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Our Teaching Philosophy:
Aviation training is considered an art form in the flight
community. The aim of such instruction has always been to
"produce" safe and proficient pilots. The reality of this
assumption has been recently called into question by the
National Transportation Safety Board. Regardless of the number
of aircraft accidents or incidents recorded annually, over 90%
of the time pilot error is identified as the principal "cause".
That's a tactful way of referring to "pilot ignorance" of those
principles and procedures necessary to insure the safety and
well being of both people and machines. While technology
continues to assure the dependability of flight machinery, the
problem appears to lie in the method used in instructional
training.
Northwest Aviation Center (NWAC) was established to promote
flight safety. Its philosophy of teaching differs significantly
from other training environments. NWAC considers the "human
factor" the key to quality pilot education. In this regard, we
place primary emphasis upon the knowledge and thinking skills of
the pilot. Because human beings are the unique factor in the
flight safety equation, a thorough understanding, correlation,
and application of fundamental knowledge (and principles) is
upper most in our approach to flight training.
Our teaching philosophy challenges currently "accepted" methods
of instruction. Because people are thinking entities, we feel
that unless pilots are capable of "engaging their brain" in the
educational process, there is little chance they will develop
the skills and flexibility necessary to function safely in an
ever changing environment. The following principles are the
basic assumptions which comprise our educational philosophy.
Principle 1 -- Learning To Fly Is A Cognitive Exercise!
Accident statistics and psychological profiles suggest that in
anxiety provoking situations the thinking process usually slows
down rather than accelerates. When the element of perceived
threat enters a given flight situation the need for faster
thinking and appropriate action increases significantly.
Thinking, on the other hand, requires some degree of reflection,
a time frame for response, as well as something to think about!
Pilots who earned their certificates primarily through imitating
their instructor's actions not only require more time for
reflection, but also have less information to reflect upon in
terms of appropriate response.
The key to effective flight training lies in the development of
a number of visualization skills. These skills enable to pilot
to picture not only aircraft attitudes but also the invisible
"forces" and other factors directly affecting aircraft control
and safe operation. While "integrated" instructional methods
have been with us since the publication of the Aviation
Instructor's Handbook in 1977, we have yet to see a generation
of pilots (or instructors) who actually employ this technique in
flight operations. A mechanical approach to instruction tends to
play down the importance of visualization skills. This omission
has not augured well for pilot performance, especially when
flight conditions change unexpectedly.
We feel that pilots who have a thorough understanding of
aeronautical principles are capable of thinking and acting
appropriately in all flight situations. These individuals
demonstrate a greater flexibility in the cockpit; reflect a
greater awareness of the actions called for as the flight
environment changes; and manifest the requisite attitudes and
behaviors consistent with flight safety.
Educational research demonstrates that when individuals can
"see" (i.e., visualize) a maneuver or flight situation in its
various dimensions, the learning process is accelerated and the
application of learned principles transfer more quickly to
appropriate forms of action. By stressing aeronautical
fundamentals and assisting students to visualize the sights,
sounds, and sensations of the flight environment, training
efforts are reflected in faster and more effective learning.
From a practical standpoint, the quality and effectiveness of
such training is marked by dramatic savings in both time and
money.
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Principle 2 -- Knowledge Defines & Specifies Procedure!
Although practical test standards, "approved" training syllabi,
and instructor refresher courses abound, flight training
techniques remain a hodgepodge of individual preferences and
idiosyncrasies on the part of most training personnel. At NWAC
we employ a uniform (cognitive) approach to flight instruction.
This approach is based upon a thorough and complete
understanding of both aeronautical knowledge and flight
principles. Understanding these fundamentals enable students to
define for themselves the performance specifics of a given
maneuver. In the 45 degree level turn, for example, the student
knows what to expect during all phases of the maneuver as well
as the appropriate actions required to bring performance well
within the criteria established by the Practical Test
Standards.
In addition to performing to standards more quickly, our
approach permits the student several options to accomplish the
same outcome. This means that instead of imitating their
instructors and learning only a single, isolated "technique,"
their basic understandings supply the flexibility of response
characteristic of a professional pilot.
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Principle 3 -- Practice Takes Place On The Ground!
The cognitive approach suggests that the word practice requires
a new definition. Instructors usually think of practice as
performing a maneuver over and over until the student "gets it
right". Without proper knowledge and understanding of the
aeronautical principles involved, however, accomplishment on one
occasion is often followed by failure on the next. In other
words, the mechanical (imitative) methodology is both time
consuming, expensive, and frequently yields inconsistent
results. This approach limits one's opportunity to develop the
flexibility necessary to function safely in differing flight
situations.
Effective learning rarely takes place in an environment of
anxiety or perceived threat. Perhaps the poorest classroom from
the standpoint of maintaining attention and achieving effective
learning is the cockpit of a training aircraft. Being able to
think and use one's available knowledge requires focused
attention and an atmosphere of comfort and security. As a
student reflects upon their understanding of the aeronautical
basics involved in flight training, they are, in effect,
practicing their flight skills in a non threatening environment!
Such an exercise enables them to extend their theoretical
knowledge to the more mechanical aspects of aircraft management.
As their knowledge and insight continue to grow, they develop
the ability to correlate these understandings with the
mechanical procedures associated with specific flight maneuvers.
The effectiveness of such practice is observed in the training
experience. By knowing the principles involved in a given
maneuver, the mechanical features of the aircraft that
incorporate these principles, and previewing in advance the
sights, sounds, and sensations of the training experience, the
learning process is positively accelerated. Gone is the
imitative mentality, the anxiety which accompanies "not
knowing", and the trial and error elements of expensive
"practice". These are replaced by a confident assurance of
desired outcomes. The result is a successful flight experience
which acts to further motivate the student and, at the same
time, reduce the frustration and expense involved in
accomplishing a desired goal.
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Principle 4 -- Flight Principles Are Consistent Through
All Ratings!
We feel that a thorough and fundamental grounding in basic
aeronautical knowledge is the key to obtaining any flight
rating. We further believe that these principles do not change
with respect to the pursuit of additional goals. As a
consequence, our goal is to "produce" thoroughly knowledgeable
pilots who are capable of effectively employing these principles
as they transition from one rating to another. Such an
orientation not only minimizes the time and expense factors
associated with flight training but also makes possible the
simultaneous pursuit of multiple ratings.
Principle 5 -- Educated Pilots Are Superior To Trained
Pilots!
An educated pilot is one who is capable of using their flight
knowledge in a safe and proficient manner. Educated pilots
exhibit the kind of thinking and flexibility skills which make
them safety conscious and capable of exercising command in all
flight situations. At NWAC our goal is to teach the student to
think like a pilot rather than simply fly an airplane. Research
has found, for instance, that total flight time is a poor
indicator of either aeronautical knowledge or the consistent
employment of safety procedures. At NWAC we regard safety as an
attitude rather than merely a set of specific behaviors. In our
philosophy, knowledge precedes doing! In promoting aviation
safety we feel that "what to do" and "how to do it" emerge from
a fourfold process of learning, understanding, correlating, and
applying one's basic knowledge in a balanced, rational manner.
We consider the imitative model as both simplistic and
ineffectual in imparting the knowledge and skills necessary to
become a safe and proficient pilot.
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Principle 6 -- Initial (Correct) Learning Is Less Costly
Than Relearning!
Instructors have long noted the positive correlation between
motivation and success on the part of flight students. The
longer and more costly a training regimen, the more difficult it
is to maintain and strengthen student motivation. In other
words, time, expense, and lack of success can prove costly both
to the student and the instructor. At NWAC our goal is to
minimize time and cost while maximizing student achievement. The
key to our success lies in the proper establishment of an
attitude toward learning. We feel that student expectations for
success must be linked with a specific educational philosophy.
Paramount in our philosophy is the understanding that learning a
task correctly (the first time) is more productive of progress
than having to "unlearn" or "relearn" that task later on.
The lack of consistency in philosophy and methodology observed
in today's flight training has meant that many students (and
instructors) have failed to develop an appreciation for a
consistent learning paradigm. At NWAC our goal is to provide the
student with a consistent approach to successful learning. As a
consequence of our efforts, students move quickly through a
flight regimen characterized by reductions in time, cost, and
frustration.
Principle 7 -- Flight Success Strengthens The Development
of your Self Image!
No activity has a more positive influence on an individual's
self concept than learning to fly. Your sense of who you are and
what you are capable of will increase in direct proportion to
your flight achievements. All educational activities at NWAC
are, therefore, designed specifically to insure student success.
Our one-on-one approach to training underscores our commitment
to you and your specific goals. In this fashion, we endeavor to
design programs of study oriented toward strengthening your self
understanding and maximizing your individual potential.
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