The time it takes for an aircraft to begin its takeoff and initiate a climb is only a matter of seconds. There may not be time to teach effectively during the takeoff. Apart from introducing unnecessary hazards (e.g., missing a radio transmission from tower), the learner’s attention is placed almost entirely on trying to safely maneuver the aircraft. Any information an instructor is trying to convey during the takeoff may not be heard or processed by the learner. The instructor should conduct the majority of their teaching (e.g. airspeeds, pitch attitudes, visual references, flight control inputs, engine parameters) prior to contacting tower or announcing their intentions on the CTAF at a non-towered airport. This will avoid over-stimulating the learner’s senses, help maintain a sterile flight deck, and support situational awareness and collision avoidance.

When teaching a learner to take off, it is imperative that the instructor create realistic scenarios of takeoff types. The scenario should not create hazards that result in the learner attempting to maintain an unsafe climb rate or excessive pitch attitude. An effective scenario should mimic what a learner will encounter outside of flight training. For example, if the instructor wants to prompt the learner to conduct a confined or obstacle clearance takeoff, the instructor could specify where an (imaginary) obstacle exists. The point where the obstacle exists should be realistic. During soft-field takeoffs in an airplane, the instructor should monitor aircraft drift while the learner is trying to remain in ground effect. The instructor should not let the drift escalate beyond the learner’s control and should pay close attention to pitch attitude and airspeed throughout the maneuver.

Insufficient spacing from preceding aircraft during takeoffs also creates various hazards. Some hazards include wake turbulence, insufficient in-trail spacing, and insufficient separation from an aircraft approaching to land. The instructor ensures that there is sufficient spacing from landing and departing aircraft prior to entering any space being used for departures and arrivals. This will also help teach the learner sound decision making and risk management skills.

Many complex decisions are made during the landing phase. Novice learner pilots have little experience to rely on. Instructors sometimes fall prey to teaching landings mechanically. Instead, it is necessary to convey problems and solutions (power, control, and configuration changes) based on what is actually happening on that specific approach. When an instructor teaches mechanically, they cause the learner to be ill-equipped to identify or manage constantly changing conditions. This teaching method may result in unstable approaches and faulty landings. The instructor should prompt the learner on the current conditions and how to correct the situation to maintain a stabilized approach. The decision on choosing aiming points and touchdown points should not be made mechanically either. It is the instructor’s responsibility to teach the learner how to pick appropriate aiming and touchdown points based on the type of aircraft, the landing being attempted, the environment and conditions present, and the expected landing performance.

Some of the same hazards associated while teaching takeoffs are also present while teaching landings. The instructor may want to convey a lot of information while simultaneously verifying that the aircraft is being flown safely. This may cause a decrease in attention to collision avoidance or loss of situational awareness. Excessive teaching and coaching on final approach may cause missed radio transmissions from air traffic control or aircraft in the pattern. To avoid this, the instructor should only use concise prompting on approach to landings with the learner.

Certain landings present unique risks. The instructor teaches the appropriate pre-landing reconnaissance for unfamiliar landing areas or uncontrolled fields. During landings in strong winds, the instructor should have the skill sufficient to deal with the wind conditions. During a short-field or confined area landing, certain aircraft may fly at a slower approach speed. The instructor should be aware of any risk associated with flight at slow speeds or any other condition that reduces safety margins. During all types of approaches to landing, instructors need to remain aware of risks associated with a variety of learner errors. For example, if an airplane pilot makes a 180° power-off accuracy approach and landing, the instructor should anticipate potential landing errors. Learners may understand not to sacrifice a stable approach and a safe landing for the sake of accuracy, but they might not be ready to apply that knowledge.

Poor risk management contributes to many fatal accidents. Accordingly, instructors should emphasize and practice risk management in all types of instruction, from primary to advanced training. Instructors should use accepted risk management tools to make training more effective and consistent. Instructors should also use a building block approach to teaching risk management. Risks encountered while giving instruction are similar to those that learners will encounter on operational flights, giving instructors the opportunity to highlight risk management as a tool to be used for safe and enjoyable flying.