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The chalk or marker board is a widely used tool for instructors. Its versatility and effectiveness provide several advantages for most types of instruction. First, the material presented can be erased, allowing the surface to be used again and again; and second, the boards serve as an excellent medium for joint student-instructor activity in the classroom. The following practices are fundamental in the use of the chalk or marker board:
• Keep the chalk or marker board clean.
• Erase all irrelevant material.
• Keep chalk, markers, erasers, cleaning cloths, rulers, and related items readily available to avoid interruption of the presentation.
• Organize and practice the chalk or marker board presentation in advance.
• Write or draw large enough for everyone in the group to see.
• Leave a margin around the material and sufficient space between lines of copy so the board is not overcrowded.
• Present material simply and briefly.
• Make only one point at a time. A complete outline tends to distract students and makes a logical presentation difficult. If writing has been previously prepared, it should be covered and then revealed one step at a time.
• If necessary, use a ruler, compass, or other devices in making drawings.
• Use colored chalk or marker for emphasis.
• Underline statements for emphasis.
• Use the upper part of the board. In many classrooms, students may not be able to see the lower half.
• Stand to one side of the board to avoid hiding the essential information.
• Use a pointer when appropriate.
• Adjust lighting as necessary to remove glare.Supplemental Print Material
Print media, including photographs, reproductions of pictures, drawings, murals, cartoons, and other print materials are valuable supplemental aids. Charts, diagrams, and graphs are also in this category. Many of these items are suitable for long-term use on bulletin boards and in briefing areas. Pictures, drawings, and photographs are especially effective because they provide common visual imagery for both instructors and students. In addition, they also provide realistic details necessary for visual recognition of important subject material. In many cases, this type of supplemental training media may be reproduced in a format for projection on a screen or other clear surface.
Charts, diagrams, and graphs include any printed material which gives information in tabular form. There are several types of charts that can be used in presenting data such as pie charts, flow charts, and organizational charts, among others. The type of chart selected for use depends largely on the type of information the instructor wants to convey. An important factor is chart format. Since charts may consist of a series of single sheets or be tied together in a flip-chart format with several pages, the location and handling of them should be planned in advance.
A graph is a symbolic drawing which shows relationships or makes comparisons. The most common types are the line graph and the bar graph. The selection of a graph for use in any given situation depends upon the type of information the instructor wants to convey.
Charts, diagrams, and graphs can be used effectively to show relationships, chronological changes, distributions, components, and flow. They are easy to construct and can be produced in the same manner as pictures. In addition, they can be drawn on a chalk or marker board and can be duplicated. Care must be taken to display only a small amount of material and to make the material as simple but meaningful as possible.
Numerous other useful print items may be considered as supplemental training aids. Some of these include study guides, exercise books, course outlines, and syllabi. Well-
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designed course outlines are especially useful to students because they list the key points and help students organize note taking during a lecture.Enhanced Training Materials
Aviation instructors must cover a broad range of aeronautical knowledge and skill training for pilots and AMTs. The actual training requirements are based in the Code of Federal Regulations (CFR) and other publications used by designated pilot and maintenance examiners when they conduct practical tests. While aviation instructors are expected to be familiar with all regulatory training requirements, use of instructor-oriented training materials which are enhanced for regulatory compliance can be very beneficial for ensuring required training is being accomplished, endorsed, and properly documented. Whether working as an individual instructor or employed by a flight or maintenance school, the instructor must ensure that each student accomplishes a number of important benchmarks. Enhanced training materials that include these benchmarks can help aviation instructors complete, endorse, and document required training.
For example, the training syllabi represent enhanced training material and contain provisions for instructor endorsements and recordkeeping. Such syllabi not only present the course of training in a logical step-by-step, building block sequence, they contain provisions to remind both students and instructors of critical regulatory training benchmarks which are approaching. Blocks for instructor endorsements also may be included at appropriate points. Provisions for logging training time can be incorporated so the syllabus could also serve as the training record for the student, instructor, or school. When required endorsements and recordkeeping provisions are designed into training syllabi, it is much easier, from the instructor’s standpoint, to conduct required training, track student progress, and certify records. The training record can be reviewed and the student’s training status easily assessed in case the student transfers to another school or instructor.
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Aviation Instructor’s Handbook下(26)
