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Hlicoptr Flight Intrctor Manal
I s s u e 2 : J u N e 2 0 0 8
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For comment and quetion contact:
CAsA Aviation saety Promotion
Telephone: 131 757
www.caa.gov.au
2008 Civil Aviation saety Authority Autralia.
Thi manual i or general inormation only.
Where the helicopter manuacturer ight manual or pilot operating handbook,
or imilar document decribe technique diferent to thoe in thi manual, the
manuacturer technique mut take precedence.
All ying chool in Autralia are required to maintain an operation manual, the
procedure and technique a laid out in the ying chool operation manual mut
take precedence over the technique reerred to in thi manual.
You hould alo reer to current rule and the Aeronautical Inormation Publication
(AIP) or ull detail o operational requirement.
Notice: The inormation contained in thi document i ubject to change without
notice. Thi manual ha been prepared by CAsA Aviation saety Promotion branch or
educational purpoe only. It hould never be ued or any other purpoe.
The content o thi document have been adapted rom the Department o Tranport,
Canada Flight Intructor Guide 2005 with permiion. While ue o thi material ha been
authoried, the Department o Tranport, Canada, hall not be reponible or the manner in
which thi inormation ha been preented.
Project manager or verion II: Peter Holtein Aerowap Helicopter
FOReWORD
On o th important ingrdint or a a and viablaviation indtry i a proprly rorcd ying trainingctor.
som o tho rorc can b qit ndamntal. For
xampl, an important contribtion to training i or ying
intrctor to hav availabl to thm a baic gid to
lmntary ying training.
For many yar CAsA and it prdcor ha pblihd ch
a docmnt or th xd wing ying training ctor and now
w ar pblihing a imilar docmnt or th rotary wing
ctor. Thi docmnt i I 2 o th Flight Intrctor Manal
Hlicoptr dvlopd rom xtniv dback rom th
hlicoptr training indtry. It alo incld matrial dvlopd
in conjnction with th Civil Aviation Athority o Nw Zaland.
Radr ar ncoragd to provid dback to nr that any
rthr vrion mt th indtry nd.
Yo can mail yor dback to at: [email protected]
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PART I
i Principl and Mthod o Intrction
1 Introdction
PART II
37 Grond and Air Intrction exrci
01 Hlicoptr amiliariation 41
02 Prparation or ight 43
03 ect o control 45
04 Powr and attitd chang and traight lvl ight 47
05 Climbing, dcnding and trning 49
06 Hovring 51
07 Tako and landing to/rom hovr 53
08 Air/grond taxi and pot trn 55
09 sidway and rarward ight 57
10 engin ailr in hovr or hovr taxi 59
11 Tranition 61
12 Th circit 63
13 entry to atorotation 65
14 Powr trminatd and tochdown atorotation 67
15 Atorotativ variabl 69
16 emrgnci 71
17 stp trn 73
18 Practi orcd landing 75
19 Qick top 77
20 sloping grond 79
21 Limitd powr / maximm prormanc
and tp approach 81
22 Connd ara 85
23 Low lvl opration 89
24 Navigation 91
25 Hazard 93
26 Practical loading and maximm wight opration 95
27 slingload opration 97
28 Montain ying awarn 99
C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
CONTeNTs
exrci Pag
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
PART 1
PRINCIPLes AND MeTHODs OFINsTRuCTION
Thi part otlin and dic th vario mthod and
tchniq that hav provn to b ctiv or in th ying
training nvironmnt.
PAGe i
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 1
INTRODuCTION
THe TRAINeRWhat i a trainr?
Th Macqari Dictionary dnition o th word train i: to
mak procint by intrction and practic.
Flight intrctor ar trainr. I yo ar a ight intrctor,yor aim i to giv tdnt good intrction and fcint
practic o that thy can y th hlicoptr procintly and
aly.
Part on o thi gid dcrib om baic intrctional
tchniq that apply to:
Grond chool training
Prparatory grond intrction
Pr ight bring
In ight intrction
Pot ight bring dbring.
By ing th tchniq yo will mak larning air
or yor tdnt a yo hlp thm to mt th rqird
ight tt tandard.
LeARNINGNo on vr larn xcpt throgh thir own activity, and,
trictly paking, thr i no ch art a tachingonly th
art o hlping popl to larn.
Th intrctional tchniq dcribd in thi gid
ggt action that can b prormd to timlattdnt activity. Th activiti may b mntal or
phyical, and it i throgh thi proc o dirctd activity
that tdnt larn th kill and knowldg rqird to
bcom procint, a pilot.
LeARNING FACTORsLitd on th nxt pag ar vn larning actor. Rad
thm carlly and dtrmin whthr thy apply to yo a
yo larn nw kill and knowldg. I thy apply to yo,
thy will alo apply to yor tdnt. Attmpt to aociat
a ingl word that i d to rprnt th ntir larningactor. Th word will b d throghot th gid and
in tt qtion on intrctional tchniq.
Larning i mad air whn th ollowing actor ar
d:
ReADINess: enr tdnt ar mntally, phyically
and motionally rady to larn.
PRIMACY: Prnt nw knowldg or kill corrctly
th rt tim. Tach it right th rt tim.
ReLATIONsHIP: Prnt lon in th logical
qnc o known to nknown, impl to complx,
ay to difclt.
eXeRCIse: enr tdnt ar ngagd in maningl
activity.
INTeNsITY: u dramatic, ralitic or nxpctd
thing, a thy ar bt rmmbrd.
eFFeCT: enr tdnt gain a ling o atiaction
rom having takn part in a lon.
ReCeNCY: smmari and practi th important
point at th nd o ach lon, a th lat thing
larnd and practid will b rmmbrd th longt.
Th larning actor litd abov ar l tool whn thy
ar applid corrctly. Th qtion, o cor, i: How do th
larning actor apply to ight intrction? Thi qtion will
b anwrd by rviwing and dicing ach o th larning
actor that or pcic ggtion on what yo can do to
tili th tool in yor intrction.
ReADINess: enr tdnt ar mntally, phyically and
motionally rady to larn.
To larn, a pron mt b rady to do o. An ctiv
intrctor ndrtand thi ncity and do th tmot to
provid wll concivd motivation. I a tdnt ha a trong
prpo, a clar objctiv and a ond raon or larning
omthing, progr will b mch bttr than i motivation
wr lacking.
undr crtain circmtanc yo can do littl, i anything,
to inpir a tdnt to larn. I otid rponibiliti,
intrt or worri ar wighing havily, i chdl ar
ovrcrowdd, or i pronal problm m inolbl, thn
th tdnt will b nabl to dvlop th intrt to larn.
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PAGe 2 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N DPAGe v
Hr ar om ggtion yo can ollow to aro intrt
and mak th tdnt rady to larn:
StartlessonswithanATTENTION-GETTINGopening.
For xampl o opning ntnc that ar ctiv,
litn carlly to th tart o docmntary lm or
intrviw on tlviion. Writr pnd a grat dal o
tim dvloping th xact word to tn yo in.
StateSPECIFICALLYWHATisrequiredduringthelesson
and how yo intnd to prov that th tdnt ha th
knowldg or can matr th kill at th nd o thlon. Mak all yor tatmnt tdntcntrd.
TellstudentsthePURPOSEofthelessonandstress
th BeNeFIT rom th nw knowldg or kill. Try to
giv mor than on raon or larning, jt in ca th
tdnt dont lly accpt th rt raon.
SpecifyWHEREthelessontsintotheoverallpicture,
and rlat th lon to pat xprinc that th
tdnt may hav had. Thi tatmnt provid a
link with omthing tdnt hav larnd bor and
allow thm to bild on that knowldg or kill. A an
xampl, i yo wr giving intrction on how to lvl
ot rom th climb to a tdnt with an aroplan pilotlicnc, yo cold point ot that th qnc o control
movmnt i th am a in an aroplan. Thi concpt
i cloly rlatd to th ReLATIONsHIP larning actor.
Ifthenewmaterialisdependentonstudentshaving
matrd prvio lon, conrm that th rqird
lvl ha bn attaind bor procding with th nw
matrial. Condct a rviw and, i ncary, clar p any
mindrtanding by briy rtaching th major point.
Planforreviewsoflessonmaterial.Studentsstart
to orgt th momnt thy lav th intrctional
nvironmnt. Th gratt rat o orgtting occr
dring th rt 24 to 48 hor atr th matrial ha bn
larnd. Ohio stat univrity ha carrid ot xtniv
rarch in thi ara and ha dignd a rcommndd
chdl o whn rviw hold b don. Rr to FIGs
1 & 2 and th not blow ach diagram.
Not: statitic ar bad on an avrag cro ction o
tdnt.
Th crv i vry tp initially: within 2 day
tdnt will rmmbr l than 70% o what
thy larnd.
At th nd o th month, withot rviw,
tdnt will rmmbr only approximatly 40%
o th lon matrial.
Not:
Tomaintainatleasta70%level,areviewshouldbe
condctd within 2 day.
Afterthematerialislearnedasecondtimethecurve
attn ot omwhat, bt atr 7 day th tdnt i
back down to th 70% lvl.
Anotherreviewat7daysandthecurvereallyattens.
Th tdnt will b abov 70% rtntion ntil
approximatly day 28.
Areviewatthistimewillgenerallycauselong-lasting
rtntion o lon matrial.
Theamountoftimerequiredforreviewsreduceseach
Figr 1: Crv o rmmbring
Figr 2: Crv o rmmbring
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 3
tim a rviw i condctd.
exampl: initial training: 50 mint
1t rviw at 2 day: 15 mint
2nd rviw at 7 day: 10 mint
3rd rviw at 28 day: 5 mint
PRIMACY: Prnt nw knowldg or kill corrctly th
rt tim. Tach it right th rt tim.
Whn tdnt ar prntd with nw knowldg
or kill, th rt imprion thy rciv i almot
nhakabl. Thi man that what yo tach mt b
corrct th rt tim. stdnt may orgt th dtail
o lon, bt thy will rtain an ovrall imag o th
kill or knowldg or a long tim. Frqntly yo will b
rqird to prorm manovr in th hlicoptr bor
a tdnt ha had th ncary backgrond training. Yo
mt prorm tho manovr corrctly or th tdnt
may imitat any rror yo mak. For xampl, bor th
xrci on Connd Ara, yo and yor tdnt may
b rqird to land in a connd ara. Any poor xampl
hown at thi tim wold hav to b nlarnd whn th
xrci cam p in a bqnt lon.
sggtion:
Rehearselessonstobecomethoroughlyprocient
at th kill or in anwring qtion rlatd to th
bjct.
Attempttogiveaperfectdemonstrationofthe
manovr to b larnd in th nxt lon. I
tdnt rad or tdy xrci matrial withot
xprincing th actal xrci, thy may orm an
incorrct mntal imag.
Ifpracticable,starteachlessonwithaperfect
dmontration. somtim it may b bttr to avoid
talking dring thi dmontration to allow maximm
concntration on doing th kill prctly.
Whilethestudentisperforminganexercise,supervise
th action vry cloly. stop th tdnt a oon a
any prormanc rror i noticd, and tach th corrct
mthod. Clo prviion man that yo NeVeR
allow a tdnt to mak an rror dring th initial
tag o training. Think o how yo wold go abot
training a tdnt to d a liv bomb.
ReLATIONsHIP: Prnt lon in th logical qnc
o known to nknown, impl to complx, ay to difclt.
Thi particlar larning actor mphai th ncity or
yor tdnt to ndrtand rlationhip btwn nw and
old act, or btwn ida and kill, i larning i to tak
plac. Dring ight training, tdnt mt ndrtand not
only why thy ar larning a particlar xrci, bt how
that xrci combin with prvio on and whr it t
into th ovrall yllab. Giving tdnt th rlationhip
at th tart o th lon provid prparation or larning.
Contining th proc throghot th lon hlp tomaintain th dir to larn.
exampl: Compar or rlat advancd tako and
landing to normal tako and landing; how how a
tp approach th am tchniq.
sggtion:
Presentlessonsinalogicalsequence:
known to nknown
ay to difclt
concrt to abtract
impl to complx
amiliar to namiliar.
Alwaysreviewbasicknowledgebeforeproceedingto
th nknown. For xampl, whn taching tdnt
to mltiply with a circlar lid rl, th rt xampl
hold b a impl a 2 2. Th raon i that tdnt
alrady know th anwr and ar abl to ollow th
maniplation o th lid rl. In th nxt problm or
xampl, a chang o on actor 2 4 allow tdnt
to bild on knowldg alrady gaind. Th proc i
contind ntil tdnt hav matrd all th rqird
knowldg and kill ncary to olv ral problm. Presentnewmaterialinstages,conrmingthat
tdnt hav matrd on tag bor procding
to th nxt. Th lngth o tim or ach tag wold
dpnd on th complxity o th matrial covrd.
Rinorc tdnt larning o nw act or ida
by rqntly mmariing th major point o yor
lon.
Useexamplesandcomparisonstoshowhowthenew
matrial bing larnd i rally not mch dirnt rom
that alrady known by yor tdnt. Th xampl
yo may b ral or imaginary, a th main prpo
o an xampl i to paint a vrbal pictr o tdnt
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PAGe 4 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
can viali rlationhip btwn th nw matrial
and thing that hav happnd bor. Thi i calld
ing vrbal aid or yor intrction.
eXeRCIse: enr tdnt ar ngagd in maningl
activity.
Maningl mntal or phyical activity i ntial i
larning i to occr. Dring ight training thi i achivd
throgh corrct practic or rptition. stdnt larn
by applying what thy hav bn told or what ha bn
dmontratd. A larning contin or i trngthnd
by additional practic, yor training yllab hold mak
proviion or thi practic tim. Yo mt nr that th
practic i dirctd toward a pcic goal. Oral qtion,
hypothtical problm, dal rviw, or olo practic ar all
mthod o providing mntal or phyical activity.
I tdnt ar abl to anwr qtion involving
th word how and why, it ally man that thy
hav a good ndrtanding o th bjct. For yo a a
ight intrctor, th two word ar probably th mot
important in yor vocablary. stdy Tabl 1 oppoit and
not both th intrctor and tdnt activiti or ach lvl
o larning. shold yo attmpt to mploy th application
lvl o larning withot having covrd th ndrtanding
lvl, tdnt will probably ncontr mch mor
difclty than i thy had matrd prvio lvl.
sggtion:
Unlessyouaretestingtoseewhatstudentshave
larnd, avoid qtion that ar prxd by th word
what. Giv tdnt th act, gr and ncary
knowldg, thn ak how and why qtion to
dvlop thir ndrtanding o th nw knowldg.
Onceyouhavetoldstudentsafact,avoidrepeating
yorl. Intad, hav thm rlat th act back to
yo. Thi trngthn thir larning and conrm thirknowldg o th rqird matrial.
Givestudentschallengingproblemsthattthelevelof
larning, and provid only nogh aitanc to kp
thm on track. Whn tdnt ar abl to olv th
problm alon, thy hav dmontratd adqat
knowldg and ability.
Teststudentsknowledgeandabilitiesfrequently.This
rinorc larning and bild condnc. Howvr,
bor tting yo mt b raonably crtain that
tdnt can anwr th qtion or prormth kill; othrwi thy may bcom rtratd.
Tting will alo idntiy ara in which tdnt hav
wakn, th allowing yo to r tach th
bjct to th rqird tandard.
INTeNsITY: u dramatic, ralitic or nxpctd thing,
a thy ar bt rmmbrd.
stdnt larn mor rom dramatic or xciting xprinc
than rom boring on. It i a wll known act that a
tdnt look ot whil ying will improv conidrably
atr a rt xprinc with a nar mi. Thr i no
ggtion hr that yo provid yor tdnt with a
nar mi, bt yo hold attmpt to mak yor tdntlarning xprinc xciting by bing xcitd yorl
and prhap ing appropriat opportniti yo can to
introdc nxpctd thing to yor tdnt.
Tabl 1: Intrctor and tdnt activiti or ach lvl
o larning
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 5
Th INTeNsITY larning actor impli that tdnt will
larn mor rom ral xprinc than rom btitt.
Yo will hav to yor imagination to dvlop vivid
xprinc or dramatic or ralitic ct.
sggtion:
Showenthusiasmandsincerityforthesubjectyouare
taching.
Attempttoemployawiderangeofspeechvariationin
rat, volm and pitch to kp tdnt attntiv.
Useappropriateandeectivegestureswhile
xplaining major point. Th lon will m to
com aliv, and th point mad will mak a gratr
imprion on yor tdnt.
Useavarietyoftrainingaidstoappealtoasmany
n a poibl. each aid mt rlat dirctly to
th bjct mattr bing taght.
eFFeCT: enr that tdnt gain a ling o atiaction
rom having takn part in th lon.
Larning i trngthnd whn accompanid by a plaant
or atiying ling. stdnt will larn and rmmbr
mor ndr th condition than whn ling o dat,rtration, angr or tility ar dvlopd. I yo wr to
dmontrat a wingovr typ manovr dring th rt
air xrci, tdnt wold likly l om inriority, i
not actal ar. Th xprinc wold b ngativ. Thy
might vn giv p ying at that tag. Thi xampl i
rathr obvio, bt yo nd to conidr how yor action
cold prodc ling o rtration or angr. For xampl,
yo ak a tdnt to prorm a manovr and thn yo
immdiatly mphai all th rror th tdnt mad. Yor
idntication o ach rror may b vry accrat, bt how
wold th tdnt l abot it? I th objctiv wr to mak
th tdnt l datd, thn yo wold probably ccd.It i bttr to point ot th poitiv apct o a tdnt
prormanc rt and thn dic th major rror that wr
committd and nih with ggtion or improvmnt.
Whatvr th larning itation, it hold contain lmnt
that act yor tdnt poitivly and giv ling o
atiaction. each larning xprinc do not hav to b
ntirly ccl, nor do tdnt hav to matr ach
lon compltly; howvr, a tdnt chanc o cc
will b incrad with a n o accomplihmnt and a
plaant larning xprinc.
sggtion:
Involvestudentsinthelessonbydevelopingsome
o th nw matrial with thm. Thi can b don by
aking tdnt qtion rlatd to th bjct and
allowing tdnt to contribt knowldg and ida.
Throughoutyourlessons,obtainfeedbackfrom
tdnt by aking qtion, obrving th
prormanc o a kill, and watching or acial
xprion that how a lack o ndrtanding. Yo
mt rpond to any dback by anwring qtion
and providing hlp and corrction whr ndd.
Showstudentshowtoimprove,andoerpraisewhen
improvmnt occr.
Backupallyourstatementswithreasons.Whenever
yo tll tdnt omthing, giv th raon bhind it.
For xampl, yo ay to a tdnt, Thi hlicoptr ha
two tatic vnt, on on ach id o th lag. Thi
i a act, bt i tdnt do not know th raon or th
two vnt, thy will probably pa it o a nimportant
and orgt. Rmmbr, i a tdnt ndrtand th
concpt or thory, dtail may b orgottn bt th
ovrall concpt will rmain, and whn a hlicoptr withonly on vnt i ncontrd mor attntion may b
givn to intrmnt rading whil making a cro
wind approach.
Whenastudentencountersdicultyinmastering
an objctiv, nd a man o allowing om dgr
o cc. For xampl, th lon i tp trn.
Rathr than having tdnt attmpt th ntir
manovr, try having thm practi th ntry. Whn
no difclty i xprincd with th ntry, add th
nxt tag, thn contin ntil th ntir manovr
i compltd. shold difclty till occr, back p a
tp and attmpt mdim trn rathr than caingtoo mch rtration. somtim intrctor mak
th mitak o contining to hav tdnt attmpt a
manovr whn prormanc i dtriorating. It i
bttr to qit at that point and go back to omthing
th tdnt can do wll.
Avoidridiculeorsarcasm.Youmayfeelthatitmight
tak th plac o hmor; howvr, tdnt ldom
hav th am ling, pcially i thy ar th btt o
th rmark.
Arrangeeachlessonsothatwhenastudentdoes
omthing corrctly thr i a rward. Thi rward
can b in th orm o incr, hont prai. Yo ak
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PAGe 6 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
a tdnt to complt a walk pright inpction on
a pcic hlicoptr or which yo hav a componnt
ch a a nt placd on th grond ndr th ngin.
Yor tdnt notic th onding part and bring thi
to yor attntion and i praid or thi. I a thorogh
inpction i not compltd, yo hav an xcllnt
taching point to mphai why carl inpction
mt b don.
ReCeNCY: smmari and practi th important point
at th nd o ach lon, a thing larnd and practid
lat will b rmmbrd longt.
Othr thing bing qal, th thing larnd lat ar
bt rmmbrd. Convrly, th longr tdnt ar
rmovd rom a nw act or vn an ndrtanding, th
mor difclty thy will hav rmmbring it. Th nd
or rviw wa tatd arlir, and a ll circl ha bn
compltd: rviwlarn nw matrialrviw, tc.
sggtion:
Planforapre-ightbriengimmediatelybeforetheair
xrci, and rviw th main point by qtioning. Thi
may ond lik th ReADINess and eXeRCIse larning
actor; howvr, rcncy dal with th timing o thpractic.
Ensurethatstudentsreceiveathoroughsummaryof
th important point toward th nd o ach lon.
Aftereachsequencewithinanexerciseorclass
prntation, ak qtion on th matrial or
mmari th nd to know matrial.
Conductatestasthenalpartofyourlesson.
Atintervalsthroughoutthecourse,conductreview
ion in which no nw matrial i taght, bt
rinorcmnt o prvioly larnd matrial i
obtaind. Attempttonisheachlessonwithapracticeofthe
mot important part o th lon. Thi appli to olo
lon a wll a dal xrci. Rmmbr, tdnt
practi knowldg by anwring qtion and thy
practi kill by doing.
An important kill or a ight intrctor i th ability to ak
good qtion orally. Good oral qtion atiy all th
idntid larning actor. Th nxt ction o thi gid
will dal xclivly with oral qtion.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 7
ORAL QuesTIONs
GeNeRALWhn yo prnt a lon yo hav many tchniq
and aid at yor dipoal. On aid that can b d to
timlat larning and can b ctivly applid to atiy
all vn larning actor i oral qtioning.
Th actal tchniq o qtioning i a difclt on and
i normally on o th mot nglctd ara o intrction.
Good oral qtioning rqir th ability to think qickly
and aily whil acing a cla or individal tdnt, to
hit and chang a thoght progr, and to phra
qtion in clar and impl trm. Yo mt alway b
mindl o th tchniq to ollow whn handling tdnt
qtion and anwr.
PuRPOses OF ORAL
QuesTIONsFirt, qtion can b d to PROMOTe MeNTAL
ACTIVITY. Yo can tat a act and provid vial or vrbal
pport to back it p, bt th rt way or tdnt to
rmmbr i to work it ot or thmlv. Whnvr
yo can an oral qtion to mak yor tdnt think
and raon ot th act, yo hold tak advantag o
th itation. exampl: A tdnt work toward an
objctiv it i otn ncary or thm to rcall prtinnt
data or knowldg larnd prvioly. A wll wordd oral
qtion cold provid th rqird inormation, th
promoting mntal activity.
A cond prpo o oral qtion i to AROuseAND MAINTAIN sTuDeNT INTeResT. Mrly making
a tatmnt will otn rlt in a o what attitd,
bt aking qtion mak tdnt l thy ar
participating and contribting to th lon and thrby
aro intrt. Yo can maintain thi intrt throghot
th lon by th contino dvlopmnt o act and
ida. Rmmbr: Tlling i NOT taching.
Anothr prpo o oral qtion i to GuIDe THOuGHT.
By ing qtion yo can lad tdnt to think throgh
to a logical oltion. Qtion can dirct tdnt
thinking throgh a dnit qnc or to particlar
objctiv. Dring dicion yo can qtion to
gid yor tdnt thoght back to th objctiv i thy
m to b ar ald. An xprincd intrctor can gid
tdnt throgh an ntir lon by aking th right
qtion at th right tim.
A nal prpo o oral qtion i to eVALuATe
LeARNING or th bnt o both intrctor and tdnt.Oral qtion may b d atr ach tag o a
lon to nr that tdnt ar ollowing bor yo
procd to th nxt tag. At th nd o th lon,
ch qtion conrm that tdnt hav attaind th
objctiv or that particlar lon.
NOTe: A drawback o ing oral qtion to valat
larning i that only random ampling o a cla i
obtaind, inc only on tdnt anwr ach qtion.
Thi drawback can b ovrcom by th o om ort
o tdnt rpon ytm by th intrctor. On a on
toon bai, a in pright and pot ight bring, th
i mntiond abov i not a problm.
DesIReD QuALITIes OF GOODORAL QuesTIONsI oral qtion ar to rv th prpo tatd in
paragraph 3, yo mt b mindl o th ollowing
dirabl qaliti o good qtion whn compoing or
prparing to thm.
eAsILY uNDeRsTOOD. Qtion hold b tatd in
impl traightorward langag; thy hold b bri, yt
complt nogh that tdnt hav no dobt a to thmaning o th qtion.
COMPOseD OF COMMON WORDs. Qtion hold
b dignd to mar knowldg o a bjct, not
o langag. Th o highonding word may giv
yo a chanc to diplay yor vocablary bt add nothing
to intrction. Rmmbr, i tdnt do not know th
maning o th word thy will not b abl to anwr th
qtion. Alway kp yor vocablary within th grap o
yor tdnt.
THOuGHTPROVOKING. Qtion hold not b o
ay that th anwr i obvio to all tdnt. stdnt
hold b challngd to apply thir knowldg. Yo hold
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PAGe 8 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
avoid ing qtion whr yor tdnt ha a 50/50
chanc o bing corrct. exampl o th ar th Yes/NO
and TRue/FALse typ, nl th qtion immdiatly
ar ollowd by a why or how typ qtion.
ABOuT THe MAJOR TeACHING POINTs OF THe
LessON. Qtion mt b bilt arond th main taching
point o th lon. Thy mt b akd at th propr tim
o that th point ar mphaid.
Yor tdnt may b cond i qtion ar akd in
a haphazard ahion. Th prpo or which a qtion i
intndd may b lot. To nr mntal participation by all
tdnt, th ollowing procdr i d:
AsK THe QuesTION. Yo hold tat th qtion,
applying th qaliti o a good qtion. To do thi
yo mt hav th qtion in mind bor aking it.
I qtion ar bing d to valat larning or to
conrm attainmnt o objctiv, yo hold prpar
thm borhand and writ thm in yor lon plan. It i
otn a good ida or bginning intrctor to writ ot ALL
qtion ntil thy ar acctomd to thinking on thir t.
PAuse. Atr aking th qtion, yo hold pa or
approximatly 1 to 5 cond dpnding on th complxityo th qtion to allow all tdnt to think it ovr and
ormlat an anwr. Dring th pa yo hold look ovr
th cla, bing carl not to tlgraph who yo ar going to
call pon to provid th anwr.
NAMe THe sTuDeNT. A problm yo continoly hav to ac
i lcting th tdnt to anwr th qtion. som ort
hold b mad to t th qtion to th individal, bca
tdnt will vary in ability and yo hav to rcogni and
provid or th dirnc. Thror, yo hold conidr
giving th mor difclt qtion to th mot advancd
tdnt. Yo alo hav to nr that vryon in th cla i
calld pon to provid anwr with raonabl rqncy. Anmbr o ytm commonly d to nr thi hav rio
drawback. For xampl, i mmbr o a cla ar calld on
according to ating arrangmnt or alphabtical ordr, it
bcom qit ay or tdnt to dtrmin whn thy will
b namd to anwr; th th lazy tdnt will not giv rio
thoght to any qtion ntil it i gtting clo to thir trn
to anwr. Poibly th mot practical approach i to call pon
tdnt in a random ordr, thn indicat by a chck mark on
a ating plan card ach tim a tdnt i akd a qtion. To
gt a broadr ampling o larning and to maintain intrt, yo
hold priodically call pon othr cla mmbr to conrm
th anwr mad by th rt tdnt akd.
LIsTeN TO THe ANsWeR. Otn an intrctor, atr
naming a tdnt to anwr a qtion, will immdiatly
bgin to think abot phraing th nxt qtion and will
not b litning to th anwr; th intrctor may ay
Right to an incorrct anwr. Thi cold lad to tdnt
conion. Yo hold alway litn to th anwr.
CONFIRM THe CORReCT ResPONse. stdnt anwr
mt b valatd carlly o a to lav no dobt a to
what i th corrct anwr.
HANDLING sTuDeNTANsWeRsAid rom alway conrming corrct anwr, thr ar
crtain tchniq yo mt b awar o whn handling
tdnt anwr.
DIsCOuRAGe GROuP ANsWeRs. Whn tdnt anwr
a a grop it i difclt to dtrmin who pplid corrct
or incorrct anwr; thi may lad to tdnt conion.
Whn yo ar givn a nw cla, tablih arly that yo
do not want grop anwr bt will call pon a tdnt
by nam to anwr. Yo may, howvr, want to gropanwr at tim to incra cla nthiam.
DO NOT MAKe A HABIT OF RePeATING ANsWeRs.
Thi bcom monotono to tdnt whn yo alway
rpat th anwr. I th anwr providd i not corrct
or nd clarication, pa th qtion on to anothr
tdnt. I th tdnt do not anwr lodly nogh or
all th cla to har, hav thm pak mor lodly and
rpat th anwr.
GIVe CReDIT FOR GOOD ANsWeRs. Thi i pcially
tr or th wak or hy tdnt. Whn yo ar ing oral
qtion to dvlop point rom th cla, do not rjct
anwr that prtain to th bjct althogh thy may not
b xactly what yo ar atr. Giv prai and try ing
a nwly phrad qtion to bring ot yor point. I yo
rciv a compltly incorrct anwr, dont mbarra yor
tdnt by aying Wrong! Diplomatically tat that th
anwr i not what yo wantd, and ak a pplmntal
qtion or rr th qtion to anothr tdnt.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 9
HANDLING sTuDeNTQuesTIONsNvr dicorag a gnin qtion prtaining to th
lon. Thr i an old aying: For vry tdnt who
ak a qtion thr ar ix othr who wantd to ak it.
ually tdnt ak qtion bca yo hav not givn
a clar xplanation o th point or act bing qrid. som
tchniq to ollow rgarding tdnt qtion ar:
eNCOuRAGe QuesTIONs. Lt th cla know arly inth lon that yo ncorag qtion at any tim th
tdnt ar not clar on point bing taght. I it will not
intrr with th prntation o th lon, it i ally
bt to allow qtion immdiatly any point ari
rathr than waiting or a brak in th lon to olicit
qtion. I yo wait or qtion, th point o concrn
may hav lippd thir mind.
PAss QuesTIONs TO OTHeR sTuDeNTs. Occaionally
pa a tdnt qtion to othr mmbr o th cla;
thi will crat intrt and gt cla participation. Do
not ovr thi tchniq, a th tdnt may gt
th imprion that yo dont know th anwr and arhing or hlp. Abov all, nvr thi tchniq or any
qtion to which yo do not know th anwr.
ReJeCT QuesTIONs NOT ReLATeD TO THe LessON.
Qit otn tdnt will ak a qtion totally nrlatd
to th lon. Politly rjct th qtion, bing carl
not to ond th tdnt, and thn ay that it i a
qtion yo wold prr to dic atr cla.
DO NOT BLuFF. No mattr how knowldgabl yo ar o
yor bjct, thr will b tim whn yo will b akd
a lgitimat qtion and will not hav an anwr. I yo
do not know th anwr, ay odont bl. Tll th cla
yo will nd th anwr. enr yo do, and thn inormth individal who akd, a wll a th rt o th cla.
eNsuRe THAT ALL THe CLAss HeARs THe QuesTION.
Whn a qtion i akd, chck that all th cla ha
hard it. Whn yo anwr th qtion, anwr to th
cla and not only to th individal aking it. I a long,
dtaild anwr i ncary, th rmaindr o th
cla may lo intrt and tn ot i yo gt into a
convration with on tdnt.
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PAGe 10 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
THe DeMONsTRATIONPeRFORMANCeMeTHOD OF TeACHING
GeNeRAL
A tdnt intrctor onc akd, I I had tim to larn only
on mthod o lon prntation, which on hold I larn?Th anwr i th dmontrationprormanc mthod. Why?
Wll, th primary concrn o an intrctor i training. Training,
in larg part, i dvotd to th dvlopmnt o phyical and
mntal kill, procdr, and tchniq. For xampl, ying
hlicoptr, intrprting blprint, driving vhicl, wlding,
bilding, hooting, rpairing, olving problm, lling ot
ormall o th, and many mor, can b bt taght by
ing th dmontrationprormanc mthod.
Th dmontrationprormanc mthod can b brokn
down into v baic procdr:
explanation
demonstration
studentperformance
instructorsupervision
evaluation.
eXPLANATION AND DeMONsTRATION
Th xplanation and dmontration may b don at th
am tim, or th dmontration givn rt ollowd by an
xplanation, or vic vra. Th typ o kill yo ar rqird
to tach might dtrmin th bt approach.
Conidr th ollowing. Yo ar taching a tdnt how to do a
orcd landing. Hr ar yor option:
Demonstrateaforcedapproachandsimultaneouslygive
an xplanation o what yo ar doing and why yo ar
doing it.
Completethedemonstrationwithnoexplanationand
thn giv a dtaild xplanation o what yo hav don.
Giveanexplanationofwhatyouintendtodoandthen
do it.
Yo will nd that dirnt intrctor will approach th taching
o thi kill dirntly. Th ollowing rprnt a ggtd
approach that appar to work bt or mot intrctor.
Ontheightbeforetheexerciseonpractiseforcedlandings
PFL, giv a prct dmontration o a PFL. It may b
bttr not to talk dring thi dmontration, inc yo want
it to b a prct a poibl to t th tandard or th
tr prormanc. Thr i anothr advantag o giving a
prct dmontration bor th orcd landing xrci.
Yor tdnt will b abl to orm a clarr mntal pictr
whn tdying th ight manal, bca thy hav n
th actal manovr.
Thenextstepwouldbeforyoutogiveafulldetailed
xplanation o a practi orcd landing. Dring
thi xplanation yo wold all th intrctional
tchniq dcribd prvioly. Yo mt giv
raon or what i xpctd, draw comparion with
thing alrady known, and giv xampl to clariy
point. Thi xplanation hold b givn on th grond;
vial aid to ait tdnt larning.
Whenintheair,giveademonstration,butalsoinclude
important part o th xplanation. ually aking
tdnt qtion abot what yo ar doing or hold
do will giv thm an opportnity to prov that thy know
th procdr, althogh thy hav not yt own it.
Aftercompletingthepractiseforcedlanding
approach, and whil climbing or altitd, clar p anymindrtanding th tdnt may hav and ak
qtion.
Thedemonstrationandexplanationportionofthe
dmontrationprormanc mthod i now complt,
and yo hold procd to th nxt part, which i th
tdnt prormanc and intrctor prviion.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 11
sTuDeNT PeRFORMANCe AND INsTRuCTOR
suPeRVIsION
stdnt prormanc and intrctor prviion ar
alway carrid ot concrrntly dring th initial tag o
training. A tdnt hold not b allowd to mak a major
rror at thi tim. Yor prviion mt b clo nogh
to dtct th tart o an rror, and yo mt corrct th
tdnt at that point.
Th tdnt hold b allowd to prorm th tak in
mall gmnt, with yo providing clo prviion oach gmnt.
Rrring to or xampl o th practi orcd landing,
conidr th ollowing ggtion o how to divid th
tak into gmnt:
On th tdnt rt attmpt:
Yo, th intrctor:
selecttheeld,makingsurethatitiswithineasy
atorotational rang
performallin-ightchecks,includingLOOKOUT.
Th tdnt i th hlicoptr and concntrat on
making th ld.
I th tdnt mak a major rror, yo tak control and
plac th hlicoptr in th corrct poition, thn giv th
tdnt control and contin th approach. Try to nr
that th tdnt mak th ld on th rt attmpt, vn
i yo hav to hlp all th way throgh.
On bqnt attmpt, dpnding on th dgr o
cc o th prvio attmpt, add mor itm or th
tdnt to carry ot.
Contin th proc ntil yo l th tdnt can y th
complt manovr alon. Yo hav now compltd th
tdnt prormanc and intrctor prviion portiono thi mthod, and yo hold now procd to th
valation.
eVALuATION
Th valation portion o th dmontrationprormanc
mthod i whr tdnt gt an opportnity to prov that
thy can do th manovr withot aitanc.
For th practi orcd landing yo hold tll tdnt
that yo will b imlating an ngin ailr and that thy
ar to carry ot th ntir procdr, inclding all chck
and lookot.
Whil th tdnt i prorming thi manovr yo mt
rrain rom making any commnt. Or no aitancwhatovrnot vn grnt or had nod. Yo mt,
howvr, obrv th ntir manovr vry carlly, o
that yo can analy any rror that th tdnt may mak
and dbri accordingly.
NOTe: O cor, yo wold intrrpt th tdnt
prormanc i aty wr to bcom a actor.
scc or ailr dring th valation tag o th
lon will dtrmin whthr yo carry on with th nxt
xrci or rpat th lon.
RuLes FOR usING THe DeMONsTRATION
PeRFORMANCe MeTHOD
Giv a prct dmontration or, i thi i not practicabl,
how th nihd prodct. exampl: Whn taching map
prparation, how a map with a cro contry trip all
markd ot: tdnt will th tandard xpctd in
prparing thir own map.
Giv a tp by tp xplanation o th rqird tak.
u raon, xampl and comparion to mak th
xplanation clar.
Hav tdnt imitat a tp o th kill whil yo provid
clo prviion. For xampl, hav tdnt practi th
ntry to a tp trn ntil it i corrctly don, bor yo
go on to th nxt tp.
Contin ntil th tdnt ha imitatd ach tp.
Provid tdnt practic, with aitanc a ncary.
enr that th amont o tim allottd or tdnt
practic qal or xcd th amont o tim or th
dmontration, xplanation, and tdnt prormanc
ndr vry clo prviion. stdnt hold tak a
mch tim to practi a yo tak to tach.
Ovrall rl: whil yo ar dmontrating and xplaining,
yor tdnt litn and obrv; whil yor tdnt
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PAGe 12 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
i prorming, yo litn and obrv. NeVeR ak th
tdnt to prorm whil yo ar xplaining.
Complt th xrci with an valation nal chck p
in which tdnt hav th opportnity to prov what thy
can do.
NeVeR jt xplain and dmontrat a kill or procdr
or tdnt. ALWAYs hav tdnt prorm th kill to
nr that th kill or procdr i don proprly. sTICK
WITH THeM uNTIL THe sKILL Is DONe CORReCTLY. For
xampl, a tdnt i abot to procd on a olo crocontry trip and ak yo how to ll in th navigation log.
explaining how to do it, vn with a dmontration, i no
garant o tdnt cc. Hav tdnt tll yo how
to do it or, bttr till, hav thm mak a practic log ntry
bor dpartr.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 13
Th ollowing tchniq, i applid in a concintio
mannr, will hlp th ight intrctor to giv ctivintrction. Bca mot ight intrctor alo carry
ot om, i not all, o th grond chool training,
rrnc to claroomtyp intrction ar incldd in
thi mmary. Th tchniq o intrction, qtioning
tchniq, lon planning, tc., ar qally applicabl or
providing larg grop intrction or or air intrction on a
on to on bai, individal prparatory grond intrction,
or pr ight bring.
To prnt a lon in a proional mannr, yo mt
prpar in advanc and procd a ollow:
PRePARe A LessON PLANRaon: A lon plan act a a gid and kp yo
on track dring yor prntation. It alo nr that
important point ar covrd and not nglctd bca
o poor mmory.
What to incld: Hading o main point; fcint
not to jog mmory on talking point; pcic qtion
and anwr to conrm tdnt larning; vial aid
intrction inclding a chalkboard plan; a wllthoght
ot opning and cloing tatmnt; timat o th
amont o tim to b pnt on ach major ida or itm; a
vial aid plan; any othr point that yo l will hlp to
gt th lon acro.What to avoid: Writing matrial ot in ll dtail thi
promot rading o th matrial whil yo ar in ront
o th cla; ing ingl pac ormat thi do not
allow or rviion o th not th nxt tim th lon i
to b givn; writing in longhand, nl yo ar abl to
rad yor not at a ditanc o 1 mtr. Thi mak yo
appar not to know yor matrial bca yo hav to
look cloly at yor lon plan rathr than jt glanc at it
to jog yor mmory.
PRePARe THe CLAssROOM/TeACHING AReA
BeFORe THe LessONRaon: Th cla mt b arrangd or bt tdnt
larning. I tdnt cannot all th aid, thy
may mi a point. Lon prparation appar mor
proional i no tim i watd organiing aid or
rarranging ating.
PRePARe/CHeCK TRAINING DeVICes/AIDs
BeFORe THe LessON
Raon: Thi avoid mbarramnt hold an itm not
work, or hold any chart, lid or graph b hown in th
wrong ordr.
PRePARe YOuR sTuDeNTs FOR LeARNING
Raon: I tdnt ar to larn, thy mt b phyically,
mntally and motionally rady to do o.
How to do it:
Tellstudentsspecicallywhatisrequiredofthem
dring th lon and what thy will b abl to do at
th nd o th lon.
Tellstudentswhytheyshouldtakepartinthelesson
and how th nw kill or knowldg will bnt
thm. Giv a many advantag a yo poibly can
or having tdnt larn, a thy may not agr withom o yor raon.
Givestudentsanoverallpictureofthelesson,and
how thm how it t into th ntir cor. Attmpt
to rlat th nw matrial to om pat and/or tr
xprinc o yor tdnt.
Thelengthoftimerequiredtopreparestudents
or larning dpnd primarily on thir backgrond
knowldg and th complxity o th matrial.
A a gnral gid, th amont o tim ndd i
approximatly 10% o th lon.
INsTRuCTIONAL TeCHNIQuessuMMARY AND GuIDe
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PAGe 14 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
sTART THe PReseNTATION OF NeW
MATeRIAL AT THe sTuDeNTs LeVeL OF
uNDeRsTANDING
Raon: I yo bgin yor prntation at a lvl yor tdnt
do not ndrtand, thr will b conion and tim watd.
Littl or no larning will tak plac.
How to dtrmin th tdnt lvl o ndrtanding:
Beforetheinstructionstarts,
condct a Thrhold Knowldg Tt
to dtrmin what yor tdnt know or dont know.
A Thrhold Knowldg Tt i imply om orm o
xamination, writtn or oral, o fcint lngth to inorm
yo a to th actal lvl o knowldg.
Duringthecourseofinstructionhaveperiodicreviews.
Conductareviewofpreviouslessonsbeforeyoustart
ach lon. Th rviw hold conit o a ri o
qtion. I yor tdnt anwr corrctly, procd. I
thy do not, rtach.
Checkwithotherinstructorsforthestrengthsand
wakn o yor tdnt, and arrang yor matrial
to t th tdnt nd.
PROCeeD AT THe RATe OF sTuDeNT
COMPReHeNsION
Raon: I yo gt ahad o yor tdnt dring th
prntation, yo ar in th am poition a i yo tartd
abov thir lvl.
How to nr that yo ar procding at th rqird rat:
Arrangeyourmaterialinstages.Stopattheendofeach
tag and ak pcic qtion on th matrial yo
hav jt covrd. I yor tdnt anwr corrctly,
procd. I thy do not, rtach. Th lngth o tim or atag dpnd on th complxity o th matrial bing
prntd, bt a good gnral rl i 8 to 12 mint.
Writeoutinfullanumberofwell-thought-outquestions.
Pt th qtion on yor lon plan and mak r
thy ar akd dring th prntation. Th dback yo
gt rom th anwr will dtrmin whthr or not
yor tdnt ndrtand.
Observeyourstudentscloselyforfacialexpressionsthat
cold indicat that thy do not ndrtand a particlar
point. I tdnt ay thy ndrtand, ak thm a
qtion to mak r.
Encouragestudentstoaskquestionsonpointsthat
thy do not lly ndrtand.
Provideforlotsofpracticeofbasicskillsbeforeyougo
on to th mor complx part.
IDeNTIFY AND eMPHAsIse MAJOR POINTs
FOR THe sTuDeNTs
Raon: Dring any prntation thr i a mixtr o
nd to know matrial, which i xtrmly important,
and nic to know matrial, which may or may not hav
to b rmmbrd or a long priod o tim.
How to idntiy and mphai point or yor tdnt:
Prepareavisualaidofthemainpoints;approximately
75% o larning com rom viion, whra only
abot 13% com rom haring. Th vial aid may b
a hading on a chalkboard, chart, or projctd imag.
Havestudentswritethemainpointsdownintheirnotbook, or provid not that incld th main
point.
Makeaverbalstatementtothestudents,suchas:
Thi particlar point i vry important: rmmbr it.
Prepareanorientationboard(chalkboardorsheetof
papr that idnti th major point or a lon.
stdnt can rr to thi board throghot th
lon, and thi hlp thir thoght to b gidd to a
pcic ara.
Raisethevolumeofyourvoiceandreducetherate
o dlivry whil tating an important point, to add
mphai.
Besidesemphasisingthemainpoints,youshould
alo mphai aty and th point that ar aily
orgottn or difclt to rmmbr.
Provideemphasisaccordingtorelativeimportance.
Th mot important thing gt a gratr amont o
mphai.
Emphasisepointsbygivingverbalexamples(realor
imaginary; by comparion imilarity to, or dirnc
rom, known act; and, prhap mot importantly, by
giving raon or ach point yo mak. stdnt tnd
to rmmbr bttr i thy ndrtand th raonbhind vry point thy mt larn.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 15
Repeatthepointfrequentlybyusingsummaries,or
hav yor tdnt rpat th point by anwring yor
qtion.
Conductperiodicreviewsoftheneed-to-knowmaterial.
Havethestudentscompleteahomeassignmentof
th important point o a lon.
Havestudentsrecord,innoteform,themajorideas
or itm that yo l mt b mphaid. By having
thm writ ida down yo ar ing anothr n,
o larning may b rinorcd. Useavarietyoftrainingaidstoappealtoseveral
n toch, l, tc..
Donotemphasisenice-to-knowmaterial.
GIVe CLeAR eXPLANATIONs AND
DeMONsTRATIONs
Raon: I tdnt do not ndrtand an xplanation, yo
will hav to rtach by rphraing or by going ovr th
matrial a cond tim. Th am appli to a loppy or
inaccrat dmontration.
sggtion or nring that yor xplanation anddmontration ar clar:
Startverbalexplanationsbyreferringtosomething
alrady known by yor tdnt. Aociation o ida
mak it air to ollow yor xplanation.
Usewordsandphrasesthatarecommonlyused.
Avoid howing o yor command o th englih
langag by ing ch phra a: elaborat on th
ndamntal ramication o hylamphrim. Intad,
ak What happn whn th lvr i litd?
Attempttoreducecomplexmaterialandideastoa
impl, ay to ndrtand orm. Th bt way to do
thi i to tart with omthing yor tdnt know
abot and bild on that knowldg in mall tp.
Ifyouarerequiredtodemonstratesomething,make
r yo can do it corrctly bor yo how th
tdnt.
Makesureallstudentscanseeeventhesmallest
point o a dmontration; i ncary, gathr thm
arond yo.
Ifyouaredoingasimultaneousdemonstrationand
xplanation, brak th dmontration down into
mall tp and xplain ach tp thoroghly, giving
raon, xampl and comparion.
use VIsuAL AIDs AND use THeM eFFeCTIVeLY
Raon: Approximatly 75% o all larning com throgh
ight.
sorc o ida:
graphicartistsorpersonnelassociatedwiththe
prodction o vial aid
otherinstructors,whocanoftengivesparktoanidea
commercialdisplaysinnewspapers,magazines,
tlviion and tor
nally,yourownimagination,which(ifyougiveitfullrein)
i an xcllnt orc o ida or aid.
Typ o vial pport:
actualequipment
mock-ups,charts,diagrams,picturesormodels
DVDs,lms,videotapeandcassetterecordings
sometimes,people.
Gidlin:
Planthelessonrst,andthenselectthetypeofvisual
pport that hlp tdnt larn th matrial. DONOT lct a vial aid and thn try to bild a lon
arond it. Jt bca th aid look impriv, it
do not man it will ll th nd, th nd bing to
hlp yor tdnt larn th mtknow inormation.
Plantouseavisualdisplayofallmajorpointsthatare
covrd dring yor lon. simpl wording on th
whitboard i ally bttr than rpating th main
point ovr and ovr again.
Makeyouraidssimpleandclear.Eliminateall
nncary data. Avoid th tndncy to prodc
ornat, dtaild artwork.
Manufactureaidsthatcanbeseenbyallthestudents.
Bor yo it, pt th aid in th poition in which it
i to b d. Go to th poition o th tdnt artht
away, and nr that yo can th aid clarly.
Useavarietyofcolourstoaddinterest,butmakesure
yo kp aociatd part or ida or a rpating ida
in th am color. In thi way, yo hlp yor tdnt
to ollow yor prntation mor aily.
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PAGe 16 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
Whn an aid i not in , covr it p or rmov it rom
ight. It can act a a ditraction or yor tdnt i it i
thr bt not bing d.
Iftheaidincludeswrittenwords,havesomeone
chck or corrct plling and grammar. Yo wold
b rprid how many tim miplld word ar
diplayd or tdnt.
Ifpossible,standwellawayfromtheaidandusea
pointr, o that yo do not obtrct th viw o any
tdnt. Ifyouareusingchartsitissometimesadvisableto
hav two copi, on lablld and on nlablld.
Th nlablld on can b d latr to tt tdnt
knowldg. Altrnativly, a dplicat work ht o th
chart can b givn to ach tdnt to ll in or labl.
Conidr: Will th aid hlp th tdnt larn bttr, air,
or atr? Yo hold how thm a wll a tll thm.
VARY THe RATe, VOLuMe AND PITCH OF YOuR
VOICe WHeN DeLIVeRING THe LessON
Raon: Any orm o varity add to tdnt intrt.
spaking in a dll mannr will gnrally pt tdnt to
lp, or at lat allow thir mind to wandr o th bjct.
Conidr:
Speakatafastratewhilepresentingnicetoknow
matrial. Thi prodc th ct o obrvabl
nthiam, and nthiam i contagio.
Speakataslowratewhenidentifyingmustknow
inormation. Thi allow tdnt to parat th nd
to know rom th nic to know matrial and in mot
ca add mphai to th point bing mad.
Adjustthevolumeofyourvoicetotheconditions
ndr which yo ar intrcting. I thr i backgrond
noi yo mt rai th volm o yor voic o that
all th tdnt can har what yo ar aying.
Generallyyouwillhaveverylittlecontroloverthepitch
o yor voic, bt adjting th volm and varying
th rat o dlivry will otn hlp to vary th pitch to
om xtnt.
OBTAIN FeeDBACK FROM sTuDeNTs BY
LOOKING AT THeM (eYe CONTACT)
Raon: It giv tdnt th ling that yo ar
intrtd in thm and allow yo to dtrmin whthr
or not thy ndrtand what yo ar prnting.
Conidr:
Lookdirectlyatthestudents,butdonotstareatany
particlar individal or too long at a tim. I tdnt
avrt thir y it man yo hav tard too long
and poibly cad om mbarramntlook
lwhr.
Makeyoureyecontactimpartial.Donotfavourany
individal tdnt or grop o tdnt; incld thm
all in yor prntation.
PROVIDe FOR MAXIMuM sTuDeNT ACTIVITY
DuRING THe LessON
Raon: stdnt larn mor aily i thy ar activly
ngagd in th larning itation.
Conidr:
Whenlearningatheorysubject,studentspractice
o that thory i ally in th orm o anwring
qtion. enr that yo ak qtion throghot
th prntation.
Usesoundquestioningtechnique,asoutlinedinthe
ction Oral Qtion.
Distributeyourquestionsevenlyamongallthe
tdnt, to avoid having a w anwr all th
qtion.
Makeyourquestionsthoughtprovokingand
challnging.
AvoidquestionsthatrequireasimpleYESorNO
anwr, nl yo immdiatly ollow p with a why
or how qtion.
Alwayshaveenoughinformationinthestemofyour
qtion to gid th tdnt thoght toward a
particlar ara. Avoid gnral or ambigo qtion,
ch a What go p th cylindr o an ngin? Yo
may not gt th anwr yo ar looking or.
Meaningfulactivitywhilelearningaskillisnormally
a combination o anwring qtion and practiing
th vario tp o th kill. Arrang to hav tdnt
involvd in th practic a oon a poibl atr th
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 17
tart o th lon. I poibl, bild into th rt
part o th lon a hand on opportnity or yor
tdnt. Thi incra thir intrt and in mot
ca will giv thm a poitiv dir to larn mor.
Alwayssupervisestudentpracticeveryclosely;do
not allow thm to mak mitak rom which thy
cold bgin to larn bad habit. I yo do, yo will
hav to rtach thm. Th phra practic mak
prct i only tr i th pron practiing rciv
clo gidanc and prviion. ReMeMBeR, ONLY
CORReCT PRACTICe MAKes PeRFeCT.
Whenstudentsareabletoperformataskwitha
raonabl dgr o procincy, introdc om
comptition pd or ability or a variation o th
killbt only whn thy hav almot matrd th
baic kill.
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PAGe 18 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
Dvlopmntal taching i bad pon a tdntcntrd
philoophy o taching that rqir yo to raon with
tdnt to hav thm mt prdtrmind objctiv.
By ing th tdnt backgrond knowldg, yo
ak qtion that lad th tdnt to dtrmin thnxt tp in a procdr, th logical application o a
principl, or th nal oltion to a problm. Th rat o
progr in dvloping th mor complx ida o th
lon i govrnd by th tdnt prcption and
comprhnion. Qtion hold b akd to rviw
prvioly larnd matrial. Th proc o dvlopmntal
taching bgin whn tdnt ar rqird to raon
ot, and mak ggtion, with rpct to nw matrial.
Dvlopmntal taching ha bn d throghot th yar
by all good tachr. Bca o th rqirmnt or vry
tdnt to participat, dvlopmntal taching i ctiv
with mall grop and with individal tdnt. It can b dat any lvl o tdnt knowldg, providd that yo know
or dtrmin th appropriat lvl and procd accordingly.
Dpnding pon th bjct mattr, om lon can b
ntirly dvlopmntal. Mor rqntly, howvr, thr will
b a combination o taching by xplanation whr it may b
mor fcint to xplain crtain matrial and dvlopmntal
taching whr crcial ara o th bjct mattr can b
raond with yor tdnt. In almot vry lon, om
dvlopmntal taching i appropriat and dirabl.
Th main advantag o dvlopmntal taching i that it
promot fcint tdnt larning bca it ati all
th baic apct o larning. sinc tdnt participatin maningl activity, thy ar orcd to think abot
th matrial bing larnd, a qtion ar anwrd
vrbally. Conqntly, intrt i maintaind, a n
o accomplihmnt i gaind, and ctiv larning
tak plac. Yo rciv contant dback and rqnt
conrmation o th tdnt progr.
Carl planning or dvlopmntal taching i critical
bca yo mt ormlat appropriat qtion that
dmand raoning on th part o yor tdnt. Th
tandard qtioning tchniq mt b obrvd,
and tdnt rpon mt b handld with tact and
dicrtion. In addition to bing a matr o th bjctmatrial, yo mt b xibl in yor approach. Yo
mt prmit adqat dicion, yt xrci fcint
control to mov toward th lon objctiv. Frqnt
mmari ar ncary to conolidat th matrial a
th lon progr.
Novic intrctor ar rqntly apprhniv abottrying dvlopmntal taching. exprinc ha hown
that tdnt conitntly rpri intrctor i givn th
chanc to participat activly in th larning proc. Th
diadvantag o lctring dring prparatory intrction i
that tdnt ar rqntly told matrial that thy alrady
know, or that thy raonably can b xpctd to ddc
on thir own. Th bt taching occr whn tdnt ar
ld to a point rom which thy can ytmatically dirct
thir own raoning to th oltion o a problm. Th
crt o ctiv larning i to kp tdnt mntally
activ in th larning proc. With dvlopmntal
taching tdnt ar orcd to think.
DeVeLOPMeNTAL TeACHING ORTeACHING BY QuesTIONING
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 19
sTuDeNT PROGRess
RATes OF LeARNING
Althogh it wold b convnint i th rat o larning
cold b conitnt and prdictabl, it i not alway o.
stdnt may progr rapidly or a priod, and thn
ddnly progr mor lowly or vn rtrogr or
a tim. sch variation ar to b xpctd. It i yor
rponibility to dtct thm a oon a poibl and to
try to liminat thir ca by rdircting yor intrction
to lvl thm ot a mch a poibl.
ADVANCes AND PLATeAus
Larning procd rapidly at rt whn a nw tak
i introdcd, thn low a a raonabl dgr o
procincy i achivd. Whn plottd on a graph, thi
dcra in th rat o larning i hown a a lvlling o
th acnding crv that rprnt progr FIG. 3. A
tdnt achiv th ability to bring togthr othr apct
o training, progr thn tnd to rm it pward
climb at a lowr bt airly contant rat.
Th rlativly lvl portion o th larning crv i trmd
a plata. It may rprnt a priod o training dring
which th tdnt i prcting th application o th
nw kill. Th corrlation o th nw kill with th othr
larning tak may not yt b obvio.
Th rat o progr in larning i actd by o many
otid innc that it i not otn prdictabl. Th rat
o larning i actd by ch thing a:
diversions
laggingorlackingmotivation
emotionaldisturbances
upsettrainingschedule
weather
equipmentbreakdown
unavoidableabsences.
slmp or plata in th rat o larning ar mor likly
to occr a yor tdnt advanc to mor complicatd
opration, ch a hovring or tranition. Otn
th raon i that a tdnt ha aild to matr on
baic lmnt o th opration, and thi lad to thapparanc o dcincy in th prormanc o latr
lmnt. Improvmnt ally bcom normal again
whn thi on baic lmnt i matrd. Yo can
acclrat improvmnt by carl alt analyi and
by concntrating intrction on that on pha o th
opration concrnd.
Withot comptnt intrction, tdnt will probably not
ndrtand why thy arnt improving and will bcom
dicoragd. Thi dicoragmnt tnd to prolong th
plata. Dring ch priod o dicoragmnt, yo
hold tp in to iolat and corrct th itation and to
provid pcial incntiv ntil normal progr i rmd.Rvral omtim occr, dring which a tdnt
prormanc bcom wor with contind practic.
Gnrally ch rvral ar d to a alty habit pattrn
involving on o th baic lmnt o th manovr or
opration involvd. Thi alty habit ca yor tdnt
to practi an rrono prormanc rpatdly, ntil
corrction bcom vry difclt. Yo mt not accpt
ch rror and mindrtanding a normal plata
in th larning proc. Thy mt b corrctd bor
progr can rm.
Figr 1: Crv o rmmbring
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PAGe 20 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
Dring advancd tag o larning, th rat o progr
can b vry low. exampl: An acrobat who can prorm
a rotin to a lvl o 9.6 continally practi to improv
th prormanc. Raiing th cor p to 9.8 or 10
rqir xtniv training and practic. stdnt may b
narly rady or a ight tt at an arly tag, and addd
training will only how light, low improvmnt.
Rvral in th rat o larning cold alo tak plac i
yo wr to plac too mch mphai on a ingl pha,
lmnt or manovr, particlarly to th dtrimnt o
othr voltion.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 21
Yo ar likly to b dicoragd whn yo dicovr that a
wll plannd lon do not tach all tdnt with qal
ctivn. ually, howvr, yo oon that thi i
natral. On manitation o th dirnc among tdnt
i that thy ldom larn at th am rat. Dirnc in
rat o larning ar bad on dirnc in intllignc,
backgrond, xprinc, intrt, dir to larn, and
contl pychological, motional, and phyical actor.
Yo mt rcogni that tdnt ar dirnt. Yo mt
rcogni that thi act dictat how mch yo can tach, at
what rat, and whn.
PeRsONALITY DIFFeReNCes
ATTITuDe: stdnt hav thir own pronal attitd
and mthod o thinking. Thinking pattrn and raction
to th vario philoophi and typ o training mt b
rconcild. Th intrctor mt conidr whthr th attitd
i cad by hrditary or nvironmntal actor. Th root o
attitd problm may omtim b ond in th gnral
attitd o th chool ta.
INTeResT: Popl n ida and activiti that po
pcial val, or attraction or thm. Thr gnral
catgori o intrt ar th vocational, dcational,
and avocational. Th intrt o tdnt in dirnt
apct o ying will dir. eort hold b mad to tak
advantag o th, and to channl tdnt into dirnt
ara a ndd.
eMOTIONs
emotion play an important part in th training o a
tdnt. Yo mt know th kind o motion and th
tchniq ndd to control thm. Mot o think
o motion a ovrpowring ling ch a paion,
hatrd, or gri. Th ar not typical o th ntir rango motion. evrything w do, or with which w com in
contact, i colord by om motional ling. emotion
vary rom mildly plaant or nplaant ling, all th
way p to ling o intn that phyical and mntal
activity i paralyd. All o xprinc a wid varity
o motion vry day. Rarly do thy bothr or
intrr with or ability or willingn to do or job.
Howvr, tdnt in ight training ar in an abnormal
motional condition. stdnt ar in namiliar itation
whr acclratd prr ar xprincd ovr a long
priod o tim. Th larning itation tnd to intniy
th tdnt motional problm mor than w wold
xpct in vryday li. Yo cannot ignor thi problm bt
mt larn how to rcogni and ovrcom it.
DeGRees OF eMOTION
For or prpo, w will divid th vario lvl o
motion into thr catgori:
MILD eMOTION: Thi i th vryday typ o motion
ch a a mall amont o atiaction or diatiaction
with or job, or pronal liv, or with othr popl.
Mild motion act motivation.
sTRONG eMOTION: Thi dgr o motion i not lt
vry otn in vryday li, bt it ca mot o ormotional problm in ying training. strong motion
ca a larg amont o tnion in an individal, and no
on can liv or work normally with prolongd tnion;
howvr, trong motion can b copd with.
DIsRuPTIVe eMOTION: Th ar vry vr, dp
rootd motional tnion that dirpt logical action and
clar thinking. Pron ring dirptiv motion
ally rqir th aitanc o a pychiatrit; howvr,
th problm occr o rarly that yo nd only b
awar that thy xit.
INDIVIDuAL DIFFeReNCes
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PAGe 22 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
THe eFFeCT OF sTRONG eMOTIONAL
TeNsION
A pron cannot tolrat trong motional tnion ovr
any lngth o tim. It ca xtrm nrvon,
irritability, and an inability to rlax. It intrr with normal
ating and lping habit and mak th bjct gnrally
mirabl. evryon, ithr concioly or bconcioly,
tri to rliv prolongd motional tnion.
Th ct o motional tnion on larning dpnd on
th mthod chon by th tdnt or rliving it. I thproblm i attackd dirctly, and olvd, thn larning
i nhancd. For xampl, tdnt may hav trong
ling o rtration or worry d to dcincy in on
pha o th ighttraining program. I thy work hardr,
tdy mor, and rciv xtra intrction, progr will
probably bcom atiactory and tnion will diappar.
On th othr hand, i th ral problm i avoidd, an
cap mchanim may b d to rdc tnion and
larning will r.
use OF eMOTIONAL esCAPe MeCHANIsMs
stdnt in ight training will otn th ollowing
cap mchanim. Occaional o cap
mchanim i normal in vryon, bt thir ovr
indicat trong motional problm. Yo, thror, mt
larn to idntiy th ymptom that indicat that a tdnt
i ing cap mchanim.
PROJECTION:transferringtheblamefromoneselfto
omon or omthing l.
RATIONALISATION:ndingabelievableexcusefor
on action or ailr; trying to jtiy njtiabl
bhavior
RESIGNATION:becomingresignedtothesituation;
giving p
FLIGHT:physicallyormentallyremovingoneselffrom
th tnionprodcing itation.
AGGRESSION:takingonestensionoutonsomeone
l by bcoming blligrnt or argmntativ.
A tdnt ovr o on or mor o th cap
mchanim, along with othr ymptom, may indicat
an motional problm. Yo hold not wait ntil motional
tnion bcom xtrm bor taking corrctiv action.
MeeTING THe DIFFeReNCes
Yo mt b awar o th dirnc in aptitd,
pronality, and motion among yor tdnt and
ndrtand th ncity to trat tdnt a individal.
Whn yo hav analyd th itation and dtrmind th
dirnc, k hlp rom mor xprincd intrctor
or prvior whn ncary. Yo will attmpt to
qali th dirnt lvl o ndrtanding, idally
raiing th lvl o om withot rtarding th progr
o othr. Coping with dirnc among tdnt i
prhap th gratt challng o intrcting, and ndingth corrct approach or ach tdnt i ntial.
som trait and alt o tdnt ar airly common and can
b rcognid aily. Th ar dicd in th ollowing
paragraph, togthr with ggtd corrctiv action. Rr
to Tabl 2.
NeRVOus OR uNDeRCONFIDeNT. Nrvon or
ndr condnc in a tdnt i a trait that may or may not
diappar. Intrction may b too rapid and matrial may
not b aborbd. Rpating th ndamntal and nring
matry will otn allviat thi condition. Yo mt nr
that thi typ o tdnt rciv drvd prai whnvr
poibl. Harh rbk hold b avoidd. Patinc i vry
ncary whn daling with a tdnt o thi natr. Th
tdnt mt b awar that yo ar trying to hlp. Nrvo
tdnt may b o apprhniv that thy may not b
itabl or pilot training. Yo hold avoid manovr
involving xtrm hlicoptr attitd, nl thy ar
ntial to th lon bing taght. Tak th tim to bild th
tdnt p to xrci involving xtrm hlicoptr attitd.
OVeRCONFIDeNT OR CONCeITeD. Yo mt rt
nr that thi typ o tdnt ha th ability to match th
condnc and, i o, t mor difclt tak that rqir
gratr accracy. Mor criticim o imprction i adviabl.
I th tdnt ha littl ability, conlling may b rqird.
Any ign o amiliarity mt b dicoragd.
FORGeTFuL OF INsTRuCTION. At th bginning o
training, tdnt may orgt prvio intrction. stdnt
with thi problm rqir a grat dal o patinc and
probably nd mor rviw than th avrag tdnt. extra
tim pnt in bring and dbring and mor tdy on th
tdnt part hold b rwarding or all concrnd.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 23
INCONsIsTeNT. Many tdnt, at on tim or anothr
throghot th cor, appar to lack conitncy in
ying procincy. Thr ar many raon or thi, and
yo mt try to nd th on that t a particlar tdnt.
Yo mt look at yorl and yor attitd toward th
tdnt. Mot o hav good day and bad day, bt
whn a tdnt how larg ctation in procincy th
intrctor mt look cloly at th taching activiti. A
chang in approach or vn a chang in intrctor may b
calld or.
sLOW sTARTeRs. slow tartr ar tdnt who nd
difclty doing mor than on thing at a tim. Again,
patinc i mandatory. Progr may b low, bt
ncoragmnt will hlp.
FAsT sTARTeRs. Fat tartr ar ally tdnt with
prvio xpor to ight training who qickly grap th initial
air xrci. Yo hold not omit anything rom th bring.
Watch or ign o wakn whn nw work i introdcd.
Thi typ o tdnt ally low down to th lvl o th
othr hortly atr going olo. A high dgr o procincy
throghot th cor hold not b anticipatd nl th
tdnt ha abovavrag ability.
Tabl 2: stdnt trait and how to addr thm.
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PAGe 24 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
IMMATuRe. Yo mt not b too harh with tdnt
who appar immatr. Yo will nd that within a hort
tim in th ying training nvironmnt, th tdnt will
mor than likly attain a gratr dgr o matrity. Yor
attitd i o prim importanc in tting an xampl. Yo
mt ncorag and hlp th tdnt matr into th
rol o a rponibl pilot whnvr poibl.
AIRsICKNess. som tdnt may r rom
airickn indcd by motion, ngativ G, apprhnion,
clatrophobia, tnion or xcitmnt. Yo mt attmpt
to dtrmin what act th tdnt. Whn ign o
airickn how p, try mthod o prvntion ch
a ltting th tdnt y traight and lvl, topping
intrction, indcing rlaxation, making convration
abot omthing l, or whatvr will kp a particlar
tdnt rom bcoming airick.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 25
THe sTuDeNTINsTRuCTORReLATIONsHIP
Th primary rponibility or tablihing a avorabl
tdnt intrctor rlationhip rt with yo. Th
ccl prormanc o yor job rqir that yor
rlationhip with tdnt accomplih thr thing.It mt maintain diciplin and rpct or yo, th
intrctor: th ar ncary or any ladr. stdnt
mt oby yor dirction, pcially in an hlicoptr.
Thy mt ollow yor xampl and triv to carry ot
yor intrction and ggtion or improvmnt.
Th dir to hlp yor tdnt olv a problm i
an important part in tdntintrctor rlation. An
obvio willingn to hlp tdnt with problm
will do mor than anything l to hold rpct, loyalty,
and coopration. Thi willingn i dmontratd, and
otn th tdnt problm ar olvd by conlling.
It i a continal proc, and inormal conlling takplac any tim an attmpt i mad to hlp tdnt with
problm concrning training.
Yo want yor taching to rlt in good pilot who ar
abl to th initiativ, jdgmnt and kill that yo
hav nrtrd in thm throghot th cor. I tdnt
ar to rpct, rathr than ar or rnt, yor athority,
yo mt b air, rm and rindly. Do th ollowing and
yo will b conidrd to hav om o th qaliti o a
good intrctor:
Inspireyourstudentstosetgoalsthatwillstandthem
in good tad in aviation. Yor xmplary condct and
high idal will hlp in thi goal.
Bedecisive.Weighallthefactorsnecessarytomake
dciion and thn act with conviction.
Beinterestedinyourstudentsandletthemknowby
bing amiliar with thir backgrond, problm and
achivmnt.
Respecttheirrightsand,whencorrectingmistakes,do
o in a traightorward mannr, nvr ing arcam
a a corrction mthod.
Acknowledgeyourownmistakes.Theadmission
that Yo wr right and I wa wrong do mch to
dvlop moral.
Ifyoudonotknowtheanswerstorelevantquestions,
ay o, nd th anwr, and tll th tdnt latr.
Beenthusiastic.Instructorenthusiasmisreectedin
tdnt larning.
Encouragestudentinitiative,selfreliance,ideasand
ggtion. By doing o, yo tach yor tdnt to
raon or thmlv intad o driving thm to rigid
conormity. Howvr, tr that thr ar crtain
bondari that thy mt not ovrtp.
Beimpartialandfair:nevershowfavouritism.
Neverblu:muchofyoursubsequentinstructionmay
b ditrtd.
Usehumour.Appropriatehumourcreatesgoodwilland
can b d to tach difclt bjct matrialbt
dont bcom o hmoro that th bin at handbcom condary.
Ifyoudoubtastudentsprogressormotivation,
arrang or an indpndnt chck. Prhap om
modication to yor taching approach may b
ndd. In xtrm ca a chang o intrctor may
b in ordr, i yor chool itation will allow.
Beawarethattheuseofcockpitintercommunication
dmand itabl phraing, pch lvl, clarity, and
diciplin.
Teachyourstudentstohavemasteryoverthe
hlicoptr, to y with vrv and pirit to th limit o thhlicoptr ight nvlop, and to know what thy
can and cannot do, bt draw a vry dnit ditinction
btwn intllignt condnc and oolhardin.
Planallsololessons.Giveyourstudentsthorough
pr ight and pot ight bring, and mak r that
thy clarly ndrtand th rqirmnt and aim
o th xrci. Thorogh dbring allow yo to
nd ot abot difclti that yo may not har abot
othrwi. To yor tdnt, ailr to dbri may
appar to imply a lack o importanc o th xrci or
a lack o intrt on yor part.
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PAGe 26 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
Bepresentwhenyourstudentsarebeingdebriefed
atr chck rid or tt. Yo may nd ot point that
yo may hav mid whil ying with yor tdnt,
and yo will almot crtainly b givn dtail in a vrbal
dbring that may not b incldd in a writtn rport.
Maintainaprofessionalimage.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 27
FAuLT ANALYsIs
Falt analyi i ncary at all lvl o ight training.
Th ability to dbri ctivly do mor to parat th
ccl intrctor rom th poor on than do abov
avrag ying ability. Yo mt rali that th ol prpo
o alt analyi i to improv tr tdnt prormanc. A
valid critiq contain thr ntial lmnt:
1. strnghth
2. Wakn, and
3. spcic ggtion or improvmnt.
Withot ach o th lmnt, alt analyi i
inctiv.
strngth ar analyd to giv a ling o atiaction and to
how that yo rcogni what tdnt can do wll. I yo
ar nabl to idntiy trngth, it will b difclt or tdnt
to bliv that yor idntication o wakn i accrat.
Poitiv rinorcmnt o a tdnt trngth will rqntly
do mor or th tdnt than any nmbr o rmdialggtion on yor part.
Th ncity o analying wakn i radily apparnt. Thi
lad into th third lmnt: pcic ggtion or improvmnt.
Whnvr yo ar critiqing a tdnt, conidr th ollowing. I
yo ar nabl to ggt a rmdy or ovrcoming th wakn,
yor tdnt do not hav that wakn. Poitiv ggtion
ar mandatory or improving tr prormanc; howvr, yo
hold limit yor critiq to th idntication o a maximm o
thr wakn with ggtd rmdi. Attmpting to corrct
all th wakn that a tdnt may hav at on tim cold
rlt in yor tdnt not bing abl to corrct any wakn.
Dring actal ight intrction yo hold attmpt to pinpoint aingl major wakn bor conidring th nxt. Improvmnt
in a tdnt prormanc tak tim: an xprt will not appar
ovrnight. Mor will b larnd i a dnit improvmnt in
prormanc i xprincd ach tim th tdnt tak part in a
lon.Th rcommndd ormat to ollow whn condcting
alt analyi i:
Whn in th air:
identifymajorstrengths
pinpointamajorweakness
suggestaremedytocorrectthatmajorweakness.
On th grond:
identifymajorstrengths
identifyamaximumofthreemajorweaknesses
suggestremediestocorrectthemajorweaknesses.
NOTe: On way to think o a major wakn i: What
itm, i corrctd now, wold rlt in th corrction o thgratt nmbr o othr alt? A tdnt prormanc
improv, th wakn that originally wr conidrd
minor on now bcom th only wakn. All
wakn will b dalt with, bt in ordr: th mot
important on rt.
CHARACTeRIsTICs OFeFFeCTIVe FAuLT ANALYsIsectiv alt analyi alway triv or maximm
objctivity. Yo hold nvr allow pronal bia to act
th grading or analyi o any particlar ight. Objctivity
hold b conidrd in both tdnt pronality and ying
tchniq. At tim, pronality conict occr, bt a a
proional intrctor yo will hold th to a minimm.
In th ara o ight tchniq, yo may bcom dogmatic
and accpt only on way to accomplih a manovr.
Alway kp in mind that thr ar many tchniq that
accomplih th am manovr corrctly.
Yo mt b conitnt in yor analyi. Alway attach th
am importanc to an rror, providd th circmtanc
rmain th am. Withot a conitnt t o rl,
yo will b conidrd arbitrary or accd o playing
avorit.
Honty i th bt policy or critiqing. Th itation
whr yo may attmpt to motivat a wak tdnt
by giving bttr grad than drvd jopardi
th ctivn o yor intrction. stdnt mt
know xactly whr thy tand and b givn pcic
ggtion or thir improvmnt. Thi i th ol
prpo o alt analyi, and mphai mt b placd on
thi nction.
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PAGe 28 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
GROuND sCHOOL DeFINITION
Claroomtyp intrction, gnrally to mor than on
pron, covring itm to b taght in th crriclm.
Thi prpar th tdnt or th writtn xamination,
althogh intrction may alo b xtndd to covr th air
xrci.
Thi i a lit o bjct rom th appropriat stdy and
Rrnc Gid that th tdnt hold hav larnd or
hav bcom amiliar with bor th prparatory grond
intrction i givn. Th point hold not orm part o th
prparatory grond intrction or pr ightbring.
GROuND sCHOOL TRAINING
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 29
PRePARATORY GROuND INsTRuCTION
PRePARATORY GROuND INsTRuCTION
DeFINITION
Claroomtyp intrction, normally on a on to on
bai, bt not xclding grop intrction, covring th
tp ncary to y an air xrci. Whra th baic
thory o ight, whr applicabl, wold prvioly havbn covrd in grond chool, om thory may b
ncary to xplain a point rlatd to th condct o th
air xrci. entially, prparatory grond intrction
hold covr how to do an air xrci.
Thi i a prntation givn by th intrctor whn
introdcing a nw xrci. Idally it hold b givn no mor
than 24 hor bor th rlatd training ight and hold b
givn in th orm o a ma bring.
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PAGe 30 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
PRe-FLIGHT BRIeFING
PRe-FLIGHT BRIeFING DeFINITION
Dicion on a on to on bai jt bor th condct o
an air xrci to nr that th tdnt ndrtand xactly
what will tak plac. Thi i ntially a practical bring
on th air intrction in Part II o thi gid, avoiding thory,
which hold hav bn covrd in th ma bring, btinclding th important apct:
Whatarewegoingtodo?
Howarewegoingtodoit?
Safetyconsiderations.
Thi i parat rom th grond prntation. It hold
prcd all ight, whthr or not thr i a nw xrci
to b covrd. It i alo particlarly important whn
nding a tdnt olo. Point that hold b covrd
incld:
meteorologicalandaerodromeconditions,and
NOTAM
thehelicoptertobeused,itsfuelstateandother
rlvant inormation
wheretheexerciseswillbeconducted
takeotime,durationofight,andtimewhenthe
hlicoptr i d to land back at ba
thesequenceofexercisestobecoveredduringthe
ight
areviewofrelevantairmanshippoints.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 31
Th inight xrci i th clmination o all grond training
and prparation. To achiv maximm ctivn, it mt
b own immdiatly atr th pright bring, and to
avoid conion it hold b own a brid. Th ollowing i
a gid to th condct o a training ight. Variation may b
ncary to it individal tdnt rqirmnt.
CONTROL OF HeLICOPTeRThr hold nvr b any dobt a to who ha control o
th hlicoptr. Th procdr or giving and taking control i:
Whenyou,aspilotincommand,wishtogivecontrol
to yor tdnt, ay clarly Handing ovr. Tach yor
tdnt to tak control only whn rady and to alway
ay Taking ovr. Yo do not rlinqih control ntil
yo har thi phra. Formali thi portion o th
voltion by aying Yo Hav Control.
Whenyouwanttotakecontrol,sayTakingoverand
thn tak control, nring that yor tdnt ay
Handing ovr whn rlinqihing control. Formali
thi portion by aying I Hav Control.
Aspilotincommand,youhavethenalauthority.
Yor rqt to giv or tak control hold not b
qtiond bt actd on a qickly a poibl by yor
tdnt.
Whenthestudenthascontrol,youmustnotridethe
control. Yor tdnt may l that yo ar taking
control, and thi cold lad to a dangro itation.
Additionally, yo may rob yor tdnt o th lingo accomplihing th manovr indpndntly. Thi
i particlarly difclt dring critical manovr,
ch a toch down atorotation, whn thr i littl
tim availabl to th intrctor to corrct rror. Thi
procdr hold b adhrd to at all tim.
IN FLIGHT TeACHINGFor mot nw xrci yo hold rt rviw th
main point o th manovr and thn giv a prct
dmontration. Th rviw mt b hort. Incld ch
itm a airpd, powr tting, altitd, tc. ually
yo can obtain thi inormation rom yor tdnt.
Yor dmontration hold b a complt manovr
and hold t th tandard yo want yor tdnt to
ltimatly achiv.
In th ca o a complx manovr, atr th prct
dmontration, dmontrat a mall portion o th
manovr, giving a bri xplanation ithr bor, dring
or atr th dmontration. Hav yor tdnt attmpt
thi mall portion. Watch cloly or any major rror. I
yo obrv a major rror, tak control immdiatly and
xplain to yor tdnt what wa don incorrctly, thn
dmontrat a oon a poibl what to do to corrct
th rror. Allow practic o that mall portion bor
procding to th nxt portion. Contin th proc
o dmontration, xplanation and practic with clo
prviion o ach tp or portion, ntil yor tdnt
ha compltd th ntir manovr. Thn, allow
contind practic, lowly withdrawing yor gidanc and
aitanc.
A yor tdnt gain procincy, yo may look or minor
rror and corrct thm in th am mannr. Rmmbr,
thogh, that larning to y procintly tak tim and yo
hold concntrat on th major point rt. Many o th
minor rror will b corrctd a yor tdnt corrct
th major alt. Alo, rmmbr to acknowldg good
prormanc.
I practicabl, concld th air xrci with a prct
dmontration o th manovr to b larnd on th
nxt lon. Thi will hlp yor tdnt to lly ndrtand
th hom tdy or th nxt xrci and will alo provid
a poitiv mntal pictr abot what will b taking plac
dring th nxt ight. O cor, yo wold not giv a
dmontration o nw matrial i th nxt lon wr to
b a rviw or a rpat o a lon.
IN FLIGHT INsTRuCTION
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PAGe 32 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
FAuLT ANALYsIsWhn dicing a tdnt alt, alway tak control
o that yor tdnt may dvot ll attntion to th
intrction. In om ca yo may ak th tdnt to
analy th rror in a particlar qnc; ally thi
will happn dring th latr tag o training. Do not
b ovrly critical o minor alt dring arly tag.
Corrct major alt rt, and thn, a improvmnt i
notd, corrct th minor rror. I a tdnt indicat
problm on a olo ight, it may b poibl to analyth problm rom th tdnt dcription o action and
th hlicoptr rpon. Th corrct tchniq can thn
b rviwd and practid on th nxt ight. somtim,
howvr, tdnt may not b abl to idntiy or dcrib
a problm clarly nogh or a good grond analyi to b
mad. Yo hold thn y th xrci on th nxt dal
ight, whr yo can analy th prormanc and corrct
any alt.
PLANNING OF FLIGHT
INsTRuCTIONTo mak fcint o th tim availabl, yo hold
plan th ight to avoid dlay btwn xrci. Fl
limitation, ara rtriction and wathr condition
hold all b conidrd. Yor ight hold b plannd
o that on xrci i logically and dirctly ollowd by
anothr, with a minimm o tim pnt loing or gaining
altitd or in tranit rom on ara to anothr.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 33
POsT FLIGHT BRIeFING (DeBRIeFING)
POsT FLIGHT BRIeFING (DeBRIeFING)
DeFINITION
Rviw with th tdnt ach xrci ndrtakn dring
th ight. In th ca o a dal ight, th dbring hold
incld trngth and wakn and ggtion to
improv prormanc. An otlin o th nxt training
ion hold b givn, along with tdy aignmnt.
Thi hold ollow all ight, dal and olo. Point hold
incld:
thestudentsownassessmentoftheightand
prormanc
yourassessmentofthestudentsperformance.This
hold incld both th trong and wak point, and
advic on how to corrct any rror.
answeringanyquestionsthestudentmayhave
assigningstudysubjectswhereappropriate.
Not: Dbring hold alway b condctd in privat
and in a mannr mindl o th nitiviti o th tdnt.
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PAGe 34 C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D
FLIGHT sAFeTY
Flight aty i an important apct o ight training. Both
aircrw and grond crw mt b awar o th nd or
corrct aty practic. Yo ar in a poition to rdc
incorrct, na and illgal practic. Yo ar alo in a
poition to innc th attitd and diciplin o tr
pilot in thi indtry. To b ccl, a ight atyprogram rqir th corrct attitd, propr prviion,
rigid norcmnt, and propr training. Yor tdnt larn
by xampl: YOu MusT seT THIs eXAMPLe!
An xprincd intrctor i an ctiv pportr o th
principl o good airmanhip and ight diciplin. A yo
gain xprinc, larn to rcogni na practic and do
omthing to corrct th itation. Practi ight aty by:
beingalerttounsafepracticesandtakingthe
appropriat action
followingupwhenyouseeanunsafepracticeby
inorming th popl involvd that thy hav bn
n
promotingtheprinciplesofeectiveightsafetyto
tdnt and othr aircrw and grondcrw.
Flight aty concion by all pronnl mt bcom
th ahion. una procdr mt b watchd or,
idntid, and liminatd by rm and conitnt action.
Throghot yor intrction, tr th importanc o
bing l concio, th nd or propr lookot and th
dangr o having loo articl in th hlicoptr.
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C A s A A u s T R A L I A A N D C A A N e W Z e A L A N D PAGe 35
A CHeCKLIsT FOR GOOD INsTRuCTION
each intrctor hold:
1. Tll th tdnt pcically what i rqird o thm
dring th lon and at th nd o th lon th
what o th introdction.
2. Idntiy th main taching point or th tdnt by:
a ing vial pport i.. whitboard, orintation
board, or othr vial aid
b vrbally rrring to th vial aid.
3. Tll th tdnt th prpo o th lon and tr
th advantag o th nw knowldg or kill th
why o th introdction.
4. Tll tdnt whr th lon t into th ovrall
pictr.
5. Rlat th lon to th tdnt pat and/or tr
xprinc th whr o th introdction.
6. Conrm that tdnt ar at th rqird lvl borhaving thm larn nw matrial.
7. Prnt th nw matrial in tag.
8. Introdc ach tag o th lon and provid a link
or bridg btwn tag.
9. Obtain tdnt dback throghot th lon by:
a aking qtion
b obrving tdnt prormanc o a kill
c looking at tdnt watching or acial xprion
d taking tdnt qtion.
10. Rpond to dback by:
a anwring qtion
b topping tdnt rom doing a tp o a kill
incorrctly
c rviwing matrial or tp
d aking qtion
corrcting th tdnt i an rror ha bn mad
xplaining why th tdnt prormanc i
incorrct
g ing vrbal pport
h rtaching i ncary
i praiing tdnt or good work.
11. Appar nthiatic abot th bjct bing taght.
12. u pch variation in rat, volm and pitch.
13. Hav tdnt anwr qtion rlatd to thobjctiv or th lon dring th prntation o
nw matrial.
14. u corrct qtioning tchniq.
15. u a varity o training aid to appal to a many
n a poibl whnvr th aid hlp to
achiv th objctiv o th lon.
16. Provid fcint maningl practic o th main
point o th lon o that tdnt condntly
achiv th objctiv.
17. Allot