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manipulating, using, or doing.
The instructor will be more successful in gaining and retaining
the student’s attention by using a variety of channels. As an
example, instead of telling a student to adjust the trim, the
instructor can move the trim wheel while the student tries to
maintain a given aircraft attitude. The student experiences
by feel that the trim wheel affects the amount of control
stick pressure needed to maintain the attitude. At the same
time, the instructor can explain to the student that what is
felt is forward or back pressure on the control stick. After
that, the student begins to understand the correct meaning of
control pressure and trim, and when told to adjust the trim to
relieve control pressure, the student responds in the manner
desired by the instructor. Most frequently, communicators
select the channels of hearing and seeing. For motor skills,
the sense of touch, or kinesthetic learning, is added as the
student practices the skill.
The feedback an instructor is getting from a student needs
to be constantly monitored in order to modify the symbols,
as required, to optimize communication. [Figure 3-2] In
addition to feedback received by the instructor from the
students, students need feedback from the instructor on how
they are doing. The feedback not only informs the students
of their performance, but can also serve as a valuable source
of motivation. An instructor’s praise builds the student’s
self-confidence and reinforces favorable behavior. On the
other hand, negative feedback must be used carefully. To
avoid embarrassing a student, use negative feedback only in
private. This information should be delivered as a description
of actual performance and given in a nonjudgmental manner.
For example, it would be appropriate to tell a maintenance
student that a safety wire installation is not satisfactory. To
refer to the work as careless would not be good and could
do harm to the student’s feeling of self-worth.
The parts of the total idea should be analyzed to determine
which are most suited to starting or ending the communication,
and which are best for the purpose of explaining, clarifying, or
emphasizing. All of these functions are required for effective
transmission of ideas. The process finally culminates
in the determination of the medium best suited for their
transmission.
3-4
Receiver
The receiver is the listener, reader, decoder, or student—the
individual or individuals to whom the message is directed.
Effective communicators should always keep in mind that
communication succeeds only in relation to the reaction of
their receivers. When the receiver reacts with understanding
and changes his or her behavior according to the intent of the
source, effective communication has taken place.
In order to understand the process of communication, three
characteristics of receivers must be understood: abilities,
attitudes, and experiences.
First, an instructor needs to determine the abilities of the
student in order to properly communicate. One factor that
can have an effect on student ability is his or her background.
For example, consider how familiar the student may be with
aviation. Their familiarity may range from having grown
up around aviation to absolutely no familiarity at all. Some
students may have highly developed motor skills, and others
have not had opportunities to develop these skills. These
factors must be taken into consideration when presenting
information to a student.
Instructors in aviation enjoy a unique advantage over other
teachers, in that the aviation student, as an adult learner,
usually exhibits a much more developed sense of motivation
and self-concept. The aviation student generally wants to
be in the learning environment, as opposed to a typical
school student, and is willing to expend his or her own
time and money to learn. Additionally, they usually come
into the learning environment with a significant amount of
prior knowledge, many life experiences, and have already
developed a number of decision-making skills.
The instructor also must understand that the viewpoint and
background of people may vary significantly because of
cultural differences. However, this consciousness of the
differences between people should not be overdone. The
instructor should be aware of possible differences, but not
overreact or assume certain values because of these differences.
For example, just because a student is a college graduate does
not guarantee rapid advancement in aviation training. Student
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Aviation Instructor's Handbook航空教员手册(57)
