曝光台 注意防骗
网曝天猫店富美金盛家居专营店坑蒙拐骗欺诈消费者
Communication has not occurred unless desired results of the communication have taken place. The instructor needs some way of determining results, and the method used should be related to the expected outcome. In the case of flight training, the instructor can judge the actual performance of a maneuver. For a maintenance student, the instructor can judge the level of accomplishment of a maintenance procedure. In both cases, the instructor must determine whether the student has actually received and retained the knowledge or if acceptable performance was a one-time event.
The aviation student should know how and why something should be done. For example, a maintenance student may know how to tighten a particular fastener to a specified torque, but it is more important for the student to know that the security and integrity of any fastener depends on proper torque. In this way, the student would be more likely to torque all fasteners properly in the future. For a flight student, simply knowing the different airspeeds for takeoffs and landings is not enough. It is essential to know the reasons for different airspeeds in specific situations to fully understand the importance of proper airspeed control. Normally, the instructor must determine the level of understanding by use of some type of evaluation. See Chapter 5, Assessment, for more information.Listening
Instructors must know something about their students in order to communicate effectively. As discussed earlier, an instructor needs to determine the abilities of the students and understand the students to properly communicate. One way of becoming better acquainted with students is to be a good listener. Instructors can use a number of techniques to become better at listening. It is important to realize that in order to master the art of listening, an attitude of wanting to listen must be developed. [Figure 3-4]
Just as it is important for instructors to want to listen in order to be effective listeners, it is necessary for students to want to listen. Wanting to listen is just one of several techniques that allow a student to listen effectively. Instructors can improve the percentage of information transfer by teaching students how to listen. [Figure 3-5]
Listening is more than hearing. Most instructors are familiar with the concept that listening is “hearing with comprehension.” When the student hears something being communicated, he or she may or may not comprehend what is being transmitted. On the other hand, when the student truly hears the communication, he or she then interprets the communication based on their knowledge to that point, processes the information to a level of understanding, and attempts to make a correlation of that communicated information to the task at hand. The increased level of motivation of typical flight and aviation maintenance students makes this process much easier.
Students also need to be reminded that emotions play a large part in determining how much information is retained. One emotional area to concentrate on is listening to understand rather than refute. For example, an instrument student pilot anticipating drastic changes in requested routing becomes anxious. With this frame of mind, it is very difficult for the student to listen to the routing instructions and then retain very much. In addition, instructors must ensure that students are aware of their emotions concerning certain subjects. If certain areas arouse emotion in a student, the student should be aware of this and take extra measures to listen carefully. For example, if a student who is terrified of the prospect of spins is listening to a lesson on spins, the emotions felt by the student might overwhelm the attempt to listen. If the student, aware of this possibility, made a conscious effort to put that fear aside, listening would probably be more successful.
3-9
G
UARD AGAINSTDAYDREAMINGREADY TO LISTENTAKE NOTESBE EMOTIONALLY CALMLISTEN TOUNDERSTAND,NOT REFUTERESPONSIBLE FOR LISTENINGLISTEN FOR MAIN IDEAS
Figure 3-5. Students can improve their listening skills by applying the steps to effective listening.paraphrasing, or summarizing the speaker’s words. Doing so uses the extra time to reinforce the speaker’s words, allowing the student to retain more of the information.
Nobody can remember everything. Teaching a student to take notes allows the student to use an organized system to reconstruct what was said during the lesson. Every student has a slightly different system, but no attempt to record the lecture verbatim should be made.
In most cases, a shorthand or abbreviated system of the student’s choosing should be encouraged. Notetaking is merely a method of allowing the student to recreate the lecture so that it can be studied. The same notetaking skills can be used outside the classroom any time information needs to be retained. For example, copying an instrument clearance word for word is very difficult. By knowing the format of a typical clearance, student instrument pilots can develop their own system of abbreviations. This allows them to copy the clearance in a useful form for read back and for flying the clearance. By incorporating all or some of these techniques, students retain more information. Instructors can vastly improve their students’ retention of information by making certain their students have the best possible listening skills.Questioning
中国航空网 www.aero.cn
航空翻译 www.aviation.cn
本文链接地址：
Aviation Instructor’s Handbook下(3)
