SBT lends itself well to visualization techniques. For example, have a learner visualize how the flight may occur under normal circumstances, with the learner describing the progress of the flight. Then, the instructor adds unforeseen circumstances such as a sudden change in weather that brings excessive winds during final approach. Other examples of SBT can have the instructor adding undesired landing sites for balloon learner pilots, rope breaks for glider learners, and radio outages for instrument airplane learners. Now, the learner gets to visualize how to handle the unexpected change.

During this visualization, the flight instructor can ask questions to check the learner’s thought processes. The job of the instructor is to challenge the learner with realistic flying situations without creating an overburdening unrealistic scenarios.

Aircraft speed and control take precedence over other actions during landings and takeoffs. Full stop landings help the learner develop aircraft control, allow for careful checklist use, and allow time for detailed instruction.

Instructors should stress touching down in the first third of the runway to ensure stopping before the end of the runway. This means teaching learners to go-around if they do not touch down within that distance. Instructors should also stress the need for a go-around if the landing develops an oscillation or results in a significant bounce. These techniques equip a learner for safe solo. Furthermore, requiring the learner to make full stop landings during the first solo gives the instructor the opportunity to stop the flight if necessary.

When instructing in a glider (other than a motor glider), a go-around will not be possible. Instructors should teach learners to make low energy landings based on current weather and wind conditions. This technique prepares learners to make an off-field landing if or when necessary.

Provision is made on the airman certificate or rating application form for the written recommendation of the flight instructor who has prepared the applicant for the practical test involved. Signing this recommendation imposes a serious responsibility on the flight instructor. A flight instructor who makes a practical test recommendation for an applicant seeking a certificate or rating should require the applicant to thoroughly demonstrate the knowledge and skill level required for that certificate or rating. This demonstration should in no instance be less than the complete procedure prescribed in the applicable ACS/PTS.

When the instructor endorses the applicant for the practical test, his or her signature on the FAA Form 8710-1, Airman Certificate and/or Rating Application, is valid for 60 days. This is also true with the flight proficiency endorsement that is placed in the applicant’s logbook or training record (Advisory Circular (AC) 61-65). These two dates should be the same.

Instructors need to document completion of prerequisites for a practical test. Examples of all common endorsements can be found in the current issue of AC 61-65, Appendix A. The appendix in the AC also includes references to 14 CFR part 61 for more details concerning the respective endorsements. The examples shown contain the essential elements of each endorsement. It is not necessary for all endorsements to be worded exactly as those in the AC. For example, changes to regulatory requirements may affect the wording, or the instructor may customize the endorsement to accommodate any special circumstances concerning the applicant. However, at a minimum, the instructor needs to cite the appropriate 14 CFR part 61 section that has been completed.

FAA inspectors and DPEs rely on flight instructor recommendations as evidence of qualification for certification, and proof that a review has been given of the subject areas found to be deficient on the appropriate knowledge test. Recommendations also provide assurance that the applicant has had a thorough briefing on the ACS/PTS and the associated knowledge areas, maneuvers, and procedures. If the flight instructor has trained and prepared the applicant competently, the applicant should have no problem passing the practical test.

If a flight instructor fails to ensure a learner pilot or additional rating pilot meets the requirements of regulations prior to making endorsements to allow solo flight or additional rating, that instructor is exhibiting a serious deficiency in performance. The FAA may hold that instructor accountable. Providing a solo endorsement for a learner pilot who is not proficient for solo flight operations, or providing an endorsement for an additional rating for a pilot not meeting the appropriate regulatory requirements also represents a breach of faith with the learner or applicant.

This chapter discussed the demonstration-performance and telling-and-doing training delivery methods of flight instruction, SBT techniques, practical strategies flight instructors can use to enhance their instruction, integrated flight instruction, positive exchange of flight controls, use of distractions, simulators and flight training devices, obstacles to learning encountered during flight training, and how to evaluate learners. Additional information on recommendations and endorsements can be found in Appendix C, Certificates, Ratings, and Endorsements.