NewComers
MODEL AIRPLANE CLUBS are very much like any other type of club in many ways. One common element can be summed up by the statement, "Don't miss a meeting—you'll wind up 'volunteering' for a job!" Those of us who have been around awhile have had that happen. While it's kind of flattering to the individual, it's not the best way to assign a task if you want it done right.
One responsibility that seems to be awarded without proper consideration is that of club flying instructor. Often the group automatically selects the individual with the best piloting skills. The philosophy espoused is, "He's a top competition flyer, ergo he'll be a good flying teacher." How wrong you are! Quite frankly, that individual may be the very worst choice in your club. Now, that is a very harsh statement and generally will not be true; however, the emphasis is there to suggest to your group that they exercise care in selecting or approving instructors.
Some months ago I suggested that every club should have a program of in-flight instruction. Dozens of inquiries were received regarding an offer of one that had been forwarded to us earlier. In reality, two were mailed to those interested clubs. We'll assume that now more clubs have a program in place. Now let's look at some pointers for selecting the individuals who will implement those programs.
Establish criteria and certification
The first step the club needs to take is to establish specific criteria or requirements. Interestingly, we know of clubs that have instructor levels for NewComers but nothing that indicates what makes an instructor! Evidently, at some point an experienced club member develops a supernatural glow that reveals they have reached instructor-ability level. A testing and certification program that includes the following is important:
- Knowledge of general safety rules and specific club rules.
Start with the AMA Safety Code and factor in the various club-developed items. Remember that some of these will be operational or organizational, rather than pure safety. Study the procedures used by the candidate as part of his or her normal flying. Most everyone can talk a good, safe routine, but not everyone practices what they preach. You may want to put together a quiz. Remember, however, that a poorly designed test is worse than none at all. Multiple-choice questions are difficult to structure without giving away the answer; true-false are guess-producers, with a 50% chance of being correct.
- Knowledge of general aerodynamic terms and flight characteristics.
This area of knowledge doesn't have to be extremely detailed. Knowing what causes an airplane to fly is important, as is what induces conditions such as a stall. Obviously, knowing what caused them is only half the picture. Being able to correct for these anomalies is critical.
- Knowledge and practice of good building techniques.
If the potential instructor builds and flies models that look like what's left over after the swap shop and auction is over, perhaps you had better think twice about letting that individual guide a NewComer. We're not really talking about aesthetics here, but to a larger degree, safety. If the prospective instructor never preflights his or her own model, will the problems with the student's model be found and corrected?
- The candidate is a good, safe, consistent flier.
This is perhaps the easiest of all the attributes to observe. If you develop a test of skill, don't forget to include finding out how the person reacts to emergency situations. This can range from a deadstick through a host of other types of "whoops!"
There are considerations other than overall ability. For instance, if we're talking RC, you'll need to consider what mode of transmitter(s) the prospective instructor can fly. While it's a rare situation, some very experienced fliers have developed certain peculiarities that shouldn't be passed along. For instance, years ago I saw an accomplished competition flier who had difficulty setting up a landing without flying around himself. His competition venue was pylon racing. At many flying sites, it just isn't possible to land in that manner.
Personality traits and instructor demeanor
To this point, the desirable characteristics are fairly easy to assess. Others are harder, since they are more personality traits.
- Is the instructor candidate self-disciplined?
Don't choose a rule-bender. Go with the person who sets a proper routine and sticks to it. Regardless of the age of the NewComer, much of the learning they do will be through rote or example. Don't impart a host of "shouldn't dos" by waving them in front of the NewComer.
- Is the instructor candidate articulate and able to communicate well?
This doesn't mean they have to be a trained public speaker. Rather, they need to be able to express themselves clearly and succinctly in an appropriate fashion. There's a correct mood and set of words to fit every occasion. Your instructors need to be able to communicate well. Some NewComer students respond well to verbal commands. Others may do better with fewer verbal directions. The good instructor will be sensitive to this type of need.
- Is the instructor candidate able to remain calm and impart instruction without becoming excited or irritated?
The essence of being a good teacher is the ability to keep the student functioning in a positive manner regarding the instruction. This isn't always easy—especially when the student isn't the most adept. It's so easy to forget that the reflexes you spent years developing aren't there for the student. The repetitious actions required to learn become tedious for some instructors.
Most important is the tone of voice used to impart directions—especially in a panic situation. A calm, reassuring, measured tone goes a long way toward making the experience a rewarding one for the student. Students generally know when they're in trouble; you don't have to remind them. Rather, you have to help them correct the situation. This attitude is especially true with older adults. They already feel somewhat uncomfortable being back in the learner mode; don't allow your instructors to enhance that discomfort through their manner or tone of voice.
Early in the training, the good instructor anticipates problems and moves the student away from them. It's a protective device, much like when Mom or Dad told you, "Don't touch that! It's hot!" At a later point in the training, there may be times when you allow the student to get into a bind (or at least closer to it) so that the earlier lessons "took." Of course, you don't want them to "burn their hands" seriously. When they respond correctly, that's a time for a very sincere statement of, "Good job!"
NewComers/Underwood
Teaching style and vocabulary
The good instructor is very careful with vocabulary. This is not referring to the use of "colorful" vocabulary you sometimes hear when a person becomes excited. Rather, the instructor learns to use the appropriate terms.
For instance, in Radio Control, when the model is headed earthward, frantically telling the student, "Give it up!" won't often produce the desired result. In the student's untrained mind, "up" means moving the stick toward the top of the transmitter—and that's not "up" to the model. Perhaps the phrase, "Pull the stick toward you!" will better serve the cause.
Another example might be when the student needs to turn (bank) in a new direction. Quietly, calmly keep repeating "right—right—right" until the correction is made. Sometimes the student will not respond correctly because the model is coming toward them. Try the phrase "Your other right." Often the emphasis on the first two words will break the mindset.
Additional considerations and tips
Other thoughts that serve us well in looking for or prepping instructors:
- Constantly watch for signs of discouragement.
- Youngsters will almost invariably overcontrol, especially with RC. This may be due to lack of motor skills, but often it is the result of flopping joysticks around from video games.
- Remind your instructors to beware the full-scale pilot! While they have gained the ability to fly an airplane, two elements have to be overcome: first, they can't "feel" the live airplane under them, and it must all be done visually; second, they've never had a right/left orientation problem with controls (unless somehow they managed to sit backwards in the cockpit).
- Check to see that the candidate has the time to devote to instruction and that they are willing to allow the student to progress at his or her own rate.
- Above all, the prospective instructor must be willing to do the job.
- Instructors respond well to club recognition. It might be a patch to wear or a mention in the newsletter.
Responsibilities and recognition
Bear in mind that your instructors maintain two very important responsibilities. First and foremost, they are the front-line defenders of safety for your club. A well-trained NewComer goes a long way toward making a flying site safe for everyone. Second, the instructors are among the most visible goodwill ambassadors for the club. Make certain they provide a good impression and serve as good role models for youth and adults alike.
Transcribed from original scans by AI. Minor OCR errors may remain.
