FIA Post #3

During my expectations talk I would be sure to cover both what they can expect from me and what I would expect from them.
The first thing that I would tell them to expect from me would be my full attention and effort at all times.  I would explain that I understand how frustrating it can be to have an instructor who isn't 100% there, and that I would do everything in my power to help them learn.  I would also tell them to expect me to be on time for every lesson, and I would let them know at least 24 hours ahead of time if I needed to cancel a meeting.  The only exception would be in case of sickness, but I would tell them to expect me to contact them as soon as I knew I couldn't make the lesson.
I would make sure that the student understood my expectations so there wasn't any confusion.  My first expectation would be that they showed up for every lesson ready to give a full effort and learn as much as possible.  I would also tell them that I would expect them to follow the same attendance policy as me, and hold themselves to the same standard of honesty.  Another expectation that I would lay out would be for them to do their homework and be ready for the lesson before showing up.  I would make sure to tell them how important it is to be ready for a lesson, and how much more they will learn if they are prepared.

FIA Post #2

The first thing that I would look for in a new student's folder is what lessons they have completed.  I would want to know what point in training they are at.  I would also check to see if any lessons had to be flown multiple times to complete them.  This might show where the student needs more training or what they have spent a lot of time practicing.  The next thing that I would check is the student note page, just in case their instructor put down any notes about their performance or training.  I think I would also check what briefings they have completed so I could out how much knowledge they have developed in a certain area.
I think that the most important thing that I would ask their instructor is how the student learns best.  This will be important when it comes to teaching the student.  It will also help me to understand a little bit of the student's personality.  I would also make sure to ask the previous instructor what the student struggled with, and what they excel at.  If I knew what to focus on and what doesn't need work, it would help me to tailor the instruction to the student's needs.
The first time I met with the student I would make sure to ask what they are most comfortable with, and what they want to work on.  This would also help me to tailor the instruction, and it might tell me about the student's personality.  For example, if the student claims to have no weaknesses, they might have a pretty strong hazardous attitude.  I would also want to ask the student what they hope to do with the license/rating they are working on.  Depending on if the person wants to be a weekend warrior or an airline pilot, I might use different approaches to motivate them.
To figure out where the student is in their ground knowledge, I think I would casually ask them basic questions at random times.  If they answer correctly and are sure of themselves in one area, I would assume that they are pretty strong in that subject.  If they are unsure of the answer or answer wrongly, I would dig deeper to see what they don't understand.

FIA Post #1

I think that there are a wide variety of techniques that you could employ in a situation like this.  One of the best techniques that I can think of would be to ask a  more experienced instructor for advice.  They might be able to provide some fresh insight that you can use.  If this doesn't help you could even ask the more experienced instructor to fly with your student for a lesson.  This might help the student learn how to land in a new way that will click for them.  You could also review the basic maneuvers used in the landing if you believe that the student is lacking understanding of a basic skill.  These are just a few ideas of what may be helpful to both the instructor and the student, but I'm sure that there are a lot of ideas that are out there.
When to speak with a supervisor about the student will probably depend on the student.  If you are on the 3rd lesson but you think that the student may just be getting it, one more lesson might help the student succeed.  But if you are on the 3rd lesson and the student has absolutely no idea how to fix their landings, you should consider talking to a supervisor about it soon.
The "aviation might not be for you" conversation seems like it is definitely the last thing to do.  I would probably have the talk after we have had multiple lessons where the student hasn't displayed any improvement.  And even then I wouldn't have the conversation until I have had another instructor fly with the student.  As a new instructor it seems like this is the worst possible conversation to have, but when it seems like the student will not be a safe pilot it has to be done.

CFI Blog Post #4

While reading the visualization article I learned that chair flying can be a valuable tool for students of any level.  By chair flying I mean that the student sits in a chair in a quiet environment, and visualizes what they need to do for each maneuver.  Although this is normally used for practicing instrument approaches, it can help visual maneuvers as well.  If the student practices the inputs with their hands in the actual position they will be in during the flight, their muscles will start to build memory.  And if the student pictures what the maneuver looks like in their head, they will be able to recognize the sight picture if they start to do the maneuver wrong.  Before you start to have your students do this, it will be important to show them exactly how the maneuver should be done so they know where they should be putting the controls and how the visual references should look.

The most important thing that I learned from the Mastering the Landing article is that it is important for a student to be comfortable flying the airplane during the roundout and flare.  The article did mention that a good approach makes a good landing, but I think that a student must be extremely comfortable close to the runway for the landing to be successful.  This is because the roundout and flare are such important parts of the landing.  The article suggested that the CFI fly a low approach over the runway so that the student gets the feel for how the airplane handles while near the runway.  It also suggested getting the visual references right, so that the student can see what adjustments they need to make.  If the student can do this then they will be more likely to have a good approach and landing.

Training Future Captains was all about teaching students with airline pilot aspirations skills they can start to develop that will help them in their future career.  The article mentioned that the instructor should make every effort to teach the student how to interpret weather charts and understand weather theory.  This hits close to home because I never learned weather theory until I started my instrument rating.  As professional pilots we will be making long flights through different areas of weather, so it will be very important to understand the factors affecting weather.  I hope that, as a CFI, I will pass on all of the knowledge that I have about weather information and theory.

CFI Blog Post #3

Formative assessment refers to measurements and conclusions that are made during the course of a learning program.  For example, if an instructor was teaching a lesson on aircraft systems, the instructor could pause during the lesson to assess what has been learned.  From this assessment they could then change around the rest of the course to help the learner better understand that subject.  Summative assessment refers to the measurements made at the end of a learning unit or program.  An example of this would be an oral quiz at the end of a ground briefing, or even the FAA knowledge tests taken at the end of a ground course.

Criterion-referenced assessments are used to determine whether or not a learner has achieved an objectively set level of competence.  An example of this are the FAA knowledge tests, where questions are selected from a set list and the test taker must get 80% of the questions correct to pass.   Norm-referenced assessments are used when a learner is studying material for which there is no agreement on what a person must know.  This kind of assessment can be used in a literature class where an assessment is based on how well a learner has mastered the materials compared to the norm for the class.  Self-referenced assessments are used when the learning goals are personal.  This is used when a learners success can only be measured by their own opinion.  An example of this would be a student who is involved in religious education for their own development.

Self-directed learning involves postformal thought which is defined as thinking across theoretical systems, integrating feelings with thoughts, accepting contradictions to what is known, and addressing problems for which there are no final solutions.  Self-directed learners prefer learning contracts where they can choose the learning and assessment activities.  They are offended by criterion-referenced assessments where they can't critically think.

CFI Blog Post #2

 I think it would be beneficial to use a role play before a students first solo.  I would probably have them sit in a chair like they were flying, while I read them clearances similar to what ATC will read them.  In this way I could prepare them for what they will probably hear.  The 4 categories of instructional methods are instructor-centered, interactive, individualized and experiential.  Instructor-centered methods involve lectures, questioning and demonstrations.  Interactive methods involve class discussions, discussion groups and group projects.  The individualized method includes computerized instruction and independent projects.  Experiential methods involve field or clinical methods, laboratory methods, role-playing and drills.  I would probably use a discussion group if I was teaching a larger group like a ground school.  I could bring up a concept like Aeronautical Decision Making or emergency procedures and have the groups talk about different scenarios.  The context is important in deciding the method of instruction because they have everything to do with each other.  For example, a group of college students won't respond well to an 8 a.m. class so it is probably best not to exclusively lecture.  Also, an evening class of people who just got out of work won't be effective unless the teacher changes the pace up.
The demographic characteristics are age, gender and language and background.  Age can affect people because as a person gets older they might learn slower, need more breaks or bigger print.  Gender affects people because men and women tend to learn differently.  Language and background can affect learning because someone who doesn't know the teaching language as well might struggle to understand concepts, or they might have different beliefs and values from the teacher.  In all of these cases it is important to avoid stereotyping based on a demographic.  Adults learn differently mostly because they are self-motivated.  Often they go back to school for enjoyment or to get a raise.  This means that they are more likely to learn better in a self-directed study course.  Adults also have more experience so they can relate concepts taught in class to their lives.  In teaching an adult I will probably be more likely to ask them to study more outside of ground school and spend less time on lengthy briefings.  I would also probably try to help them connect the flight training to previous experiences so they will be more motivated.

CFI Blog Post #1

Epistomology is the branch of philosophy that tries to define knowledge by explaining what it is to know something.  It also seeks to explain how students come to know something.  A positivist is someone who thinks of knowledge as a physical thing that needs to be passed on to a student.  The reading gave the example that the teacher is like a bank who deposits knowledge into the students and then gives exams as a kind of statement on how much knowledge was passed on.  A constructivist is someone who attempts to deepen a student's understanding by letting the students develop the knowledge themselves.  In this thinking a teacher doesn't posses knowledge, they are just the person who opens the students mind to knowledge.  My experience through school has mostly been shaped by positivist teachers.  They considered themselves the experts in the room and we were lucky to be exposed to their wealth of knowledge.  However, Westminster has exposed me to constructivist learning and I think that I prefer this method.  It does put a lot of the responsibility on the student, but it also allows the student to learn a lot more.

I believe that I learn best with the kinesthetic modality.  In the classroom I can understand a concept as it is explained visually or aloud, but I don't truly understand it until I try the concept out myself.  The most important point that I took out of the article was that the modality of the subject, not the student is the most important.  There will definitely be some parts of instructing where it is best taught in a classroom, and others where it is best taught in the airplane.  The second concept I took from this article is that I should not be too worried about the modality that the student learns best with.  It will probably make flying more interesting for the student if I teach it in a way that they enjoy, but as long as I get the meaning across it won't be that important.