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#11
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At 01:12 21 October 2003, Dancebert wrote:
On 20 Oct 2003 15:43:03 -0700, (Mike Stramba) wrote: What part of the world are you in? (RAS/Usenet is world wide !) Los Angeles Can you give some examples of 'I'll tell you what to do' instructions that you've received ? Slips, stalls, turning stalls, stalls with spoilers, boxing the wake, flying at minimum sink, 60 degree bank turns, speed control, etc. If you have been succesful with thermalling as a HG pilot, my suggestion is to get comfortable with that in the sailplane. The tow and landings will come with time. Before you fry yourself on tow-give it to the instructor. Then center and thermal up in good lift-take a few deep breaths and continue to stalls and steep turns. If you have been succesful as a HG pilot, sailplanes will come to you, especially once you figure out what to do with your feet. What aspects of flying are you having difficulty with (or your instructors think you're having difficulty with)? Speed control. Boxing the wake when it's turbulant. Approaches and landings characterized by sufficient brain overloaded that I fail to pay attention to something I should be attending to. Attending to variometer while on tow, and if I do, remembering two minutes later where the lift was. Consistently flying ahead of the plane. |
#12
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I agree... that has the side effect of making every flight seem like an exam
instead of a lesson. You ask a question, and instead of an answer or a hint, you get "What do you think?" I understand that the instructor's job is to simultaneously instruct and assess, but sometimes we just need an answer to the question. Maybe the test-to-question ratio should go up dramatically as you approach solo and flight test, but early on we need to be able to ask and get answers. That's why I've been doing some practice on a flight simulator program, although I realize there are many drawbacks to it. It's a way to get some practice time alone, to figure some of that stuff out. You will learn more & better what you figure out on your own, than what somebody tells you. ... That's what it seems like they're doing. I have no doubt it works, but there are times when I think it would be so much easier to not have to figure it out on my own. But I also acknowledge I'm a newbie who's just past the completely cluless stage. |
#13
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What aspects of flying are you having difficulty with (or your
instructors think you're having difficulty with)? ... Approaches and landings characterized by sufficient brain overloaded that I fail to pay attention to something I should be attending to. It's called "pilot workload" and it definitely takes time to deal with. One by one, those many things start to take less of your full attention, so the pieces fit together better. I think it's part of the instructor's job to introduce them one at a time, but when you switch instructors weekly (as you and I do), it's hard for them to know what you've integrated and what is still new to you. At this stage in my learning I'm now able to analyze which parts of approach and landing have recently caused overload. I debrief myself at the end of the day and make some notes, and I try to review those before the next day's lesson so that they don't catch me by surprise. |
#14
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I couldn't get a straight answer as to what sort of stick and/or
rudder movement was needed to produce a specific desired result, so I bought a simulator, a stick and some pedals. It helped a lot at the very first, haven't used it much since then. Now, I see that they wanted me to discover the answer through trial and error. I jsut did it at my PC. On Tue, 21 Oct 2003 04:51:02 GMT, "Roger Worden" wrote: .... That's why I've been doing some practice on a flight simulator program, although I realize there are many drawbacks to it. It's a way to get some practice time alone, to figure some of that stuff out. .... |
#15
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Dancebert writes
Does everbody teach soaring the same way? If so, excuse me while I step outside and scream. I don't think so. And an airfield is a great place to scream. Lots of open space. So go ahead and vent I've had 24 flights with 4 different instructors at two different schools. So you're a little ahead of me in the flights department (Much more if you take into consideration your HG experience). 10 flights, 4 different instructors. My first 'trial' lesson was at a different club over in Wales, which prompted me to join my local club, the rest have been here. I haven't been anything but terribly impressed. Both by the existing club members and by all of the instructors I've have the privilege of flying with. All of them, to a man, remind me of my Father in the way that they teach. Dad's an ex-college lecturer now driving instructor, and has the most laid back, relaxed, coaching attitude towards his students that you can imagine. The "rotation" of instructors in my case is unavoidable. Instruction in the UK is, for the most part (at least as I understand it) done at the club level on a voluntary, unpaid basis. Were I to only want to fly with a specific instructor, my flying time would be cut to a quarter waiting for him/her to come back around on the duty roster. Besides, I personally find that the subtle differences in teaching technique between the different instructors quite interesting, and sometimes informative. I've got to admit, each time I've "picked up" a new instructor, it's been with some trepidation. Aside from anything else, having a complete stranger in the back seat is a bit unnerving, especially when they're an unknown quantity. I'm more used to things being the other way around. But each time that's gone, almost from the moment we release from launch and they hand over control. (I switched schools quickly after realizing that there are some places where humans were not meant to be in August) The instruction mode all four used I describe is "I'll tell you what to do but I'm not going to tell you how to do it". After I screw up a few times, figure out enough of what happened to ask an intelligent question, they will tell me how to do it. I'm pretty certain it's been a combination of both, for me. For the most part, especially in the early stages, they were at especial pains to inform me upfront of anything critical to my (and their) safety, to make sure I knew up front what was coming, what was going on and what was expected of me. They were quick to check if I had any questions and answer them if I did, but at the same time, there was clearly an intentional effort on their part not to overload me with information. They were also very calm in their correction. For example, the other Wednesday I surprised my instructor by forgetting to look out in the direction of a left turn before I rolled into it. There was this pause, and then in a somewhat laconic, utterly laid back tone of voice he remarked with words to the effect that it was "interesting" to "note" that I hadn't looked out. The combination of embarrassment and my own frustration at making myself look bad was a much more effective teaching instrument than any harsher rebuke or chastisement could have been. Needless to say, I haven't made that mistake again. Yet. By the same token, since I started I've been busily devouring every bit of written information on the subject that I can lay my hands on, so most of the principle of what I'm running into has at least that vague, once read not yet experienced familiarity. There is a specific syllabus that all students (and thus instructors) at the club follow, and a card to track progress. My last few flights the emphasis seems to have changed. Anything new, the instructors quiz me first on whether I've come across it before, then if I say yes, they ask me to talk them through it. Which is good, because when I get it wrong (for example, last Saturday one of the things was on how to trim out the flight - I knew the effects of the trimming lever, had done it the week before, and thought I could guess the procedure for doing it again, even though I couldn't remember it - I was wrong, and got things backwards) I then get talked through the correct procedure which fixes it better in my mind than simply being told in the first place. Then again, I am something of a tactile, inquisitive student. I like to know ahead the things that I don't yet know (thus the reading - I'm something of a compulsive/obsessive information magpie) and then like to experience the thing first hand for myself and relate the actual fact to my own (often mistaken) preconceptions. For example, my first flight was (in contrast to those since) an aerotow. When we reached the release point, the instructor just pulled the release and then afterwards apologised (with a quiet grin on his face put there by my open-mouthed, gaping reaction) for not forewarning me of what was actually going to happen as a result. But actually, given the choice, that's exactly the way I would have had it. The sudden rush, exhilaration and surprise of going from tow speed down to about 30kts (in the open cockpit of an old 1940's T-21) in a few brief seconds... The bang and thump, followed by the sensation of falling for a moment and then suddenly just hanging there in the air above the Welsh mountains (I'll swear I could actually feel the wind pushing from behind on the back of my neck - an illusion I suspect, but convincing all the same). The sensation of absolute freedom ... I suspect that memory is going to stay with me forever, and I can't help but feel that had I somehow been given warning of what to expect, it would have diluted the experience. But again, I digress. What I want to know is why the bleep don't they tell me in the first place? I mean no disrespect, and nor would I assume that you haven't done so, but have you expressed such a preference to your instructors up front? We're all a little different in how we learn and the methods that suit us best. We're equally different in how we teach. I understand that the instruction format and arguably the methods are a little different on this side of the Atlantic, but the one thing I've noticed as a common thread through all of my instructors - in fact, everybody I've met in the club - is the absolute passion that they hold for gliding, and the pleasure that they get from passing on the benefit of their experience on to others. That's one thing I don't believe can be different regardless of where you are, be it LA or Gloucestershire, UK. Anyway, not sure if any of this is any more help than a mere exchange of battle-scars, but I wish you the very best of luck in finding an instructor you can learn comfortably from. -- Bill Gribble /----------------------------------\ | http://www.cotswoldgliding.co.uk | | http://members.aol.com/annsweb | | http://www.shatteredkingdoms.org | \----------------------------------/ |
#16
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Dancebert dancebert @ yahoo R E MOVE .com wrote
* First flight. Told moments before tow started that I'd be operating the rudder. No instruction as to what the foot pedals did, or which one to push to turn the desired direction. I have to ask - did you do ANY reading prior to flight? Personally, I don't like to take on a student who hasn't passed the written, not because passing the written is necessary for starting training (it's not) but because it's proof that the student is serious and has done his homework. If you were looking to simply get a feel for it before deciding to dive in, no problem - but then don't be surprised if you don't get maximum learning value from that trial flight. * Early flight: I'm feeling the controls as the instructor did the turns to base and final. He then tells me to land it. Land it where? What's my aim point? Hold off as long as possible or fly it into the ground? Once I'm on the ground do I use aileron or rudder to keep it pointed in the direction I want it to go, or do I use both? Not a word. ( I didn't get the answers to any of those until I asked specific questions. ) More than likely, a lot of this happened because you were already a HG pilot, and so your instructor assumed you would have done your homework. Frankly, I would have assumed the same. * Recent flight: As with most flights at this gliderport, the wind was cross. Started with too much rudder and roll into the wind. Attempted to correct for it and quickly got into PIO from which I had to be rescued. Asked question afterwards and was told at slow speed, control movements must be large and quick and immediately canceled. Used that on my susbequent 3 flights and found it took care of my problems with control that happend the first second or two after the front skid lifts off the runway. I guess I'm a little surprised here. This is a recent flight, and you're up to 24 flights now. Is it still a mystery to you that at low speed, control effectiveness is low and thus large control deflections are required to accomplish anything? Is it still a surprise that as the glider accelerates, the controls become effective very quickly - so holding the large control deflection is not the hot tip? Is it still a mystery that rudder controls yaw but ailerons control roll - so on the ground steering is with rudder but wings are kept level with aileron? * Approaches on all flights: How do I judge if I'm too high or too low? If I'm a little high do I slip or use spoilers or both? If I'm way high do I slip or use spoilers or both? OK, now I'm REALLY confused. How did you judge altitude on approach in a HG? I've flown airplanes, gliders, and parachutes - and with all of them, the method is exactly the same. Only the controls are different. Of course, I've received instruction before attempting most manuevers. For example, the back seat guy describes how to do a turning stall, does one with me shadowing on the controls and then I get to do it. No problemo. Seems like that is the method for the easy stuff. It's the harder stuff, e.g. all my ranting about landing above, where instruction is lacking. Shoot, I don't know how many gray hairs I generated while flopping around on tow before I was told not to fly coordinated on tow. Wouldn't it have been a whole lot easier to tell me that up front? I don't get it. Honestly, I think I understand your problem. Assuming you have been doing your reading, you clearly have a problem with being able to correlate the book and ground stuff (as well as your prior HG experience) with what you need to do in the glider. All the things you complain you were not told are things that I would expect to be obvious to someone who read even the most elementary text on aerodynamics (the section in the FAA's Airplane or Glider Flying Handbook is fine) and the SFM, and had flown anything. That doesn't mean you're stupid or a bad person because these things are not obvious to you, but it does mean that you're going to surprise instructors. You sure would have surprised me. I expect EVERYONE who has an interest in flying to know what the rudder pedals do. I expect everyone who has read the SFM chapter on aerotowing to know that you control lateral position with rudder and bank angle with airlerons, and don't really worry about being coordinated. I think the real solution for you would be to read a text on whatever flight maneuvers you expect to be learning next, and to discuss anything that is not obvious with your instructor before you get in the glider. Michael |
#17
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"Bill Gribble" wrote in message .. . Dancebert writes Does everbody teach soaring the same way? If so, excuse me while I step outside and scream. snip I haven't been anything but terribly impressed. Both by the existing club members and by all of the instructors I've have the privilege of flying with. All of them, to a man, remind me of my Father in the way that they teach. Dad's an ex-college lecturer now driving instructor, and has the most laid back, relaxed, coaching attitude towards his students that you can imagine. The "rotation" of instructors in my case is unavoidable. Instruction in the UK is, for the most part (at least as I understand it) done at the club level on a voluntary, unpaid basis. Were I to only want to fly with a specific instructor, my flying time would be cut to a quarter waiting for him/her to come back around on the duty roster. Besides, I personally find that the subtle differences in teaching technique between the different instructors quite interesting, and sometimes informative. I've got to admit, each time I've "picked up" a new instructor, it's been with some trepidation. Aside from anything else, having a complete stranger in the back seat is a bit unnerving, especially when they're an unknown quantity. I'm more used to things being the other way around. But each time that's gone, almost from the moment we release from launch and they hand over control. snip The difference being Dancebert is flying in the US where there is no national syllabus nor centralized instructor training, per se, and Bill Gribble is flying in the UK where both are in use. Frank Whiteley |
#18
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Dancebert dancebert @ yahoo R E MOVE .com wrote in message . ..
On 20 Oct 2003 15:39:23 -0700, (Buck Wild) wrote: .... I never "taught anyone to fly", but I have guided many students safely while they learned it on their own, so to speak. That was my job. ... You will learn more & better what you figure out on your own, than what somebody tells you. ... That's what it seems like they're doing. I have no doubt it works, but there are times when I think it would be so much easier to not have to figure it out on my own. But I also acknowledge I'm a newbie who's just past the completely cluless stage. Hmmm... The 'figure it out on your own' part often leads to adrenalin surges and occasionally by the instructor making corrections. I can see there is value in the instructor seeing how the student reacts when things don't go as expected or start to get out of hand. Does he systematically try to regain control? Does he flail and wimper? Does he freeze? Maybe everything is going as planned. To Having said all that, and not knowing the particulars, maybe you just found crummy instructors? Not very likely. The first place I tried came recommened to me by a former national champion and also by someone who is an SHA Officer. Or maybe your a crummy student? (nothing personal) Entirely possible. I should add that it's not as simple as folding your arms in the back seat & letting the poor guy figure everything out on his own. This method is just one in my bag of tricks that I use when it's appropriate. A good instructor knows when to add more instruction, & when to kick back. This was 10 times more difficult for hang gliding than for sailplanes, since once a student launces a hang glider, he's solo every flight. You couldn't add more instruction until they land, and you can't have them crashing, and you saying "figure it out, try it again". one of the most valuable things I've learned is that everyone learns a little differently, and the real trick (for the instructor) is when a student gets stuck on something, and your instruction isn't working, you need to change your instruction method to adapt to the individual, and figure out what it is that the student needs for that particular person to "get it". I myself have been "tricked" into learning by a wize & wiley sage on occasion. Seems I learn best when I don't know Im getting a "lesson", and Im not real good with "book" learning. Im the opposite type, who might tell an instructor to shut up & let me figure it out. At least until I master a certain plateau and need some guidance to progress to the next level. Im not sure if any of this helps, I just know that showing isn't teaching, and copying isn't learning. Like I said, better to find a teacher you like & get along with, and filter for usefull information, than a great teacher that you can't understand. Teaching was the hardest I've ever worked for the least amount of cash, though I can go flying & always find people who took their first flight with me who are highly skilled pilots now. A reward that keeps on giving. Good luck with the lessons. -Dan Stratus V 109 Aeros Stealth Comp |
#19
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In order to grow, babies need:
- Someone who loves them, and helps them quickly when they cry - Someone who gets to know them - Someone to keep them safe and comfortable - Chances to move about and do new things (Quote from California Children and Families Commission Pamphlet "You Child's Learning Starts Early") When it comes to learning to fly, I'm just a big baby ;-P |
#20
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No, everyone does not teach that way. I can't imagine a good instructor who
does. In fact such techniques are in direct conflict with how adult learners learn. They also conflict with the FAA's instruction principles. While can argue with the specific techniques the FAA recommends, they are proven sound. Simply stated... 1 - instructor tells, instructor does; 2 - student tells, instructor does; 3 - student tell, student does; 4 - student does, instructor evaluates. While there are many variations that work well, your experience does not fit into any accepted or effective teaching technique. "Dancebert" wrote in message om... Does everbody teach soaring the same way? If so, excuse me while I step outside and scream. I've had 24 flights with 4 different instructors at two different schools. (I switched schools quickly after realizing that there are some places where humans were not meant to be in August) The instruction mode all four used I describe is "I'll tell you what to do but I'm not going to tell you how to do it". After I screw up a few times, figure out enough of what happened to ask an intelligent question, they will tell me how to do it. What I want to know is why the bleep don't they tell me in the first place? I understand aviation is 100 years old and that instruction techniques have had more than enough time to be refined, and I have no doubt that the instruction mode I've encountered is the most successful at turning the most people into pilots. I also know there are other modes of learning, like 1) Be told and then do, 2) Be shown and then do, 3) Do and correct or be corrected (aka Trial and Error), 4) Some mixture of 1-3. I'm sure there are others, but it's been too long since I took Psych 101. So, is learning to fly always in the mode I've encountered? Will it do any good to convince my instructor that I respond best to other modes of learning? |
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