He complained there was something wrong with the airplane. The engine wasn’t producing enough power. He had attempted two takeoffs and wisely chose to abort, as it did not lift off when he expected.

“It pretty much ate up the whole runway!” he said. 

When asked if he had done the performance calculations, specifically accounting for density altitude, he acted like a deer in the headlights. He had not performed the computations because he didn’t think the conditions warranted. The field elevation was approximately 492 feet—certainly not what you would consider high elevation, and the temperature was in the mid-80s Fahrenheit. He was from Arizona, where the temperature routinely topped 100 in the summer, so this was not hot, and it didn’t feel humid out there, at least not by Midwest or Gulf state standards—also places he had been.

“Don’t you need all three to create density altitude?” he asked.

No. No, you don’t.

• READ MORE: The Importance of Embracing Proficiency Culture

He was surprised to learn that a single one of those factors can reduce aircraft performance, which is why those numbers need to be crunched and double-checked before every flight. And I mean every flight.

Of all the skills that go by the wayside after the check ride, determining aircraft performance is right up there next to “obtaining a weather briefing” and “weight and balance.” If you don’t make it a habit to use these skills, they fade—and quickly. I will never forget the private pilot who had her certificate for all of four months yet couldn’t remember how to access a weather report or read a takeoff performance chart and therefore had no idea how long the takeoff roll would be.

Consider what is off the end of the runway as well. If the performance chart says you need 1,120 feet to clear that 50-foot obstacle at the end of the runway, and the runway measures 1,900 feet, ask yourself where could you go if something went wrong? Is there a golf course? An industrial park? A lake? Don’t forget to review the short-field takeoff checklist and review the fine print, especially with regard to leaning the mixture for best power.

Watch the Weight

We can’t control the weather, but we can manage the weight of the aircraft. On warmer days, it is not uncommon to limit the fuel load of an aircraft to adjust for its reduced performance.

Most flight schools that use scheduling software have a place to put notes in the rental reservation where you can leave a remark such as special refueling instructions, such as do not refuel after flight. To be safe you might want to add a Post-it note in the dispatch binder or on it, or a note on a whiteboard in the CFI cubicles can work. This is a belt-and-suspenders and a staple-gun approach, but if your flight school doesn’t have the ability to expediently and safely offload fuel, it can save a flight. 

Don’t forget to note the time to climb in your calculations. It is a bit chilling to have planned for a climb rate of 500 feet per minute to clear a ridgeline but then notice the aircraft is struggling to achieve 300 feet per minute. This is one of those times you will want to fly  a shuttle climb, going back and forth in a confined space.

Protect Pilot Performance

High altitude, heat, and humidity also degrade the performance of a pilot. Most aircraft in the training fleet don’t have the same caliber of environmental controls as modern cars, so pilots, especially flight instructors, have to be creative. (You know it is a hot day at the airport when the CFIs keep the door of the aircraft open during taxi and don’t close it until just before takeoff.)

You can try to work around it by scheduling flights early in the morning or late in the evening but if that is not an option you have to adapt.

• READ MORE: Separation Anxiety: When Your Instructor Moves on, Your Logbook Tells the Story

In the Seattle area, anything over 90 degrees is unusual, and our homes, airplanes, and bodies aren’t used to it. There was one summer where it really got us. I still had to fly, so I scheduled as many of my learners as I could in the cooler part of the day—two before noon and one for when the day began to cool. I had learned that even if I used those products advertised to control sweat and stink and wore a cotton T-shirt under my flight school uniform (a black polo made from a material that nature never knew existed), by midday my shirt was sweat soaked and I felt as though I needed a bath in tomato juice.

I started changing my T-shirt at least twice a day, and when the temperatures reached the 100s, drew upon primacy, drawing upon my days as a teenage girl at slumber parties: I froze my own T-shirt. It’s not quite what we did back in those days, but the principle was sound, and I highly recommend it. Put a clean, dry T-shirt in the freezer overnight. Wear it the next day during the flight. You will be surprised how comfortable it is and how long it stays cool. 

On those hot days, I learned to carry frozen bottles of water in the airplane. Put the bottle in a clean tube sock to absorb the condensation. Sip from the bottle in between maneuvers, and in particular before landing, as dehydration can manifest as fatigue and slow down your reaction time. Also, you can be dehydrated without being thirsty. You may find it useful to take a few sips off water bottles as part of your before-landing checklist, as it increases alertness.

The Difficult Conversation

Using deodorant and daily bathing is not a universal thing. This was explained to me by a colleague who had some bad experiences with learners from other cultures, to the point her flight school added a page on hygiene information to its welcome-to-our-school packets. The CFIs told stories of using air fresheners in the cockpits and classrooms and using lemon-scented polish on the aircraft windows to try to mask the odor.

It is particularly awkward when it is a co-worker who needs the talk. I was forced to do a Redbird training session with a CFI who was a heavy smoker, and frankly smelled like a cross between an ashtray, a latrine, and a skunk. I’d been warned, but that did not do the situation justice. My eyes were watering, and I cut the lesson short—then promptly went to the gym around the corner, showered, and changed my uniform.

I had two more learners that day, and I wanted the focus to be on flying—not fragrance.

This column first appeared in the July/August Issue 949 of the FLYING print edition.

The post How to Beat the Summer Heat When Flying appeared first on FLYING Magazine.

I am coming up on 21 years as a CFI, and there are stumbling blocks I’ve seen freshly minted CFIs trip over. Here are 12 suggestions to help make your journey as an educator a smooth one for both you and your learners:

1. Use a syllabus

Even if you were not trained with a syllabus, or the school you are working at is Part 61 and doesn’t require it, please use one, be it paper or electronic form. It will help you stay organized and deliver lessons in a logical order. Make sure your learners have a copy and bring it to lessons.

Pro tip: If your learners don’t have a copy of the syllabus, you’re not really using one with them. They need to have a copy for best results.

2. Introduce FAA certification standards on Day 1

The Airmen Certification Standards (ACS) is required reading for both the CFI and learner. A learner can’t perform to standard unless they know what those minimum standards are. The ACS spells them out quite clearly.

Don’t wait until just before the check ride to bring them out and apply them. Use the ACS in the pre-brief so the learner knows the metrics for which they are aiming.

• READ MORE: The Importance of Embracing Proficiency Culture

3. Stress the use of a checklist

This starts with the preflight inspection. Have the checklist in hand. Teach to the premaneuver, cruise, and of course, prelanding checklists as well. Emergency checklists should be memorized.

Bonus points: Show the learner the pages in the pilot’s operating handbook or Airplane Flying Handbook from which the preflight checklist was derived. Teach them to use that if the checklist disappears— as it often does at flight schools.

4. Teach weather briefing and aircraft performance

Teach the learner to obtain and interpret a weather briefing and to calculate aircraft performance from Day 1. Discuss weather minimums and how their personal minimums will change as their experience grows.

If the learner does not want to fly in certain weather—such as especially turbulent days or if the weather starts to go bad during a lesson—be ready to terminate. Flight instruction is about teaching good decision-making in addition to flying skills.

5. Manage your schedule for the learner’s benefit

While it is true that most CFIs are building time to reach the airlines, do not overload your schedule at the expense of the learner. The learner should be able to fly at least twice a week, though three times is optimal for best results. Manage your student’s load so you are flying six to eight hours a day—that’s a hard stop at eight hours.

Be ready to go at least 10 minutes before the learner arrives. That means scheduling lessons so the aircraft is on the ground at least 15 minutes before the next lesson so that it can be serviced if needed and you can take care of the debrief and logbook of the previous client. Be sure the person who does the scheduling understands the limitations of scheduling, such as when you timeout at eight hours.

Pro tip: The quickest way to lose a client—and possibly your job—is to disrespect a learner’s time. There will likely be a time when you miss a lesson or are late. Apologize and make it up to the learner by giving them a free lesson, even if it means you have to pay your employer for the use of the airplane and your time. You won’t like it, but it’s about character and doing what’s right, especially if the school has a “no-show, you-pay” policy for the learners.

• READ MORE: Separation Anxiety: When Your Instructor Moves on, Your Logbook Tells the Story

6. Don’t spend too much time on the controls

This is a hard habit to break. Try holding a writing implement in your hand while you hold your other arm across your body. If you are going to fold your arms on your chest, tell the learner it’s to show them you’re not on the controls.

Some people interpret this posture as being angry, so make sure you say something up front.

8. Eliminate the ‘pretty good’ metric

“Pretty good” is not a pilot report on weather conditions or an assessment of the learner’s performance. Teach them to be precise on weather observations, such as “light winds, ceiling at 3,000 feet,”, and for learner performance use metrics, such as “altitude within 200 feet,” for performance review.

Ask the learner how they would like feedback on their performance—in the moment or at the end of the lesson in the debrief. Some learners prefer the CFI to sit there quietly while they flail around with the controls. Others prefer real-time correction, such as “your heading is off by 10 degrees,” which allows them to fix it.

9. Don’t pass up the opportunity to teach a ground school

That is when you really find out if you really are a teacher of flight or a time builder. Teaching in the classroom and demonstrating something in the airplane involve vastly different skill sets.

Reading slides off a screen or material out of a book is not teaching. To be an effective teacher, the CFI needs to get the learners engaged in the material. The best teachers are memorable.

• READ MORE: Make Flight Reviews for CFIs Worthwhile

10. Allow the learners to make mistakes

Mistakes are part of learning. In aviation, they happen quite a bit, and as long as no metal is bent, no one is physically hurt, there is no property damage, or broken FARs, allow them to happen.

If things go badly and the learner is upset, the worst thing you can do is tell them to sit there while you fly back to the airport. This can destroy their confidence. Instead, try having the learner review and practice a maneuver already learned. Strive to always end the lesson on a positive note.

11. Plan for poor weather or mechanical delays

Always approach each day with two plans for each learner—flight or ground. Let the learner know in advance what the plans are: “If we fly, we will do this; if we cannot fly, we will do that.”

There is the option to cancel if the flight cannot be completed, but you should be prepared to teach. For example, if the weather is below minimums or an aircraft is down for maintenance and the shop rules permit it, take the learner into the hangar and do a practical pointing using the aircraft engine or cockpit instruments.

12. Make time for your own proficiency and currency

Protect your flying skills. You can do this in part by demonstrating takeoffs and landings or by asking the learner if they are OK with you doing a few at the end of the flight with the understanding you will be paying for that aircraft time and will adjust the bill accordingly.

Don’t neglect your instrument skills either. Use the advanced aviation training device (AATD) if the school has one and shoot a few approaches and holds a couple times a month, or pair up with another CFI during off-peak hours to do some real-world IFR flying.

An instrument rating is part of the requirement to be a CFI, so make sure you keep it ready for use.

This column first appeared in the Summer 2024 Ultimate Issue print edition.

The post Ultimate Issue: First Few Hours of Being a CFI Are the Hardest appeared first on FLYING Magazine.

If this happens, you may want to consider going up for an hour of dual instruction with a CFI who specializes in the area you had difficulty in—like crosswinds or short field landings.

Provided the mistake wasn’t something egregious, resulting in bent metal or broken FARs, go out and practice that particular maneuver on your own—and hold yourself accountable to assigned metrics.

Anatomy of a Proficiency Flight

A proficiency flight should always begin with a pre-brief. If you are on your own, it can be self-talk with “this is what I want to accomplish on this flight; these are the metrics I seek to achieve.” And then hold yourself accountable to those metrics, and if they are not met, determine what changes need to happen to fix the situation.

For example, “I want to land on the first third of the runway with full flaps, but I keep landing long and slightly fast. I need to pay more attention to achieving a stabilized approach. I can do this by calling out my airspeeds on each leg of the pattern as I adjust the configuration of the aircraft.”

If you are flying with a CFI, the pre-brief can be the most important part of the flight. Describe the challenge you had in detail. Saying you “had a bad landing” doesn’t really help because there are so many variables that can result in that. Were you too fast? Behind the airplane?

• READ MORE: Separation Anxiety: When Your Instructor Moves on, Your Logbook Tells the Story

Was your pattern altitude all over the place? The CFI can’t help you fix it unless we know what it is we’re fixing.

Insist the CFI verbalize the procedure to correct the problem before you get in the airplane. Airplanes are terrible classrooms, and that can add to the frustration. If it’s the pattern and landings that are the issue, for example, try diagramming the pattern on a whiteboard, paying special attention to the required airspeeds, altitude, and aircraft configuration. Using a model aircraft to fly a tabletop pattern while reciting these metrics can also be helpful.

Let the instructor know what you expect of them during the flight. If you want them to be quiet and simply be there as a safety measure just in case things start to go sideways, let them know. If you want the instructor to offer real-time suggestions, say so, and be ready to accept their input.

Are You Knowledge Proficient?

You have to remember so many things as a pilot that it is easy for your knowledge to get a little soft. When was the last time you reviewed something in the FAR/AIM or read a chapter from the Pilot’s Handbook of Aeronautical Knowledge or Airplane Flying Handbook—without it being part of a check ride or flight review?

Just as we make time to fly those takeoffs and landings in excess of the three within 90 days for currency, a good pilot should make the time to review the knowledge required to hold their certificate.

Normalization of Deviance

Pilots sometimes make excuses for soft spots that can result in greater issues known as normalization of deviance, a psychological term for deviation from proper behavior or a rule becoming culturally normalized. In aviation these can be shortcuts or avoidance that pilots rationalize—and they can come back to bite you. We’ve all read those accident reports where the pilot was significantly out of currency, and therefore proficiency, but went ahead with the technically challenging flight with disastrous results.

• READ MORE: Make Flight Reviews for CFIs Worthwhile

Rationalization is dangerous in aviation. For example, some pilots fall into a pattern of avoidance of airspace, flying elaborate zigzag routing because they don’t want to ask for a clearance through controlled airspace. They rationalize it by saying, “I don’t go into Class D airspace because I don’t want to talk to the tower” or “The tower is too busy.” The request to transition the airspace is often a less than 10-second conversation.

Another example is the pilot who avoids nontowered airports because “it is too much work to see and avoid and self-announce at the same time.” This is very limiting, because the majority of airports in the U.S. are nontowered, and that is not likely to change.

Commit to Proficiency: The CFI Perspective

One of the challenges of the normalization of deviance is trying to determine what was lost in translation: Where did the pilot pick up this bad habit? Was it from a CFI? Flying with a buddy? Something they read online? “My instructor told me…” is the aviation version of “they said” and definitely should signal the need to find another source of that information, preferably FAA-approved material such as the FAR/AIM.

When a pilot comes to a CFI seeking a proficiency flight, that doesn’t mean the instructor should look for opportunities to shred them. I say this because I’ve seen very skilled and experienced pilots walk out of a business because of the attitude of the CFI tasked with the proficiency flight. The CFI was almost hostile, as if flying with an already-certificated pilot was beneath them. Granted, the one or two hours of proficiency flying are not as lucrative as teaching an entire certificate or rating, but you’re being paid to teach, and it is adding hours to your logbook.

• READ MORE: Who Is Teaching? Low Time and Social Media Make for a Bad Combo

Listen to what the pilot seeking training wants. It can be very frustrating to the pilot needing dual instruction when paired with a CFI who has their own agenda. The pilot says, “I want to regain my multiengine currency and proficiency,” and the CFI or flight school desk person hears, “I want to get my multiengine rating.”

Study for Proficiency

Online ground schools, such as King Schools, Sporty’s, and Gold Seal to name a few, are also very helpful in maintaining knowledge proficiency. CFIs may find it useful to “test fly them” before being recommended to clients.

Have you ever heard of someone retaking a ground school for the sake of proficiency? I have and I applaud them for it. In one of the face-to-face courses I taught, there was a father who held a CFI certificate in the class because he wanted to teach his children to fly. But it had been so long since he exercised the privileges of his certificate, he wanted the refresher. He was an airline pilot and had been taking online flight instructor refresher clinics to keep his CFI active but realized that wasn’t enough to maintain his teaching proficiency.

It is incumbent on all instructors and pilots to embrace a culture that encourages proficiency training. Remember this warning: Be humble in aviation, or aviation will humble you.

This column first appeared in the May 2024/Issue 948 of FLYING’s print edition.

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Often the instructor leaves a space or empty line to record a dual instructional flight—or forgets to sign it off because the end of the lesson was hurried. Either the CFI, learner, or both had someplace else to be. There was the intention to sign off on the flight time later, but before this could happen the CFI moved on.

Without the instructor’s signature, those hours of dual don’t count toward the experience requirements for a certificate or rating. In essence, the learner may end up paying for these hours twice.

Both the learner and CFI need to take responsibility for this. Structure the lessons so that you have at least five minutes to fill out and sign the logbook—if you are going to be late, you are going to be late. This is that important.

Log the Time Correctly

Logging the flight incorrectly can also void the experience. FAR 61.51(b) provides the details on what should be logged in a “manner acceptable to the administrator,” and that includes total flight or lesson time, type and identification of aircraft, flight simulator or training device, and flight or ground training received.

The logbook is a legal document, and precision counts. Write out what maneuvers were done, how long the flight was, and include any ground discussion—your logbook might read 1.2 flight, climbs, turns, descent, 0.2 under hood, and then note the number of takeoffs and landings.

Flight instructors should also include the time spent in pre- and post-flight briefing. I denote this with a “G” and a description of what was discussed—for example, 0.3 G “ground reference maneuvers.”

• READ MORE: Make Flight Reviews for CFIs Worthwhile

If the lesson is all ground discussion, that should also be logged, and some logbooks have a preprinted section for this. Again, give details. “Review aircraft systems” is too vague. Instead, go with “aircraft systems for Cessna 172N, pitot static vacuum, electrical, engine, oil, gyroscopic.” If the logbook doesn’t have a predetermined section for ground instruction, create one—the same can be done for AATD instruction.

Make sure to have the CFI clearly label instruction given in any “areas found deficient” from the knowledge test, as this is required and needs to be appropriately accounted for. The examiner will want to see that during the check ride.

Details, Details

Do you remember the first time you put the details of the flight in your first logbook? Some flight schools have the learners do this from day one. The CFI tells the learner what to write, then the instructor reads the entry to make sure it is correct and signs. Some CFIs learn the hard way not to sign and then let the learner fill in the details. While most people are honest, there are some learners who take advantage of the instructor’s trust and pad their hours.

If the learner believes the CFI is looking for shortcuts, the learner will likely be looking for them too. It’s not uncommon to find a logbook filled with line after line of “pattern work,” “practice area,” or “VFR maneuvers” under both dual instruction and solo flights. What maneuvers? Please be specific. Was one of those flights completed for currency? A proficiency flight? A particular solo lesson from the syllabus? Label them as such.

• READ MORE: Who Is Teaching? Low Time and Social Media Make for a Bad Combo

Learners and pilots, please take ownership of your training—initial or recurrent. As you fill up a page in your logbook, total the numbers, check your math, and then go back through the FAR/AIM to the experience section for the rating or certificate sought and determine what requirements have been met, what needs to be done, and then discuss with your CFI how to meet them.

The Long Goodbye

“When he gets back in town, we’re going to fly again,” the learner said. His CFI was now flying right seat for an air ambulance company. His schedule was two weeks on, one week off. If your CFI is being pulled in multiple directions, you need to be realistic about whether this business relationship still meets your needs.

Learners can get very attached to their CFI and won’t want to fly with anyone else. If the CFI is only available once a week, the training spreads out, with very little skill progression. It’s like going to the gym just once a week and expecting to see results. The lack of progress leads to frustration, which often evolves into apathy and sometimes the termination of training.

• READ MORE: Practice Crosswind Landings Whenever You Can

The CFI can suggest someone for the learner to fly with, and a meeting between the involved parties will make sure the transition is seamless. But even this doesn’t guarantee a good fit. A learner who had a good relationship with a professional CFI may find themselves in the clutches of a time builder who ignores the previously logged experience and demonstrated skills and makes them repeat it. It is particularly egregious if the learner is enrolled in a Part 141 program, where the change of CFI should be seamless, but there are some sleazy flight schools that insist learners repeat the training so they can pad the bill.

Under Part 61 the learner should insist on a stage check using the syllabus and airman certification standards (ACS) as the performance metrics. Sadly, there are some instructors who eschew the syllabus because they weren’t trained with one and will say the ACS is not required until the check ride. If this is the attitude you encounter, keep looking.

Plan the Departure

If you are the CFI who intends to move on, let your learners know your plan and work together to get the learner to a hard-stop point, such as the check ride, past solo, or particular stage check before you go.

No matter what, advise the learner to expect a skill evaluation with the replacement CFI. This should consist of both a ground session as well as flight. Remind the learners to manage their expectations. They shouldn’t anticipate a single flight to lead to a solo endorsement for check ride signoff. That’s just not realistic.

Working Around the Gap

As a final note, if you have a gap like this and the CFI is no longer locally available, reach out to your former instructor to see if they are comfortable writing out the required entry and signing off then taking a digital image of it and emailing it to you. Some DPEs are comfortable with that means to document experience. You can also call the local Flight Standards District Office for guidance.

This column first appeared in the April 2024/Issue 947 of FLYING’s print edition.

The post Separation Anxiety: When Your Instructor Moves on, Your Logbook Tells the Story appeared first on FLYING Magazine.

Anatomy of a Flight Review

According to FAR 61.56, the flight review consists of a minimum of an hour of ground instruction, including a review of the current general operating and flight rules of Part 91, and one hour of flight with a “review of those maneuvers and procedures that, at the discretion of the person giving the review, are necessary for the pilot to demonstrate the safe exercise of the privileges of the pilot certificate.”

Flight instructors who have renewed their certificates within the preceding 24 calendar months need not do the hour of ground. That means for the active CFI the flight review will consist of an hour of flying to satisfy the regulatory requirement. Pilots are expected to fly to the level of their certificate as determined by the airman certification standards.

Carefully Plan the Flight

The FAA recommends referring to advisory circular (AC) 61-98D for guidance on administering an effective flight review and encourages the flight instructor administering it to work with the pilot to develop a plan of action around evaluating the pilot’s knowledge and flying skills, rather than focusing on meeting the regulatory minimums.

• READ MORE: Who Is Teaching? Low Time and Social Media Make for a Bad Combo

The AC suggests that regardless of the pilot’s experience, maneuvers considered critical to safe flight include takeoffs, stabilized approaches to landings, slow flight and stalls, recovery from unusual attitudes, operating aircraft by sole reference to instruments under actual or simulated conditions, and operation of aircraft automation. You won’t find a minimum number of takeoffs and landings, nor does it suggest emergency approaches without engine power, but you’d be wise to include them.

Perhaps you could be under the hood for the flight to the practice area (many CFIs don’t get much IFR experience), go visual, and do a chandelle up to altitude for slow flight and stalls, followed by an emergency descent, then back to the pattern for specialty takeoffs and landings.

Last-Minute Scramble

You may have to schedule your flight review around your regular hours at the flight school, but sometimes your plans can be thwarted by aircraft scheduling, maintenance issues, or weather.

Talk to the chief CFI or owner of the school in advance—if you have to fly during regular business hours to avoid turning into a pumpkin, they will be losing two instructors for at least an hour that day, and if you work at a small school, this can be very challenging.

Add a Rating

Many CFIs opt to add another certificate or rating to satisfy the flight review requirement. If this includes a check ride, make sure the designated pilot examiner (DPE) understands you intend this to be a flight review and make sure they are OK with that. The same goes for endorsements, such as complex aircraft, high-performance, or tailwheel.

• READ MORE: Practice Crosswind Landings Whenever You Can

Checkouts in aircraft with new-to-you avionics are also a popular option. If you are a round-dial pilot, get some time behind a glass cockpit design. If you’ve never flown anything but the Garmin G1000, find a round-dial panel and suitable instructor and see what you’ve been missing.

When a CFI Needs a CFI

The CFI administering the review needs to observe the rating limitations of FAR 61.195, which states that the instructor must hold a flight instructor certificate with the applicable category and class rating. FAA Advisory Circular AC 61-98D states: “For aircraft in which the flight instructor is not current or with which he or she is not familiar, he or she should obtain recent flight experience or sufficient knowledge of aircraft limitations, characteristics, and performance before conducting the review. In any case, the flight instructor must observe the rating limitations of 61.195.”

The phrase “sufficient knowledge of aircraft limitations” can send you into a gray area. What if you have never flown a Cessna 170 before? It is single-engine land, and if you have that on your certificate, you should be OK, right? There are CFIs who may be asked to administer a flight review for a tailwheel pilot even though the CFI does not have that endorsement or is not tailwheel current. According to the FAA, this can be done legally provided “the person receiving flight instruction pursuant to a flight review would have to be current and qualified under Part 61 [including 61.31(i)] and must act as pilot in command [PIC] during that flight.”

Is It Instruction?

Ask that question in front of a pack of CFIs and you may get divergent answers, possibly stemming from the fact the Transportation Security Administration (TSA) endorsement that CFIs are required to give to new people seeking instruction is not required for flight reviews, leading some to conclude a flight review isn’t instruction.

According to the Aircraft Owners and Pilots Association (AOPA) guidance on the TSA endorsement, “flight reviews and instrument proficiency checks do not fall under the TSA definition of flight training as the TSA has also interpreted the definition of recurrent training to

‘not include any flight review, proficiency check, or other check to review rules, maneuvers, or procedures, or to demonstrate a pilot’s existing skills on aircraft with a MTOW of 12,500 pounds or less.’”

However, the FAA tells FLYING, “a flight review is considered flight instruction and is referenced in [FAR] 61.56. Flight training and flight instruction are considered synonymous when meeting a regulatory experience requirement under Part 61. Section 61.56(a) states, ‘a flight review consists of a minimum of one hour of flight training and one hour of ground training. Additionally,

FAR 61.193, Flight Instructor Privileges, notes a person who holds a flight instructor certificate is authorized within the limitations of that person’s flight instructor certificate and ratings to train and issue endorsements that are required for…a flight review, operating privilege, or recency of experience requirement of this part.’”

As outlined in AC 61-98D, 4.4.1, the flight review is not a check ride. Therefore it is not a pass/fail situation. However, “if the review is not satisfactory, the flight instructor should log the flight as ‘dual instruction given’ and not as a ‘failure.’” In addition, the instructor administering the review should offer a practical course of action—be it flight training, ground training, or both for the pilot to regain proficiency and return to the standard.

Many CFIs will go out and practice on their own before a flight review. They don’t want to take a chance on an unsatisfactory grade. Frankly, when you are a busy CFI, flying for yourself is particularly enjoyable. Get out there!

This column first appeared in the January-February 2024/Issue 945 of FLYING’s print edition.

The post Make Flight Reviews for CFIs Worthwhile appeared first on FLYING Magazine.

During the summit, I shared a table with David St. George, designated pilot examiner and executive director of the Society of Aviation and Flight Educators. St. George noted that most flight instructors teach for about a year before they move on. They often train through accelerated programs, where the goal is to meet the requirements and pass the check ride in as little time as possible. This “hurry-up-and-get-it-done” model is repeated by these instructors. Stereotypical behavior includes “check-the-box instruction,” where the flight is performed to meet the certificate requirements. Other behaviors include a minimum of ground time spent with the learner and pushing weather boundaries and learner fatigue levels to keep the Hobbs meter running.

The aviation community has been buzzing lately about a fatal accident in Kentucky in September that took the life of a 22-year-old instructor and an 18-year-old learner. The event gathered a lot of attention online because the CFI, who had a pronounced social media presence, chronicled the flight through Snapchat in a series of public remarks demeaning the learner. The CFI’s last post documented the line of thunderstorms they flew into that ultimately tore the aircraft to pieces.

According to the preliminary report from the National Transportation Safety Board (NTSB), on September 27, CFI Timothy McKellar Jr. and private pilot candidate Connor Quisenberry intended to fly a Piper PA-28-161 from Owensboro/Daviess County Regional Airport (KOWB) on a VFR flight plan to Bowling Green-Woodhurst Airport (KBWG). The Snapchat story begins with McKellar talking to the camera and shaking his head along with a caption disparaging the student. Then the camera angle reverses to show Quisenberry, flashlight and checklist in hand, performing the preflight inspection of the Warrior.

• READ MORE: Practice Crosswind Landings Whenever You Can

McKellar shows himself drumming his fingers on the outside of the airplane and expressing impatience with Quisenberry who “wanted to have a conversation” when McKellar wants to get the flight over with because he has to be up at 4:30 a.m. The time stamp of the Snapchat shows 8:39 p.m. as McKellar is heard saying, “C’mon.” They have a three-hour flight ahead.

McKellar’s comments, along with FlightAware’s capture of nine takeoffs and landings at the destination airport, seem to indicate this flight was intended to meet the night training requirement for the private certificate. The NTSB report did not indicate if either McKellar or Quisenberry obtained a weather briefing prior to the flight. A review of TAFs and METARs from the area shows a probability of convective activity, including warnings of lightning “in all quadrants.” Given this information, the decision to make the flight at all is puzzling.

According to social media posts, McKellar did most of his training at ATP, the largest accelerated training program in the U.S. He held CFI, CFII, and MEI certificates. Some graduates of accelerated programs may not know how to teach beyond the test because that’s how they were trained. They exhibit rote learning rather than understanding and application. Correlation—the level of learning that requires the learner to perform real-world tasks and exhibit in-depth knowledge—is often missing in these cases.

The Snapchat video continues showing the night takeoff and some moments in cruise flight. McKellar’s decision to record the takeoff—one of the critical moments of flight—also raised a few eyebrows among experienced instructors because that’s when things can go wrong quickly.

• READ MORE: When You Go Back to Flight School, Don’t Lose What You’ve Learned

At 22:15, approximately one hour after takeoff, McKellar posted an annotated weather image from a mobile-device-based aviation navigation tool. The image shows the airplane’s position northwest of Bowling Green, along with the planned route of flight back to KOWB. Radar imagery was also displayed in the image, marked with a circle around the flight track and nearby returns, and a comment from McKellar about the storms approaching like “pissed-off hornets.” The storms are approximately 15 miles away.

The NTSB report includes a screen grab of the post with attention called to the location of the approaching storms, airplane’s position (blue airplane icon), planned route of flight (magenta line), and depicted imagery with the storms circled in red on either side of the route line.

ATC warned of heavy to extreme precipitation to the aircraft’s 9 o’clock. ADS-B data showed that the airplane continued its northwesterly course, and FlightAware displayed some extreme altitude fluctuations. About two minutes later, McKellar requested an IFR clearance. ATC told them to head east. McKellar advised ATC that the airplane was “getting blown around like crazy.” The airplane’s flight track showed a turn to the northwest, followed by a right circling turn. The controller reiterated the heading of 090 degrees. McKellar replied that they were in “pretty extreme turbulence.”

There were no further comms. The last ADS-B position was recorded at 22:49 at an altitude of 2,200 feet. The wreckage, described by the NTSB as a “debris field,” was spread over 25 acres in a hilly, densely wooded area. The aircraft was torn in half with the forward fuselage, including the cockpit, engine, and right wing, located together in the most westerly portion of the debris field. The stabilator was torn chordwise just outboard of the hinges, with the right side located 1,500 feet away from the fuselage. The NTSB did not uncover any preaccident anomalies or malfunctions.

McKellar’s family has defended his actions, saying he was joking with the learner and that he demanded excellence from the pilots he flew with. CFIs are supposed to model professionalism for their learners. Posting on social media during a flight, especially demeaning your learner, is not demonstrating professionalism. Nor is recognizing approaching thunderstorms and flying into them.

All CFIs become frustrated with their learners from time to time, especially when they fail to meet expectations, but good CFIs focus on ways to help them improve. It may mean developing a different approach to the task or even suggesting a change of instructor. Shaming the learner on social media is not how to do it.

The Kentucky accident will likely become a lesson in hazardous attitudes (macho, invulnerability, etc.) and risk identification for future aviators. It is too bad that two families had to lose their sons for this.

At most colleges and trade schools, the instructors have spent years in the industry they are teaching. They often have decades of experience in the field before they step into the classroom. In the aviation world, it is backward. We expect someone with the least amount of experience, often approximately 300 hours, to teach the next generation of pilots.

The question now is how do we encourage more instructors to teach longer so they have a chance to build experience? More money is my first thought, but if the CFI doesn’t enjoy teaching, it will be the students who suffer.

One of the sobering messages from the NAFI Summit was if we continue to have the less experienced, less committed instructors training the bulk of future pilots, we can likely expect more accidents caused by failure to identify and mitigate risk in pursuit of hours.

This column first appeared in the December 2023/Issue 944 of FLYING’s print edition.

The post Who Is Teaching? Low Time and Social Media Make for a Bad Combo appeared first on FLYING Magazine.

“We’re about to find out.”

Have you ever had this conversation in the aircraft? It often occurs when you listen to the one-minute weather or ATIS and learn the winds are blowing at an angle to the runway rather than parallel to the direction of landing. As a result, there is the increased potential for drifting off the centerline—unless the pilot is prepared to take prompt and corrective action. As we go into the winter months, winds tend to kick up across the U.S., making it more likely for you to encounter a crosswind.

Since most airports are designed with runways aligned into prevailing winds, many pilots don’t get much practice with crosswind takeoffs and landings—and it shows. A search of accident and incident reports compiled by the National Transportation Safety Board shows pages upon pages of landing accidents and incidents where a crosswind got the better of a pilot.

In FAA Advisory Circular 150/5300-13, it is noted that “generally, the smaller the airplane, the more it is affected by wind, particularly crosswind components. Crosswinds are often a contributing factor in small airplane accidents.” The FAA has devoted several pages in the Airplane Flying Handbook and the Pilot’s Handbook of Aeronautical Knowledge to giving pilots tools for landing in crosswinds.

Determining the Crosswind Component

Many POHs also have a performance chart that allows the pilot to determine the crosswind and headwind component.

The first step is to determine what direction the wind is coming from and note the velocity. Next, select the runway that gives you the smallest angle between the wind direction and the runway. For example, if the wind is reported as 300 at 15 knots and the runway options are 34/16, 34, (Runway 340) the angle difference is 40 degrees. If you select Runway 16, there’s a 140-degree angle.

Make It Visual

This is where the mechanical E6B flight computer shines. Look at the wind side of the unit, placing the runway heading under the True Index—300 is to the left. Using Runway 34 will mean a wind from the left side of the nose.

Now put 160 under the True Index—300 is now a tailwind from the right. Taking off and landing with a quartering tailwind is dangerous and should be avoided.

Demonstrated Crosswind Component

Before an airplane is type certificated by the FAA, it is flight-tested to ensure it meets certain requirements. Among these is the demonstration of being satisfactorily controllable with no exceptional degree of skill or alertness on the part of the pilot in 90-degree crosswinds up to a velocity equal to 0.2 V_SO. This means a wind speed of two-tenths of the airplane’s stalling speed with power off and in landing configuration. Often this information is placarded in the aircraft.

According to the POH for the Cessna 172S, the crosswind component chart has fine print reading “maximum demonstrated crosswind velocity is 15 knots (not a limitation).” This means 15 knots was the maximum component the manufacturer tested to, so it does not necessarily mean operations with a great crosswind are particularly dangerous or difficult. It greatly depends on the type of airplane and the experience, skill, and proficiency of the pilot. However, in Chapter 9 of the Airplane Flying Handbook, the FAA offers the warning that “it is imperative that pilots determine the maximum crosswind component of each airplane they fly and avoid operations in wind conditions that exceed the capability of the airplane.”

Crosswind Technique

Both crosswind landings and takeoffs require the pilot to put aileron deflection into the wind to maintain directional control. As control effectiveness (especially ailerons) increases with a rise in airflow over the wings, landings tend to be more difficult, because control effectiveness is reduced as the aircraft slows down.

There are two methods for the crosswind approach and landing: the crab method and sideslip method.

In the crab method, the pilot aligns the airplane’s ground track with the centerline of the runway, with the nose of the aircraft pointed into the wind. The pilot makes small adjustments, maintaining the crab angle until just before touchdown. The pilot must use rudder control to align the longitudinal axis of the airplane with the runway centerline to avoid side loading the landing gear. Ideally, the pilot will straighten out the airplane just in time for the upwind wheel to touch down a moment before the downwind wheel. This takes practice to get right. If the pilot is too early or too late, side loading can occur. Too much side load and there can be gear damage and possibly a wingtip strike.

• READ MORE: Mastering Crosswind Landings

Using the sideslip method, the pilot first uses the rudder to align the airplane on runway heading then notes the amount of drift occurring as a result of the crosswind. The pilot then adjusts the bank angle, with some calling it “leaning into the wind” to keep the airplane’s longitudinal access and ground track aligned with the runway centerline.

You need to hold that alignment through final approach, roundout, touchdown, and rollout, remembering that as the aircraft’s speed diminishes, so does flight control effectiveness. If you’re struggling, running out of rudder on final, it’s probably only going to get worse. The prudent thing to do is go around.

The roundout is made like a normal landing approach, but the application of a crosswind correction is continued as necessary to prevent drifting.

Some pilots use a combination of the two methods, using the slip into the wind and opposite rudder to keep the aircraft from turning into the wind. If there is not enough rudder to compensate for the strong turning tendency caused by the steep bank, the wind is likely too strong for a safe landing on that particular runway with those wind conditions. This is the time to find an alternate runway.

Weathervaning, when the aircraft makes an uncommanded turn into the wind, is possible with strong crosswinds, especially in a tailwheel aircraft because of greater side area behind the main landing gear, which acts as a pivot point. The greater the crosswind component, the more difficult it is to prevent weathervaning.

Challenge to Find Crosswind Runways

Our aviation infrastructure is designed to mitigate crosswinds, as you will note runway orientation is usually into the prevailing winds. You show me an area with runways aligned 17/35, 18/36, or 1/19, and I’ll show you an area where the winds blow north-south. You may be lucky and fly out of an airport that was built in the 1940s when the runways were arranged in a triangle shape to accommodate the propeller-driven airplanes.

No matter how strong the winds, one of those runways had to work. Over the decades, most of these airports lost one if not two of the runways because the FAA determined they were not being used frequently, and the agency or airport sponsor did not want to pay for their upkeep. Some were turned into ramp space or taxiways—ensuring good crosswind technique is required.

This column first appeared in the November 2023/Issue 943 of FLYING’s print edition.

The post Practice Crosswind Landings Whenever You Can appeared first on FLYING Magazine.

The term was coined by a co-worker during the first week of August to describe the private pilot candidates who were running out of time to complete their private pilot certificates before they headed back to high school or college in pursuit of nonaviation degrees. The message was that once the school year began they would not have the time or opportunity to complete their training. They had to be done, lest they turn into a pumpkin à la Cinderella’s coach.

If this describes your situation, know you are not alone. Although aviation may take a back seat for a while, with a little bit of planning and creativity, you can protect that hard-earned knowledge and, to some extent, those flying skills as you pursue a nonaviation education because continuing flight training just isn’t an option at this time.

FLYING has a few suggestions to help you hang on to that aviation knowledge until the next time you can get into the air. And these tips hold true for anyone facing a pause in flying—not just students.

Join or start an aviation club at school

Many high schools and colleges have clubs already. They are a place to talk about aviation with like-minded souls. Sometimes, when they are paired with engineering or computer gaming clubs, you can take on projects like building a cockpit-style flight simulator gaming console.

While it’s not a way to build hours toward certification, flying the device can help keep procedures sharp and keep you thinking about aviation.

Sign up for the FAA Safety Team (FAASTeam)

This doesn’t cost anything and can be tailored to your location. You will be notified by email of upcoming FAASTeam events in the form of seminars and webinars. The FAASTeam also offers online courses covering everything from aviation maintenance to hot topics such as avoiding runway incursions. A great many of the activities can be completed for credit in the FAA’s WINGS program, which is designed to encourage and reward pilots who seek to make flying safer by expanding their knowledge and skills.

Practice flight planning

The knowledge you gained in ground school is a perishable commodity—especially the ability to plan a flight by hand. Make a list of places you want to fly to and plot the trips on paper. That’s right—paper. You may be completely electronic in the cockpit, but for this exercise, go old school using a paper sectional, navigation log, and plotter. There is something about looking at the sectional and actually drawing the course line on it and using the plotter to determine the true course that keeps the rust away.

The true course, distances, and altitudes required to clear terrain won’t change. You can use these “navlogs” in the future, so put them in a folder for safe keeping. When you return to flying, you just need to drop in the winds, do the aircraft performance calculations, and off you go. Every now and then, plan one with the weather available just to make sure you can still determine aircraft performance and fuel burn.

Practice decoding weather

It’s easy to pull up a weather briefing and hit the “decode” button. Be sure you can take weather in the raw format and still process it. This is akin to being able to do basic math with a pencil and paper rather than a calculator. Do this enough, and you may become the meteorologist for your social circle.

• READ MORE: Decoding the Weather

Practice weight and balance and performance calculations

You know you’re supposed to do these calculations before every flight, but sometimes get-in-the-air-itis robs you of your sanity. It is very easy to forget how to do these things, so make yourself practice. Get your hands on a POH for the airplane you trained in and, every now and then, review the process and graphs if applicable to make sure you can still read them.

Pro tip: You may find the application of flight planning, weather assessment, weight and balance, and aircraft performance calculations make for easy topics if you are called upon to demonstrate the use of math or give a speech about a technical skill.

Keep in touch with the flight school

If able, make plans to fly when you are on holiday breaks and—here is the most important part—fly with a plan. If you soloed, but it has been months since you touched the controls of the airplane, takeoffs and landings to regain currency may be a good use of your time. Keep in mind it may be that your CFI has moved on to another job (read that to the airlines), so be flexible and prepared to fly with someone else.

Determine what you need to finish

Before you take your break, sit down with a CFI and go through your logbook line by line to see what has been done and needs to be done under FAR 61.109 in order to qualify for the check ride. Make a list and keep it in the logbook for quick reference. Do you need another 1.2 hours of flight solely by instruments? Another dual cross-country or night flight?

When you return to flying, advocate for yourself to fulfill these requirements. It is distressing that some learners think they have to start all over again, which usually isn’t true but may be an attempt by the flight school to pad the bill. The first flight after the break should be an evaluation flight, similar to a stage exam. This will allow the CFI to see where your skill level is and what you need to work on.

Be realistic about your expectations

If you have not flown in a while, expect some rust on both your knowledge and skills. If you are post-solo and that endorsement has run out or was from a different CFI under Part 61, don’t expect the new instructor to automatically grant solo privileges. The new CFI will likely run you through the tasks of FAR 61.87 to make sure you have the appropriate skills for the task, and there will be another pre-solo exam.

Keep track of your logbook

You don’t want to have to pay for your hours twice. Protect your logbook, making sure the instructor endorses what needs to be and signs off on the appropriate lessons. There are times when a CFI is in a hurry and says something to the effect of, “You fill it out. I’ll sign it next time,” and then disappears. Try not to let this happen.

• READ MORE: Guard Your Logbook

This column first appeared in the October 2023/Issue 942 of FLYING’s print edition.

The post When You Go Back to Flight School, Don’t Lose What You’ve Learned appeared first on FLYING Magazine.

I became a CFI on July 23, 2003, at 4:48 p.m. when designated pilot examiner Bob Roetcisoender handed me my temporary certificate. I became a flight instructor because I wanted to teach aviation.

Teaching someone to fly is life changing for both parties involved, like teaching someone how to swim, read, or ride a bicycle. Do you remember learning those things? Learning to swim gives you confidence. Learning to read opens up the world through the pages of books and magazines. Learning to ride a bicycle can take you places you have never been before, and it of-ten creates community.

Learning to fly does all these things—and it is the flight instructor who gets you there. One of the surprising things about being a flight instructor is that while the learners are gaining skills and knowledge, the CFI is learning too. You will learn something from everyone you fly with.

Learning Takes Place

There are two kinds of CFIs: the experience builders, who add to their well of knowledge while helping the learners achieve their goals, and the time builders, who are primarily focused on accumulating their own hours. Both can teach you to fly. Some will teach you how to be an instructor. Others will teach you what not to be.

Communication style is critical. I had one CFI who was badgering and insulting and responded to “I don’t know” by repeating the question louder and slower—they were terminated. So was the one who had trouble speaking in complete sentences, along with the one who rambled and needed directions to come to a point. Learning did not take place—with the exception of me realizing what didn’t work for me. Fortunately, there were many more CFIs who I did learn from, and it is their wisdom I share with my learners. A few notables include the following folks:

Dutch Werline was my first CFI. I think of him when I solo a learner. The first solo under my watch usually takes place at a non-towered airport. I hold a handheld radio and, as the learner is on the first upwind leg, I utter one word: “airspeed.” This is in homage to Dutch, who said this word—and only this word—on my first solo.

David Stahl taught me the process of the brief, the debrief, and the importance of the ground lesson. Stahl, a U.S. Air Force Academy graduate, taught me to fly the Air Force way. He went on to become a DPE and administered check rides for several of my learners. I think of him every time I brief an IFR approach with the acronym MARTHA (see “Knocking the Rust Off Your IFR Skills,” FLYING Q3 2022).

Shauna Clements helped get me off the learning plateau during the CFI certificate. She taught me the power of the phrase “talk to me, Goose.”

Teaching, Not Reading

Reading out of a book or off a computer screen is not teaching. The CFI should be able to do more. I learned this in 2002 from Bob Gardner, a retired DPE and the author of several books, including The Complete Private Pilot, The Complete Advanced Pilot, The Complete Multi-Engine Pilot, and Say Again Please: A Guide to Radio Communications. Bob and his wife, Maryruth, a retired high school teacher, met me at a local flight school, and we did a heavy ground session.

It was she who suggested I use multiple colors of ink on the whiteboard to organize my thoughts. It worked beautifully, and by the end of the day the verdict of the Gardners was that I could teach. To this day, teaching ground school is a favorite activity for me. Dennis Cunneen, a CFI and dear friend, taught me you can have fun teaching while simultaneously being thorough. He gave me sage advice on dealing with teens—have them, not their parents, do the scheduling, and let them know that time should be respected.

Don’t confuse time builders with experience builders. Experience builders build their hours, but they are instructors first. Their job is to teach, and most of them do it well. Without them, no flight training would happen. These instructors plan for their separation from the flight school if the career path takes them elsewhere—and they’ll help learners find another instructor.

Time builders are the bane of the instructional community. Show me someone who was frustrated by training, and I will show you someone who was paired with a time builder. Get your hours and move on, but please don’t take advantage of the learners, most of whom don’t realize when they are being taken advantage of. I cringe when I hear about obvious “hour grabs” by CFIs, such as the airline-bound instructor who persuaded the pre-solo-also-wants-to-be-an-airline-pilot learner to do night cross-country flights in a multiengine airplane by telling him it would look great in the learner’s logbook, or the Part 141 instructor who eschewed the syllabus, telling the learner that “no one here uses that anymore” and proceeded to take the learner for 40 hours of dual given in a two-month period—but no solo.

First Solo

Administering the first solo is a glorious experience that has not lost its thrill for me. I watch the learner from the ramp, radio in hand, pacing back and forth like an expectant father from a 1960s sitcom. Sometimes this has unexpected results. The last time I did this at Tacoma Narrows Airport (KTIW) in Gig Harbor, Washington, I caused a bit of a stir. I was on the transient ramp in front of the restaurant, pacing, watching my learner, and listening to the traffic. I learned later the people in the restaurant thought I was FAA and was waiting to bust someone. They did not realize they were watching the birth of a new pilot, with me standing behind them just as generations of instructors stood behind me.

This column first appeared in the July 2023/Issue 933 print edition of FLYING.

The post The Long Line of Instructors appeared first on FLYING Magazine.

1. Trying to steer with the yoke on the ground

With the exception of the two-axis Ercoupe, you steer an airplane on the ground with rudder pedals and differential braking. If you know how to drive, you may try to steer with the yoke on the ground, using it like a steering wheel. Break this habit by folding your arms on your chest and steering with your feet while the CFI controls the power.

2. Not using the checklist

There are pilot wanna-bes who do not embrace the checklist, or think of it as ‘busy work’—that is what a would-be learner called it when I handed it to him before his first lesson. He tossed it back and scolded me for ‘not knowing my job’ because I ‘had to use a checklist.’ I let him struggle to start the airplane, turning the ignition key a few times before I handed him the checklist back.

3. Pulling back on the yoke or stick to get the airplane to climb instead of adding power

This results in a reduction in airspeed and possibly an approach to a stall. Flight instructors are conditioned to guard against this—the good ones will warn you not to, and will explain the importance of adding power to climb, noting the aircraft will climb when power is added—and explain why it happens.

4. Pulling back on the yoke or stick to stretch a glide

Trying to stretch a glide may end in a stall or a hard unscheduled off-airport landing. Add power instead if it’s available—or stick to best glide speed if it’s not.

5. Not using a syllabus

This mistake is mostly the fault of the CFI. The use of a syllabus keeps both the learner and the instructor on track, and can save time and money because you know what you are going to do, in what order and what the performance standards are. The syllabus is written from the requirements for the certificate or rating listed in the FAR/AIM. Syllabi are required at Part 141 schools but not at Part 61 schools, and often there are CFIs who, because they were trained without one, don’t see the value in using them. Find a CFI who does.

6. Shortcuts to get through the knowledge test

The knowledge test contains information you must know how to apply. Rote memorization is the lowest form of learning, and does not lead to understanding, application, or correlation. A pilot may memorize which instruments in the airplane are electrically powered, but not understand how the electrical system works and whether its failure will result in loss of engine power.

7. Failure to know the course requirements

Learners, especially primary learners, tend to trust and follow their CFI without asking questions like ‘why am I learning this?’ or ‘why am I learning this now?’ There are some CFIs who take advantage of this trust and use the learner’s money to pad their logbooks—such as the CFI who had a pre-solo private pilot candidate doing dual night cross-country IFR flights. Save yourself some time and money and check the FAR/AIM for the requirements.

8. Not showing up for lessons on time

Your flight lesson is scheduled for 12 p.m., but you don’t get there until 12:33. Many schools have a policy for late and no-show candidates that allows them to collect the full amount of revenue for the lesson. If you are chronically late or frequently cancel don’t be surprised if both the school and the CFI hesitate to schedule you.

9. Failure to obtain a weather briefing

By your fourth lesson you should be able to obtain and interpret the weather briefing. The CFI should also be checking the weather, but don’t use them as a crutch. Pro tip: looking out the window is not a weather briefing, and “looks pretty good” is not a forecast.

10. Underestimating the time it will take

There are students who think they automatically take their check rides when they reach 40 hours of flight. Acquiring the number of hours does not automatically result in a certificate. The airman certification standards reflect minimums with performance levels that must be met. The average flight time for a private pilot is 60 to 80 hours. Having those hours is only half the battle—you need the knowledge and proficiency to pass the check ride.

11. Paying the full amount up front

You may hear about programs for time building and training that run from $6,000 to more than $12,000 de- pending on the certificate or rating. Some will pressure you to pay the full amount up front. Never do this. Be sure to ask about ‘handling fees’ or what happens if you take a break from flying. There are schools that claim they continue to ‘manage’ the funds by taking a percent- age even when you are not flying. Also, ask about a refund policy. If you find out you need to stop because of a medical issue or major life expense, you’ll ask for your unspent funds. A fee might apply and you will lose a percentage even if you’ve only had one lesson. Some schools may not refund at all. Read the fine print on the con- tract before you hand over any money. Do not put more money on account than you can afford to lose.

This column first ran in the June 2023/Issue 938 print edition of FLYING.

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