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Effective instruction requires more than explaining the right procedure. It requires consistently modeling the judgment and behavior you want your students to use when they fly without you.
There is a disconnect between what instructors tell their students about flying stabilized approaches and what actually happens on final approach.
Actions speak much louder than words. Instructors do long-term damage when they model a “You can fix this” mentality to “save” a landing after the approach was not stabilized.
Model the proper behavior.
The Law of Primacy is powerful, both for good habits and bad habits. Students should be taught the basic concepts of stabilized approaches and go-arounds early in training.
Once a student has mastered the basics of controlling the aircraft in the practice area, it is then—and only then—time to have the student begin performing landings and pattern work.
Our team strongly recommends performing the first several approaches to a go-around. This helps instill the correct mindset: a go-around is a normal maneuver that gets performed often.
Probably.
The key is to establish wide parameters that narrow as the student gains experience and proficiency.
Using the “A” — Airspeed — from the C-FLAPS acronym as an example: at first, you might establish +15/-10 knots as an acceptable standard for being stabilized and continuing below the student’s Personal Go-Around Decision Height.
As the student gains experience, that standard may eventually become +5/-0 knots near the end of training. The important thing is to clearly establish the current standards for each approach and landing.
As an instructor, you are in the best position to instill the proper habits and mindset in the next generation of pilots.
Once students know and understand what it means to be stable or unstable on final approach, take that knowledge to the application and correlation levels of learning in the aircraft.
Remember, your actions—or lack of action—speak much louder than your words.
When your student is outside one or more of the agreed-upon stabilized approach criteria, call for a go-around. Or even better, ask:
“What’s the correct thing to do right now?”
Don’t assume your student understands what happened. A proper debrief will always:
- Be conducted after the flight.
- Take place somewhere quiet and free of distractions.
- Have the student do the majority of the talking.
Everyone enjoys positive feedback. Look for opportunities to compliment your student when they make good decisions and show progress.
It is also important to discuss the decision-making process as carefully as aircraft control and configuration.
Make your instructional commitment visible.
The Personal Go-Around Decision Height you pledge to use is your personal minimum when giving instruction. It can be adjusted as your students gain experience or encounter unique scenarios.
The important thing is to be clear about the current Personal Go-Around Decision Height and maintain your commitment to go around when your student is not stable at or below that point.
In addition to making your personal commitment clear, we are building a community of pilots and instructors who agree that Go-Arounds Are Awesome! Add your name to the Pledge Wall and see the other pilots who have signed so far.
When completing the pledge, check the box confirming that you are an active flight instructor.
