt to explain how and why humans function the way they do.
Because of natural human nature and of individual experience and environment.
Human behavior is seen as the product of factors that cause people to act in predictable ways.
Human behavior is also defined as the result of attempts to satisfy certain needs.

Question 2

What is motivation

Answer 2

The reason why someone acts the way they do. Factor in progress

Question 3

Maslows Hierarchy

Answer 3

Physiological/ biological
Safety and Security
Belonging
Self Esteem
Cognitive(mind, need to know) and Aesthetic(relationship with instructor)
Self actualization(where can see yourself and how to get there)

Question 4

Defense Mechanisms

Answer 4

DR DR F CPR

Question 5

Anxiety

Answer 5

Feeling of worry or unease about something that may happen, often something with an uncertain outcome

Question 6

Reaction to anxiety

Answer 6

range from a hesitancy to act to the impulse to do something even if it’s wrong

Question 7

Stress

Answer 7

Mental or emotional strain from adverse situations

Question 8

Is stress good?

Answer 8

Stress can be healthy in lower amounts and not for long periods of times

Question 9

Why is stress good

Answer 9

Yerkes- Dodson Bell Curve

The adrenal gland activates hormones, fight or flight syndrome. Begin to respond rapidly and exactly, within the limits of their experience and training. Many responses are automatic, highlighting the need for proper training in emergency operations prior to an actual emergency. The affected individual thinks rationally, acts rapidly, and is extremely sensitive to all aspects of the surroundings

Question 10

Normal reaction to stress

Answer 10

The adrenal gland activates hormones, fight or flight syndrome. Begin to respond rapidly and exactly, within the limits of their experience and training. Many responses are automatic, highlighting the need for proper training in emergency operations prior to an actual emergency. The affected individual thinks rationally, acts rapidly, and is extremely sensitive to all aspects of the surroundings.

Question 11

Abnormal reaction to stress

Answer 11

Painstaking self control
Rapid changes in emotions
Extreme over cooperation
Severe anger
Inappropriate laughter/ singing
Marked changes in mood in different lessons

Question 12

How can students be helped with anxiety and stress

Answer 12

Communication

Question 13

What is Communication

Answer 13

Communication takes place when one person transmits ideas or feelings to another person.

Question 14

What is effective communication

Answer 14

The effectiveness of the communication is measured by the similarity between the idea transmitted and the idea received

Question 15

Process of communication

Answer 15

Source, Symbol, Receiver

Question 16

Barriers to effective communication

Answer 16

Confusion between the symbol and symbolized object
when a word is confused with what it is meant to represent
AMT is introduced as a mechanic
Mechanic = cars not planes
Overuse of abstractions
Aircraft could mean several things such as airplane, helicopter, blimp…
Abstractions are words that are general rather than specific.
Concrete words or terms refer to objects people can relate directly to their own experiences.

Lack of common experience
Communication can be effective only to the extent that the experiences (physical, mental, and emotional) of the participants are similar
Since it is the learners’ experience that forms vocabulary, it is also essential that instructors speak the same language as the learners.
When the instructor’s terminology is necessary to convey the idea, some time needs to be spent making certain the learners understand that terminology.
Interference
Interference occurs when the message gets disrupted, truncated, or added to somewhere in the communication sequence
Noise and other factors can distort a message
External factors
Physiological: Biological conditions such as hearing loss, injury, physical illness, or other congenital condition. These physiological factors may cause learner discomfort and inhibit communication.
Psychological: Product of how the instructor and learner feel at the time the communication process is occurring (fear or stress)
Environmental: External physical conditions. Ex: Noise level found in many light aircraft. Noise not only impairs the communication process, but also can result in long-term damage to hearing

Question 17

How do we get better at communication

Answer 17

LIQIR
Listening
Hearing with comprehension

Instructional communication
Experience will bring better ways of communicating and instruction
Questioning
Can find out if what is said is understood
Instructional enhancement
Instructor is always learning
Role play
Scenario Based Training. Learning in made up scenarios that are likely to be encountered

Question 18

Learning theory

Answer 18

Information Process Theory- mind is like a computer. Input into computer(mouse, keyboard). Humans use the 5 senses to receive inputs.

Behaviorism-conditioned to a response Pavlov’s dog salivating at the sound of a bell

Constructivism- learn off prior experience, know not to touch stove burn hand

Cognitive Theory- What goes on inside the mind
Learning is not just a change in behavior; it is a change in the way a learner thinks, understands, or feels

Question 19

Where does Learning start

Answer 19

Perceptions

Question 20

What are perceptions

Answer 20

which are directed to the brain by one or more of the five senses: sight, hearing, touch, smell, and taste. Then we give meaning to the sensations.
More of the senses exposed to something the more that is learned

Question 21

What affects perceptions

Answer 21

GSTEP
Goals and Values

Self Concept- self image, confidence,

Time and Opportunity, need time need experience

Element of threat- bad for learning

Physical Organism- The physical organism provides individuals with the perceptual apparatus for sensing the world around them. Pilots, for example, need to see, hear, feel, and respond adequately while they are in the air.

Question 22

What are insights

Answer 22

Grouping perceptions into meaningful wholes.

To ensure that this occurs, it is essential to keep each learner constantly receptive to new experiences and to help them understand how each piece relates to all other pieces of the total pattern of the task
As perceptions increase in number, the learner develops insight by assembling them into larger blocks. As a result, learning becomes more meaningful and more permanent

Question 23

How to acquire knowledge

Answer 23

MUC
Memorize
Understand
Correlate

Question 24

Laws of learning

Answer 24

REEPIR

Question 25

Law of Readiness

Answer 25

learning can only take place when a person is ready to learn. A highly motivated person who wants to learn about flying will be more receptive. Also a learner learns when they see a clear reason for doing so. I.E only use the yoke when local flying, but on xc and other things need to be done they see a reason to use trim.

Question 26

Law of effect

Answer 26

Learning involves the formation of connections, and connections are strengthened or weakened. behaviors that lead to satisfying outcomes are likely to be repeated whereas behaviors that lead to undesired outcomes are less likely to recur. For example, if Bill teaches landings to Beverly during the first flight, she is likely to feel inferior and be frustrated, which weakens the intended learning connection. Have success to have more success in the future. Want to promote success.

Question 27

Law of Exercise

Answer 27

Connections are strengthened when with practice. Use it or lose it. This is why its recommended to train at minimum 3 times a week to maintain proficiency. Otherwise the rust begins to build up

Question 28

Law of Primacy

Answer 28

What is learned the first time creates an almost unshakeable impression. Sometimes these things are hard to shake off and correct if what is first learned is taught incorrect

Question 29

Law of Intensity

Answer 29

exciting, or dramatic learning connected to a real situation teaches a learner more than a routine or boring experience. Real-world applications (scenarios) that integrate procedures and tasks the learner is capable of understanding make a vivid impression, and he or she is least likely to forget the experience. Why simulate atc interactions when you can go practice with an approach.

Question 30

Law of Recency

Answer 30

things most recently learned are best remembered. Conversely, the further a learner is removed in time from a new fact or understanding, the more difficult it is to remember. For example, it is easy for a learner to recall a torque value used a few minutes earlier, but it is more difficult or even impossible to remember a value last studied or used further back in time This is important with lesson plans and executing a solid summary/ conclusion to bring all the earlier points

Question 31

Domains of Learning

Answer 31

CAP Cognitive Affective Psychomotor

Question 32

Characteristics of Learning

Answer 32

PEAM Purposeful -is there a purpose, no purpose=wont want to learn Experience -cant learn things if we dont experience them Active process -we are not sponges, we need to react and respond Multifaceted -more sense help learn. More than one way to learn

Question 33

How do we acquire skills knowledge

Answer 33

Cognitive Stage- requires attention, need to listen and hear, then practice Associative Stage-can now assess their performance or skill Automatic Response- can now perform the skill and assess the skill as doing it and correct it instantly. Then can start other tasks like talk through it

Question 34

Aquire skills through Practice, what are the types of practice

Answer 34

Deliberate- aimed at a particular goal. During deliberate practice, the learner practices specific areas for improvement and receives specific feedback after practice. The feedback points out discrepancies between the actual performance and the performance goal sought Blocked- practicing the same drill until the movement becomes automatic Random-mixes up the skills to be acquired throughout the practice session. This type of practice leads to better retention because by performing a series of separate skills in a random order

Question 35

What is a period of time where no progress is made

Answer 35

Learning plateau

Question 36

Best way to train

Answer 36

SBT

Question 37

What makes a good scenario

Answer 37

⦁ Has a clear set of objectives. ⦁ Is tailored to the needs of the learner. ⦁ Capitalizes on the nuances of the local environment

Question 38

Types of Errors

Answer 38

Slips and Mistakes

Question 39

Slips

Answer 39

when a person plans to do one thing, but then inadvertently does something else

Question 40

Mistakes

Answer 40

when a person plans to do the wrong thing and is successful

Question 41

How to reduce errors

Answer 41

How to reduce errors Develop routines Raise awareness Check for errors Use Reminders Learn and Practice Take your time Never trade accuracy for speed

Question 42

3 components of Memory

Answer 42

Sensory, short, long

Question 43

Sensory memory

Answer 43

receives initial stimuli from the environment and processes them according to the individual’s preconceived concept of what is important.

Question 44

Short term memory

Answer 44

stored for roughly 30 seconds or 7 bits(like digits), after which it may rapidly fade or be consolidated into long-term memory

Question 45

Long term memory

Answer 45

permanent storage of unlimited information, and it is possible for memories in LTM to remain there for a lifetime.

Question 46

Types of Forgetting- Retrieval failure

Answer 46

imply the inability to retrieve information, that tip-of-the-tongue phenomenon when a person knows the meaning of a word, or the answer to a question, but cannot retrieve it. It is also caused by the fact that sometimes people simply do not encode information well and the information never makes it to LTM or is lost before it can attach itself to the LTM. This is sometimes referred to as failure to store

Question 47

Types of Forgetting- Interference

Answer 47

people forget something because a certain experience has overshadowed it, or that the learning of similar things has intervened. This theory might explain how the range of experiences after graduation from school causes a person to forget or to lose knowledge. In other words, new events displace many things that had been learned. From experiments, at least two conclusions about interference may be drawn. First, similar material seems to interfere with memory more than dissimilar material; and second, material not well learned suffers most from interference

Question 48

Types of Forgetting- Fading

Answer 48

suggests that a person forgets information that is not used for an extended period of time, that it fades away or decays. It had been suggested that humans are physiologically preprogrammed to eventually erase data that no longer appears pertinent. On the other hand, experimental studies show that a hypnotized person can describe specific details of an event, which normally is beyond recall. Apparently the memory is there, locked in the recesses of the mind. The difficulty is summoning the memory to consciousness or retrieving the link that leads to it. Interference

Question 49

Types of Forgetting- repression or suppression

Answer 49

forgetting is caused by repression or suppression. In repression or suppression, a memory is pushed out of reach because the individual does not want to remember the feelings associated with it. Repression is an unconscious form of forgetting while suppression is a conscious form. Forgetting information does not mean it is gone forever. Sometimes it is still there, just inaccessible.

Question 50

Retention of learning, how not to forget

Answer 50

MR LAMP Meaningful repetition aids recall Recall is prompted by association Learning with all senses is most effective Attitudes that are good help retention Mnemonics Praise stimulates recall

Question 51

Transfer of Learning

Answer 51

apply knowledge or procedures learned in one context to new contexts Positive transfer- teach rectangular course, pattern becomes easier Negative transfer - not keeping one hand on the yoke and one on the throttle because in the car they use both hands on the wheel.

Question 52

What is teaching

Answer 52

to train or instruct

Question 53

What makes a good instructor

Answer 53

People skills , assessment skills, management skills, subject matter expert

Question 54

First thing to do in a lesson plan

Answer 54

Find the objective

Question 55

Types of objectives

Answer 55

Performance based objectives Decisions based objectives

Question 56

Performance based objectives

Answer 56

-help define exactly what needs to be done and how it is done during each lesson and the standards before moving on to the next stage of training

Question 57

Decisions based objectives

Answer 57

rely on a more dynamic training environment and are ideally suited to scenario-based training and teach aviation learners critical thinking skills, such as risk management and aeronautical decision-making

Question 58

After objectives and standards are formed in a lesson, how should you organize the content

Answer 58

Introduction, Development, Conclusion

Question 59

Introduction

Answer 59

Attention Getter Motivation Overview

Question 60

Development

Answer 60

how can we get the student to understand material they never been presented before? Past to future Simple to complex Known to unknown Most frequently used to least

Question 61

Conclusion

Answer 61

retraces the important elements of the lesson and relates them to the objective. Reinforces learning and improves retention. New ideas should not be introduced in the conclusion

Question 62

Training Delivery Method- Lecture

Answer 62

Teacher teachers to silent participants convey a general understanding of a subject. introduction of the topic body follows with a summary of the lecture’s main points The following four steps should be followed in the planning phase of preparation: 1. Establishing the objective and desired outcomes 2. Researching the subject 3. Organizing the material 4. Planning productive classroom activities Use personal experiences Easy language Use an outline but speak, can make it conform to different sessions They are time efficient, large groups

Question 63

Training Delivery Method-Discussion Method

Answer 63

Relies on the exchange of ideas Everyone can participate Guided Discussion Learner needs a knowledge on the subject matter before hand Instructor guides out the discussion so they can find out what the students know, so more participation the better Select a topic, research and find good lead off questions and questions to keep the discussion in the scope of the objective Computer assisted learning Use of online softwares.

Question 64

Training Delivery Method- Demonstration-Performance Method

Answer 64

Best used for the mastery of mental or physical skills that require practice, the demonstration-performance method is based on the principle that people learn by doing 5 steps explanation, demonstration, learner performance, instructor supervision, and evaluation

Question 65

Training Delivery Method-Drill and Practice Method

Answer 65

Law of Exercise Need lots of exposure to retain information learn by practicing and applying what they have been told and shown

Question 66

Training Delivery Method-Problem based learning

Answer 66

where lessons involve learners with problems encountered in real life and that ask them to find real-world solutions. constructed problem to which there is no single solution. The benefit of PBL lies in helping the learner gain a deeper understanding of the information and in improving his or her ability to recall the information Encourages HOTS(thinking and judgement work) There are Scenario Based, Collaborative solving, and Case study methods of PBL

Question 67

Instructional Aids

Answer 67

Aid in the teaching process, not self supporting, only supplement Covers key points and concepts Simple, factual, straight forward Help retain essential information

Question 68

What is an assessment

Answer 68

provides critical information to both the instructor and the learner. Both instructor and learner need to know how well the learner is progressing

Question 69

Characteristics of good assessments

Answer 69

Objective- not bias Flexible- Acceptable- Assessments presented fairly, with authority, conviction, sincerity, and from a position of recognizable competence tend to work well. Comprehensive-strengths and weaknesses Constrictive- learner needs to build from it or it's pointless Organized- use a pattern or format dont be all over the place Thoughtful-respect the learner Specific- dont leave the learner wondering what they did good or bad

Question 70

Traditional Assessment

Answer 70

generally refers to written testing, such as multiple choice, matching, true/false, fill in the blank, etc. Learners typically complete written assessments within a specified time. There is a single, correct response for each item. The assessment, or test, assumes that all learners should learn the same thing, and relies on rote memorization of facts

Question 71

Characteristics of a good written assessment

Answer 71

Reliability Validity Usability Objectivity Comprehensiveness

Question 72

Authentic Assessment

Answer 72

learner to perform real-world tasks and demonstrate a meaningful application of skills and competencies.

Question 73

Learner-Centered Assessment

Answer 73

open-ended questions in what might be called a “collaborative critique,” which is a form of learner-centered grading Replay—the instructor asks the learner to verbally replay the flight or procedure Reconstruct—the reconstruction stage encourages learning by identifying the key things that the learner would have, could have, or should have done differently during the flight or procedure Reflect—insights come from investing perceptions and experiences with meaning, requiring reflection on the events. Redirect—the final step is to help the learner relate lessons learned in this session to other experiences and consider how they might help in future sessions

Question 74

Choosing an Assessment Method

Answer 74

1. Determine level-of-learning objectives. 2. List indicators of desired behaviors. 3. Establish criterion objectives. 4. Develop criterion-referenced test items.

Question 75

Critiques and Oral Assessments

Answer 75

Used in conjunction with either traditional or authentic assessment

Question 76

Oral Assessment

Answer 76

oral questioning of learners by the instructor. Questions may be loosely classified as fact questions and HOTS questions

Question 77

Effective questioning for Oral assessment

Answer 77

1. Apply to the subject of instruction. 2. Be brief and concise, but also clear and definite 3. Be adapted to the ability, experience, and stage of training of the learners. 4. Center on only one idea (limited to who, what, when, where, how, or why, not a combination). 5. Present a challenge to the learners.

Question 78

Questions to avoid

Answer 78

Dont puzzle, oversize, toss up question, trick questions.

Question 79

Aviation Instructor Responsibilities

Answer 79

Helping learners learn Providing adequate instruction Demanding appropriate standards of performance Emphasizing positivity Ensuring aviation safety

Question 80

Inatructors should also Minimize Learner Frustration by

Answer 80

Motivate learners Keep them informed Approach learners as individuals Give credit when due Be consistent Admit errors

Question 81

Flight instructor responsibility

Answer 81

a. Physiological obstacles for flight students. Lots of new noise and sensations in light aircraft that may be unfamiliar. Cannot ignore that someone may be uncomfortable, they will not learn. Need to explain why it is how it is and understanding the reason can ease the student b. Ensuring student ability. Need to develop vital skills before first solo flight. When the decision is made should be a joint decision to go solo. Instructor should observe from preflight to engine shut down consistency, logically, proper procedure, and little reliance on the instructor. Common items to become proficient in before first solo. 1. Positive aircraft control 2. Procedures for positive exchange of flight controls 3. Stall and spin awareness 4. Collision avoidance 5. Wake turbulence and low-level wind turbulence and wind shear avoidance 6. Runway incursion avoidance 7. Controlled flight into terrain (CFIT) 8. Aeronautical decision-making (ADM)/risk management 9. Checklist usage 10. Spatial disorientation 11. Temporary flight restrictions (TFR) 12. Special use airspace (SUA) 13. Aviation security 14. Wire strike avoidance

Question 82

Professional Do’s

Answer 82

DAPPS Demeanor Acceptance of the learner Personal image and Habits Proper Language Sincerity

Question 83

Evaluation of student ability.

Answer 83

Used in this context, evaluation refers to judging a learner’s ability to perform a maneuver or procedure. Demonstrated ability based upon established standards of performance, suitably modified to apply to the learner’s experience and stage of development considers the learner’s mastery of the elements involved in the maneuver or procedure, rather than merely the overall performance. For example, qualification of learner pilots for solo and solo cross-country privileges depends upon demonstrations of performance. Keeping the learner informed Inform on progress made Written format, notes, write down deficiencies and suggest possible origins and corrective actions

Question 84

Professional Development

Answer 84

Aviation changes, keep up with current information Never become complacent Ways to continue education Keep current material in your library. FAA courses Attend classes or courses Talk to others in the industry

Question 85

Hazard

Answer 85

a present condition, event, object, or circumstance that could lead to or contribute to an unplanned or undesired event, such as an accident

Question 86

Risk

Answer 86

the future impact of a hazard that is not controlled or eliminated. It is the possibility of loss or injury

Question 87

Safety

Answer 87

freedom from those conditions that can cause death, injury, occupational illness, or damage to or loss of equipment or property, or damage to the environment. Note that absolute safety is not possible

Question 88

Principles of Risk management

Answer 88

Accept no unnecessary risk Make Risk Decisions at the Appropriate Level Accept Risk When Benefits Outweigh the Costs Integrate Risk Management into Planning at All Levels (constantly reevaluating Risk)

Question 89

Risk management Process

Answer 89

Step 1: Identify the Hazard Step 2: Assess the Risk Step 3: Mitigate the Risk

Question 90

Assessing risk

Answer 90

Use a Flight Risk Assessment Tool See the risk profile based on the certain conditions there are for that day

Question 91

How to Mitigate Risk

Answer 91

⦁ Drive. ⦁ Wait for the weather to improve to good visual flight rules (VFR) conditions. ⦁ Take a pilot who is rated as an IFR pilot. ⦁ Delay the flight. ⦁ Cancel the flight.

Question 92

IMSAFE

Answer 92

Illness, medication, Stress, Alcohol, Fatigue, Emotion

Question 93

PAVE

Answer 93

Pilot, Airplane, Environment, External Pressures

Question 94

5P

Answer 94

Plan, Plane, Pilot, Passengers, Programming

Question 95

Left-brain dominance

Answer 95

● Verbal, analytical, and objective ● Prefer things in sequence ● Learn best from parts to wholes ● Like words, symbols, and letters ● Rather read about a subject first ● Prefer detailed, orderly instructions ● Want structure and predictability

Question 96

Right-brain dominance

Answer 96

Responds well to demonstrations General to specific ideas Prefers open ended questions Responds to tone of voice Impulsive Recalls faces Holistic

Question 97

How our brain works

Answer 97

Generally, the brain functions as a whole. For example, the right hemisphere may recognize a face, while the left associates a name to go with the face.

Question 98

Describe four of the operational pitfalls a pilot could experience on a flight

Answer 98

Getting behind the aircraft- allowing events to control pilot actions, not knowing what to expect next. You are being completely reactive and not proactive Get there itis- has a fixation on the destination and disregards any possible risk between where they are and the destination. Weather or unplanned overweight. Scud running- flying low to the ground trying to maintain vfr when ifr conditions exist Mind set- not able to recognize changing conditions in a given situation. Then not reacting accordingly.

Question 99

Motivation and how to maintain it/ increase

Answer 99

The reason one acts or behaves in a certain way Positive motivation is provided by the promise or achievement of rewards. Positive motivation can be achieved and maintained by… Keeping the student informed on their progress (TCO) Always having small goals in place First solo, mastering a maneuver/skill, first cross country, certificate… Emphasizing the importance of each lesson Moving onto something new if a lesson becomes too repetitive Praise the good students do

Question 100

Counter a plateau

Answer 100

Continue hard work, results will come Remind them of their goals/have discussion Reward success/Add new challenges Remind that plateaus are normal and improvement will come

Question 101

Having problems landing and what would you do for someone like that

Answer 101

Ensure all maslow needs are met, review procedures, do landing lessons, have them fly with another instructor Assuming the above have already been done, move the learner to a different place in the curriculum and give the current task a break. Can bring on a learning plateau by over-practice. Can be fixed by better explaining the lesson, the reason, and how it applies

Question 103

Positive learning or positive transfer of learning

Answer 103

If the learning of skill A helps to learn skill B, positive transfer occurs

Question 104

Hazardous attitudes

Answer 104

RIMIA Resignation- what's the use → I am not helpless, I can make a difference Invulnerability- it won't happen to me → it could happen to me Macho- I can do it → Taking chances is foolish Impulsivity- Do something quickly → Not so fast, think first Anti-authority- Don't tell me what to do → Follow the rules

Question 105

Integrated flight instruction

Answer 105

flight instruction during which learners are taught to perform flight maneuvers both by outside visual references and by reference to flight instruments.

Question 106

Defense Mechanisms

Answer 106

Denial The refusal to accept what happened, will happen or is happening They may all minimize a situation to sound better in their head (dilute the problem) Ex: Refusing to admit the truth or a fault- a student almost landed while another aircraft was on the runway The student minimizes the situation by stating that they could have landed safely regardless Or they may say that the aircraft had already turned off even though they did not Repression Placing uncomfortable thoughts into inaccessible parts of the brain to forget A flight where the student got the aircraft into a spin when practicing stalls may repress that memory which will inhibit them from wanting to practice stalls again Displacement Taking anger out or placing feelings onto someone less intimidating A student who does not get an airplane for the day may take their frustration out on their partner or roommate as opposed to the dispatcher/instructor who did not give them an airplane Rationalization Making unacceptable actions seem less severe A student who performs poor on a phase quiz will rationalize the bad grade by stating they didn't have enough time to prepare Compensation Hiding weakness by emphasizing an area of strength A student who failed their stage check for specialty landings may try to justify that they should have passed because their maneuvers were all within ACS standards Projection Projecting blame onto someone else A student cannot go on their local flight because the student did not ask line for fuel in the plane when it was low. The student may blame the instructor for not letting the flight occur when it is the student's fault for not having the aircraft prepared Reaction Formation Faking a belief contrary to the actual belief A student may pretend to not care about their instructor's critiques and criticism when they actually care deeply Fantasy Thinking about what should be instead if what is A student may only want to fly the plane and not put in any work with ground schools and sim lessons

Question 107

Maintain or Increase Motivation

Answer 107

The reason one acts or behaves in a certain way Positive motivation is provided by the promise or achievement of rewards. Positive motivation can be achieved and maintained by… Keeping the student informed on their progress (TCO) Always having small goals in place First solo, mastering a maneuver/skill, first cross country, certificate… Emphasizing the importance of each lesson Moving onto something new if a lesson becomes too repetitive Praise the good students do