That is the way it should be, but sometimes is not. It is one of the things
that should be looked for when selecting a school.



"Dudley Henriques" wrote in message
...
| Jim Macklin wrote:
| I'll add one more think, the instructor/student relationship is very
| personal. Instructors have plan and if a student flies with another
| instructor who does not follow the principle instructors plan, it is a
| problem. Often the INSTRUCTOR has a series of step by step lesson
plans,
| concentrating on mastering airwork, turns of all kinds, ground reference
| maneuvers, airspeed control and is not ready for "landings" yet.
| The student is happy because they are flying and working hard and
learning
| the basics. But if the instructor is ill and another instructor subs a
| problem arises.
| #2 instructor may just say to the student, "You've got 8 hours, so let's
| stay in the pattern and practice take-offs and landings."
|
| So far your student has been doing the take-off and the landing at the
end
| of the flight, after being briefed and warmed up with slow flight,
glides
| and stalls.But after an hour of concentrated TO&L, confused and fixated
on
| the traffic pattern.
| When the INSTRUCTOR comes back, the student doesn't want to practice the
| mundane airwork, those crosswind landings are a challenge and fun. The
fact
| that the skill to really learn don't yet exist means the student feels
| overwhelmed. But it is hard to go back to those rectangular patterns,
| glides and turns, slow flight and pitch control exercises. So it is
| important that your instructors coordinate your lessons. It is valuable
to
| fly with more than one instructor as you progress in your training.
|
| But you and your instructor are not married nor welded at the hip, if a
| problem develops you can change and move on.
|
|
| This is true and can indeed be a problem. The way we handled this was
| that any instructor subbing for another one was charged with dealing
| with this situation in a prescribed manner;
| that being to review the student's log book and become familiar with the
| last thing covered, then do the dual session based on where the OTHER
| instructor was on the learning curve at that that time with THAT student
| In other words, the subbing CFI did just that...sub for the other
| instructor, gearing the time spent to where the subbing CFI felt the
| OTHER instructor would be going with that lesson.
| Our CFI's were told to use tact when in this situation. Any devience
| from what the prime instructor had told the student was handled
| carefully with the well being of the student in mind at all times.
| Instructors who entered into "do it my way" or "my way is the right way"
| contests with students didn't last long around me and the we did things.
| Our instructors would take something a student was doing wrong in these
| situations and guide the student through a correction if required in
| technique without ever mentioning they were approaching the issue a bit
| differently than another instructor on the staff.
| This of course meant that we had all our CFI's in "tune" with the way we
| did things so everybody got along, was totally competent, and most
| importantly on the same page all the time .
| --
| Dudley Henriques