Answer: You’re in luck. The paper student pilot certificate was issued by the aviation medical examiner (AME) and not done through IACRA as we know it, so it is doubtful the learner already has an IACRA account.

• READ MORE: Is There an Official Weather Briefing

All you have to do is sit down with the learner and create a new application. Simply follow the prompts and fill out the application. In a few weeks he will get a plastic student pilot certificate in the mail.

Also, don’t forget to also verify the learner’s citizenship and give him a TSA endorsement, which have become requirements since 2002.

Do you have a question about aviation that’s been bugging you? Ask us anything you’ve ever wanted to know about aviation. Our experts in general aviation, flight training, aircraft, avionics, and more may attempt to answer your question in a future article.

The post How Do You Obtain a Student Pilot Certificate After a Break in Training? appeared first on FLYING Magazine.

Although it is common for learners to imprint on their instructors, the fact of the matter is that the training connection is a business relationship. There needs to be communication about goals, how to achieve them, progress made, what has been accomplished, and what needs to be done. 

When you are a novice pilot, it can be a challenge to determine if progress is being made. When it becomes clear that it isn’t, it is time to make a change.

Flying Once a Week—Or Less

To make progress you need to fly on a consistent basis. This can be a challenge given limitations on instructor availability, airplane availability, learner availability, or finances.

There is no way anyone can make progress when you fly just once a week or a few times a month. You need a minimum of two lessons per week, three would be better, for learning to take place.

If you don’t have the money or time to fly at least twice a week, now may not be the time to pursue flight training. Save up the money and carve out the time to train. 

Flight Lessons Longer Than Two Hours

Just as flying too little hampers learning, so does flying too much.

Flying is fatiguing both mentally and physically. The cognitive demands, noise, and vibration of the aircraft can wear you out. Learning will not take place if you are tired.

It is not uncommon for pre-solo novice pilots to book five-hour lessons in the aircraft thinking they can knock out huge chunks of training in one lesson. This usually doesn’t work due to the fatigue factor.

You will need to build up endurance in the cockpit just like you do when learning to play a sport. For flights out to the practice area and back, two hours of flight time might be on the ragged edge.

While the FBOs gladly take your money and the CFIs will rack up the hours, you probably won’t get much out of it after about an hour in the air. Flying is too expensive to become self-loading ballast, so consider keeping the pre-solo flights to the practice area and in the pattern no longer than 1.3 hours. When your endurance increases, lengthen the lessons.

Too Early for Ground School?

It is never too early. Most of what you do in the airplane is best taught on the ground in a classroom than practiced in the air. The rules, regulations, and airspace are best taught on the ground as aircraft make terrible classrooms. 

If the CFI doesn’t recommend ground school, insists you self-study, and/or doesn’t make time to review what you have learned, ask why they are reluctant. If you’re not sure about a concept or an aircraft system or how to use a piece of equipment like ForeFlight or the E6-B, and your CFI can’t show you, find someone else to work with.

The CFI Doesn’t Use a Syllabus

A syllabus is the best way to keep a learner on track as it lists the tasks to be performed for certification and the order the tasks are to be learned.

Flight instructors train their clients as they were trained, and sadly many CFIs don’t use a syllabus because the person who trained them didn’t. “No one here uses one,” is a tepid excuse and unprofessional.

Minimal Preflight and Post-Flight Briefings 

“Did you check the weather?” and “See you next week,” are not pre- and post-flight briefings.

The preflight briefing consists of what the planned lesson is, how it will be conducted, and completion standards. The post-flight briefing consists of how you performed on the flight, ways to improve if required, and what will be done on the next flight.

Reluctance to Teach Basic Navigation

If your CFI is all about GPS, and says that no one uses the VORs, magnetic compass, pilotage or ded reckoning anymore, know that this is not accurate.

The basic method of navigation is using outside visual references. You also need to be able to determine time, speed and distance calculations using the E6-B—either analog or electronic—rather than relying on an app to do the work. 

For your check ride, you will need to know how to perform a divert in midair, and it is likely the examiner will disable the electronic devices to test your skills.

Reluctance to Use Paper Charts

While the electronic flight bag is a marvelous tool and reduces cockpit clutter, it can overheat, run out of power, or disappear from your flight bag or airplane.

Learn to use paper as backup. Also, you may find it more expedient to use paper for certain operations, such as looking up an airport tower frequency.

Instead of tapping on multiple tabs, a quick glance at paper gives you the information you seek.

No Introduction to the FAR/AIM

The Federal Aviation Regulations/Aeronautical Information Manual (FAR/AIM) spells out the knowledge and experience required for every certificate and rating. Your CFI should tell you about this book on day one of your training and demonstrate how to use it. 

The FAR/AIM is a tool to be used to “trust but verify.” There are far too many learners going on flights that are more for the benefit of the CFI building their hours.

How many times have you heard about a low-time, pre-solo private pilot candidate doing an IFR flight or night cross counties at the insistence of their instructor? 

Remember this is your training, and it’s supposed to benefit you. If you ever feel like that has not happened, you are well within your rights to make a change.

The post When Flight Training Stalls appeared first on FLYING Magazine.

They will drop out of flight training when they run out of money or when life gets in the way. It can also happen with ground school—they miss a class here or there or don’t have time to study. More often than not, it is more of a slow goodbye when they become overwhelmed. 

It is a learning plateau of sorts, and a good CFI will be watching for this and be ready to reel the learner back in.

Instructor Attitude Sets the Tone

It starts with attitude. If the instructor doesn’t want to be there, neither will the learners.

To the CFIs: Ground school shouldn’t be treated like a chore or a necessary evil. 

To the learners: Yes, it will help you pass the knowledge test, but it is also there to prepare you for your time in the air. Put some effort into it, and with the help of your instructor, do flight lessons that help you better understand the concepts you learn about in class.

To the flight schools: Find a CFI who excels at and enjoys teaching ground school. Nothing turns off a learner quicker than a lazy CFI who reads slides off a screen or passages out of a book and tries to call that teaching. They need to be engaged in the delivery—and that needs to be memorable for learning to take place.

Some flight schools pay their CFIs to create and teach a 10-week course with the caveat that the participants who miss a class can drop in on that particular class in the next 10-week course for free. Give the participants a six-month window to do these makeup classes.

This works best when the ground schools are run several times a year, provided they have enough learners to make it economically feasible for the flight school. I have taught classes with as few as five and as many as 12 learners.

The pace of the class should be to accommodate the slowest learner. It will take the CFI about two weeks to determine who that is.

To the CFI: Be ready to give that person extra assistance (privately) if needed, as there are fewer worse feelings than being left behind academically. Understand that talking is not teaching any more than throwing food at someone is getting them to eat.

Ask questions of the learners to see if the message delivered is the one received. If it isn’t, be ready to rephrase

Train the trainers 

It can be beneficial for CFI candidates to shadow the lead CFI, and open this opportunity to the inexperienced CFIs or even a commercial soon-to-be CFI candidate.

The CFI who is leading the course assigns the student-teacher a topic—for example, weight and balance or hazardous weather. The leading CFI is still in charge and will oversee the lesson to make sure all the elements are addressed, but it is a great opportunity for an up-and-comer to gain teaching experience.

Take the Initiative to Teach Ground

If your flight school does not have an established face-to-face ground school class, perhaps you can take the initiative and create one?

You don’t have to hold a CFI certificate to do this. You can become a ground instructor by passing the advanced ground instructor (AGI) knowledge test.

There is a basic ground instructor certificate, but if you want to pursue Gold Seal certification (the FAA’s way of saying you know your stuff), you will need to have an AGI, so why not get it now? The material on these tests is similar to that required of the private pilot and commercial pilot candidates. Once you pass the AGI exam, you can begin teaching ground school.

This nugget of knowledge comes from Greg Brown’s The Savvy Flight Instructor. Brown was flight instructor of the year in 2000 and inducted into the Flight Instructor Hall of Fame in 2021.

Brown became my mentor after I heard him speak at a convention. His book is required reading for all the CFI candidates I work with, because it provides guidance on how to achieve professionalism and to market and prepare yourself to be an aviation educator. If you are on the instructor track, read this book.

Initiative: Master Level

When you don’t have a CFI certificate or experience as a teacher, it can be difficult to find a location that will hire you as a ground instructor. Don’t let that stop you.

Have some business cards made and market yourself as a tutor for those in pursuit of their flight review. The ground portion can often be very daunting if it has been a few years since they were involved in aviation.

This is how I started my instructor career. I began tutoring a friend in a Starbucks on Saturday mornings. I carried a small whiteboard, a sectional, an E6-B, etc. Another customer who recognized the tools of the trade asked if I would tutor him for his flight review.

This continued, and soon I had a small ground school going in the corner on Saturday mornings. I would tip the baristas in advance, and everyone would order coffee for the two hours we were together. It helped pay for my CFI flying lessons and develop my teaching skills.

The post The Art of Ground School appeared first on FLYING Magazine.

• READ MORE: What Is the Rudder Used for in Flying?

Answer: According to an FAA spokesperson:  “Generally speaking, the FAA will accept [a pilot’s] last airman certificate application (Form 8710-1) or what they reported on their last medical application (Form 8500-8).” You should have access to at least one of those documents.

Pro tip: Moving forward, you may want to invest in an electronic logbook and save the information to the cloud, or at least record a digital image of each page of the paper logbook when you fill it up. If you rent aircraft, sometimes you can re-create your experience by cross-referencing your receipts. 

• READ MORE: Is There an Official Weather Briefing?

Do you have a question about aviation that’s been bugging you? Ask us anything you’ve ever wanted to know about aviation. Our experts in general aviation, flight training, aircraft, avionics, and more may attempt to answer your question in a future article.

The post What to Do When You Lose Your Logbook appeared first on FLYING Magazine.

“Thank goodness you use paper,” he said, going on to tell me that he wanted to learn using paper sectionals and navlogs, and once he mastered those, he might move into using an electronic flight bag (EFB).

He said he wanted to learn to use analog tools because that’s how he processed information best. Also, he said he knew devices could fail or go missing, and if you don’t have an analog backup, the mission would be over. He worked in the tech industry (space flight), where equipment and technology failures are planned for.

I have no problem teaching with paper. With primary learners, I prefer it, as learning to flight plan the “old-school” way provides a good base on which technology can be added at a later date.

According to multiple CFIs and DPEs I know, many pilots who are solely training using EFBs and an app for their cross-country planning are often weak in the elements of a VFR flight plan because they never learned how to do it beyond putting information into a computer and letting the app do its magic. They often do not understand where the data comes from, which makes it difficult to know if it is corrupt or incorrect for the given situation.

The Airman Certification Standards (ACS) note that the EFB is permitted, as the focus of that portion is that the applicant “demonstrate satisfactory knowledge of cross-country flight planning.” That includes route planning, airspace, selection of appropriate and available navigation/communication systems and facilities, altitude accounting for terrain, effects of wind, time to climb and descent rates, true course, distances, true heading, true airspeed and ground speed, estimated time of arrival, fuel requirements, and all other elements of a VFR flight plan.

It’s difficult to learn this past rote memory when the computer does all the planning for you. This is why many CFIs opt to teach both methods, and often begin with the basics, a paper sectional and looking out the window before adding in the use of the EFB. 

Analog Cross-Country Flight Planning

Flight planning begins with a paper sectional, navlog, plotter, and mechanical E6-B. I’m a fan of the E6-B because the wind side is very useful for determining crosswind components.

The instructions for the use of the device are printed on it. All the calculations are basically math story problems, and the instructions walk you through the process. The plotter also has instructions printed on it. The informational boxes on the paper navlog are labeled so you know where to put the information.

The lesson begins with reading the empty navlog. The CFI explains the terms true course, variation, magnetic heading, deviation, and compass heading. Now flip over the E6-B to the wind side, where the formulas for calculating this information are printed. Identify the directions for determining ground speed and wind-correction angle, noting that process is also printed on the device. 

• READ MORE: How To Use a E6B Flight Computer

Now it’s time to spread out the sectional and get to work, picking landmarks to use as check points for pilotage, determining the true course, finding the deviation, etc. The filling out of the navlog begins with the recording of the checkpoints and measuring distances between them. Put this information in the appropriate boxes. Always do this process in pencil and have an eraser handy.

Make sure the destination meets the definition of a cross-country flight for the certificate you seek. For private pilot airplane, it is 50 nm straight-line distance, and for sport pilots, 25 nm. Be sure you are using the correct scale on the plotter. 

I walk the learners through the first two lines of the navlog. This takes them from the departure airport to the top of climb, and then the first leg of the flight. Once the navlog is filled out, we go to the performance section of the POH to determine true airspeed (TAS), fuel burn, and time to climb. 

• READ MORE: Make Friends With the E6B

The wind side of the mechanical E6-B  is used to determine the wind correction angle. Pro tip: if you will be using more than one set of wind values for the flight, give them distinct symbols on the E6-B, such as an “X” for the winds at 3,000 feet and a “dot” for the winds at 6,000 feet.

Make sure to note the winds and the symbol on the navlog and do not erase the wind marks until after the completion of the flight. This is important, because if you need to divert (and you will have to demonstrate this on your check ride), you don’t want to lose time re-marking the wind dot on the E6-B.

Many learners find analog flight planning fun. There certainly is a sense of accomplishment after you’ve learned what makes a good checkpoint, how to measure the distances, determine aircraft performance and— the big kahuna— how to “spin the winds” on the mechanical E6-B to determine ground speed and time en route. Yes, those instructions are printed on the face of the device.

Applicants, please make sure you can navigate when technology—particularly the GPS—is taken away. By the way, DPEs are permitted to fail devices during the check ride. Fair warning: Don’t be the applicant who pulls out a second iPad or cell phone as backup because you’re missing the point. 

Putting all your eggs in the tech basket isn’t going to help when the iPad overheats, there is a signal outage, or the device is otherwise rendered unusable. If you don’t have the ability to navigate by pilotage or the compass, are you really qualified to be in that cockpit?

Benefits of the EFB

The EFB is more environmentally friendly than paper charts and sectional because you don’t have to cut down trees to get the information. Updating the information is easier as it can be done with a keystroke rather than a purchase, and it creates a more organized cockpit as the tablet stores the information and it can be accessed with a swipe of a finger rather than doing an advanced yoga pose in flight to reach for your flight bag.

The tablets come in several sizes, and there are many options for mounting them, including yoke or kneeboard. I’m not a fan of the suction-cup-on-the-windscreen method as that blocks part of your view outside.

If you opt for a yoke-mounted unit, make sure it doesn’t interrupt the travel of the yoke or stick or put the aircraft in a permanent bank. There are some tablets that are just too large for the cockpit. If you opt for a kneeboard-mounted device, make sure your kneeboard holds it securely and the kneeboard stays in place.

• READ MORE: Who Wins the Battle of the Aviation Kneeboards?

As far as  data plans for navigation applications, you may find that the annual cost is competitive with that of replacing the paper sectionals and chart supplements.

The EFB is a wonderful tool, but like all tools it can be misused. It shouldn’t become a crutch for the pilot who has forgotten how to read a sectional because of disuse. Don’t be that pilot who becomes so reliant on technology for navigation that you forget to look out the window. 

The post The Wisdom in Not Putting All Your Eggs in the Tech Basket appeared first on FLYING Magazine.

I am coming up on 21 years as a CFI, and there are stumbling blocks I’ve seen freshly minted CFIs trip over. Here are 12 suggestions to help make your journey as an educator a smooth one for both you and your learners:

1. Use a syllabus

Even if you were not trained with a syllabus, or the school you are working at is Part 61 and doesn’t require it, please use one, be it paper or electronic form. It will help you stay organized and deliver lessons in a logical order. Make sure your learners have a copy and bring it to lessons.

Pro tip: If your learners don’t have a copy of the syllabus, you’re not really using one with them. They need to have a copy for best results.

2. Introduce FAA certification standards on Day 1

The Airmen Certification Standards (ACS) is required reading for both the CFI and learner. A learner can’t perform to standard unless they know what those minimum standards are. The ACS spells them out quite clearly.

Don’t wait until just before the check ride to bring them out and apply them. Use the ACS in the pre-brief so the learner knows the metrics for which they are aiming.

• READ MORE: The Importance of Embracing Proficiency Culture

3. Stress the use of a checklist

This starts with the preflight inspection. Have the checklist in hand. Teach to the premaneuver, cruise, and of course, prelanding checklists as well. Emergency checklists should be memorized.

Bonus points: Show the learner the pages in the pilot’s operating handbook or Airplane Flying Handbook from which the preflight checklist was derived. Teach them to use that if the checklist disappears— as it often does at flight schools.

4. Teach weather briefing and aircraft performance

Teach the learner to obtain and interpret a weather briefing and to calculate aircraft performance from Day 1. Discuss weather minimums and how their personal minimums will change as their experience grows.

If the learner does not want to fly in certain weather—such as especially turbulent days or if the weather starts to go bad during a lesson—be ready to terminate. Flight instruction is about teaching good decision-making in addition to flying skills.

5. Manage your schedule for the learner’s benefit

While it is true that most CFIs are building time to reach the airlines, do not overload your schedule at the expense of the learner. The learner should be able to fly at least twice a week, though three times is optimal for best results. Manage your student’s load so you are flying six to eight hours a day—that’s a hard stop at eight hours.

Be ready to go at least 10 minutes before the learner arrives. That means scheduling lessons so the aircraft is on the ground at least 15 minutes before the next lesson so that it can be serviced if needed and you can take care of the debrief and logbook of the previous client. Be sure the person who does the scheduling understands the limitations of scheduling, such as when you timeout at eight hours.

Pro tip: The quickest way to lose a client—and possibly your job—is to disrespect a learner’s time. There will likely be a time when you miss a lesson or are late. Apologize and make it up to the learner by giving them a free lesson, even if it means you have to pay your employer for the use of the airplane and your time. You won’t like it, but it’s about character and doing what’s right, especially if the school has a “no-show, you-pay” policy for the learners.

• READ MORE: Separation Anxiety: When Your Instructor Moves on, Your Logbook Tells the Story

6. Don’t spend too much time on the controls

This is a hard habit to break. Try holding a writing implement in your hand while you hold your other arm across your body. If you are going to fold your arms on your chest, tell the learner it’s to show them you’re not on the controls.

Some people interpret this posture as being angry, so make sure you say something up front.

8. Eliminate the ‘pretty good’ metric

“Pretty good” is not a pilot report on weather conditions or an assessment of the learner’s performance. Teach them to be precise on weather observations, such as “light winds, ceiling at 3,000 feet,”, and for learner performance use metrics, such as “altitude within 200 feet,” for performance review.

Ask the learner how they would like feedback on their performance—in the moment or at the end of the lesson in the debrief. Some learners prefer the CFI to sit there quietly while they flail around with the controls. Others prefer real-time correction, such as “your heading is off by 10 degrees,” which allows them to fix it.

9. Don’t pass up the opportunity to teach a ground school

That is when you really find out if you really are a teacher of flight or a time builder. Teaching in the classroom and demonstrating something in the airplane involve vastly different skill sets.

Reading slides off a screen or material out of a book is not teaching. To be an effective teacher, the CFI needs to get the learners engaged in the material. The best teachers are memorable.

• READ MORE: Make Flight Reviews for CFIs Worthwhile

10. Allow the learners to make mistakes

Mistakes are part of learning. In aviation, they happen quite a bit, and as long as no metal is bent, no one is physically hurt, there is no property damage, or broken FARs, allow them to happen.

If things go badly and the learner is upset, the worst thing you can do is tell them to sit there while you fly back to the airport. This can destroy their confidence. Instead, try having the learner review and practice a maneuver already learned. Strive to always end the lesson on a positive note.

11. Plan for poor weather or mechanical delays

Always approach each day with two plans for each learner—flight or ground. Let the learner know in advance what the plans are: “If we fly, we will do this; if we cannot fly, we will do that.”

There is the option to cancel if the flight cannot be completed, but you should be prepared to teach. For example, if the weather is below minimums or an aircraft is down for maintenance and the shop rules permit it, take the learner into the hangar and do a practical pointing using the aircraft engine or cockpit instruments.

12. Make time for your own proficiency and currency

Protect your flying skills. You can do this in part by demonstrating takeoffs and landings or by asking the learner if they are OK with you doing a few at the end of the flight with the understanding you will be paying for that aircraft time and will adjust the bill accordingly.

Don’t neglect your instrument skills either. Use the advanced aviation training device (AATD) if the school has one and shoot a few approaches and holds a couple times a month, or pair up with another CFI during off-peak hours to do some real-world IFR flying.

An instrument rating is part of the requirement to be a CFI, so make sure you keep it ready for use.

This column first appeared in the Summer 2024 Ultimate Issue print edition.

The post Ultimate Issue: First Few Hours of Being a CFI Are the Hardest appeared first on FLYING Magazine.

I looked off the extended centerline hoping to see the landing light of the twin. No joy. The skies were hazy due to forest fire smoke, and the light was flat because it was late afternoon and, frankly, it was difficult to see anything.

The C-172 pilot reduced engine power and configured the aircraft for a descent. Normal procedures called for losing 200 to 300 feet of altitude then turning base when the runway was at a 45-degree angle to the aircraft.

“Do you see the twin?” I asked, because I still didn’t have a visual. 

“Nope,” the pilot said, stopping the descent. “I’m not turning base until I see him. I’m not going to do a Watsonville.”  

• READ MORE: Avoiding Mid-Airs: Safety in the Practice Area

We continued on an extended downwind for another 10 seconds, then the pilot of the C-172 decided to break off the approach and depart to the west. He told me he planned to reenter on the 45. As he rolled wings level to the west, we finally saw the twin—on short final. 

Watsonville

“Watsonville” refers to an August 2022 midair collision between a Cessna 152 and a Cessna 340A at Watsonville Municipal Airport (KWVI) in California. Three people and a dog were killed.

The National Transportation Safety Board (NTSB) released the final report on the accident earlier this year. All accident reports present an opportunity to learn. What I learned from this one is that in aviation you can be doing everything right, but if someone else does something wrong, you can still get hurt. 

Deconstructing Watsonville

According to the NTSB, on August 18, 2022, around 3 p.m. PDT the pilot of the C-152 was in the pattern for Runway 20 as the pilot of the C-340A was attempting a straight in. It was a VFR day. Both pilots were communicating on the common traffic advisory frequency (CTAF).

The pilot of the C-152 was flying in the traffic pattern of the nontowered airport and making position reports on the airport’s CTAF. The pilot of the twin made an initial radio call 10 miles from the airport announcing his intentions to perform a straight approach for Runway 20. The pilot of the C-152 was flying the pattern for Runway 20. He made position reports as he turned on each leg of the pattern—as a well-trained pilot does. 

I listened to the  recordings of the CTAF on LiveATC.com after the event. The C-152 pilot’s radio calls were concise and informative.

Just after the pilot of the twin reported a 3-mile final, the pilot of the C-152 announced he was turning left base for Runway 20. Around 19 seconds later, the twin pilot reported that he was a mile from the airport. The last transmission of the C-152 pilot noted how quickly the larger airplane was coming up behind him and announced he was going around. 

The Cessna twin hit the C-152 from behind. The aircraft collided less than a mile from the runway at an altitude of approximately 150 feet above ground. There were several witnesses on the ground, and the collision was caught on security cameras near the airport.

The Aftermath

Investigators using ADS-B data determined the twin was at a ground speed of 180 knots, more than twice that of the C-152 on approach and considerably faster than the normal C-340A approach speed of 120 knots. 

The examination of the wreckage revealed the twin’s wing flaps and landing gear were both retracted at the time of the collision, which is consistent with the pilot’s failure to configure the airplane for landing. Normal flap extension speed for the C-340A is 160 knots, and the landing gear extension is 140 knots. Investigators noted that the faster speed reduced the pilot’s time to see the smaller aircraft. 

Witnesses on the ground reported the twin veered to the right at the last second, but it wasn’t enough to avoid the smaller, slower aircraft.

The NTSB determined the probable cause of the accident to be “the failure of the pilot of the multiengine airplane to see and avoid the single-engine airplane while performing a straight-in approach for landing.”

Applying Lessons at Home

That Watsonville accident was talked about for weeks at my home airport as there are a few light twins based there. These airplanes often do straight-in approaches, or fly the RNAV 35 in VFR conditions. It is legal for them to do so. 

One of the lessons I impart is for the learners to pay attention to the make of aircraft as well as their distance from the runway during position reports. “Cessna twin” tells me that it is faster and larger than the Cessna 100 series aircraft I normally fly. Conversely, if I hear “yellow Cub,” I know to keep looking for slower traffic.

Right of Way

Clearing the area before you turn is one of the first lessons a pilot learns. It is the aviation version of look before you cross the street.

One of my best learners, an Army helicopter pilot going for her fixed wing add-on, had this down cold. She was used to flying in a multicrewed environment so she would say, “Look left, clearing left, coming left,” then make the turn. If there was another aircraft, she’d announce, “Not clear to the left, not sure if he sees me,” then she would turn to avoid the other aircraft, often taking us in the opposite direction or changing altitude. This was even if we technically had the right of way, per FAR 91.113.

FAR 91.113 states: “When weather conditions permit, regardless of whether an operation is conducted under instrument flight rules or visual flight rules, vigilance shall be maintained by each person operating an aircraft so as to see and avoid other aircraft.” It is difficult to avoid the other aircraft if you don’t see them—and don’t count on ADS-B as a crutch, as some aircraft are not equipped with it. You still need to keep your eyes outside.

The details of FAR 91.113 state which aircraft have right-of-way over others. Basically, the least maneuverable, such as a glider (no engine for go-around) or airship (those things are slow), have the right of way over an airplane, unless the airplane is being towed, refueled, or is in distress. 

FAR 91.113 also states that the aircraft being overtaken has the right of way—as the C-152 did in Watsonville. But the rules don’t help if the pilot of the other aircraft doesn’t see you. 

Instead of potentially putting yourself in front of a faster, larger aircraft, take precautionary evasive action, even if you do technically have the right of way. There are a lot of rights worth dying for. Right of way is not one of them.

The post Remembering Right of Way and Steering Clear of a ‘Watsonville’ appeared first on FLYING Magazine.

I ask my private pilot candidates this when the weather is unstable or marginal VFR and falling. If they determine the weather does not support the mission, they need to explain why they came to that decision.

Developing personal minimums and learning to make the go/no-go decision is an essential part of their training. Developing that skill set can be tough to do when you are being pressured by a CFI intent on accumulating hours or a flight school with a policy that seemingly requires flight operations that would be below personal minimums for many pilots.

For example, a recent weather cancellation policy memo from L3Harris Flight Academy, based at Orlando Sanford International Airport (KSFB) in Florida, started burning up the blogosphere, as it dictates that the weather must be below certain criteria before a flight can be canceled or penalties would be levied.

The cross-country flight minimum of visibility of 3 sm and the ceiling of 2,000 feet stated in the memo is generating the most discussion, due in part to the definition of Marginal VFR as ceiling 1,000 to 3,000 feet and/or visibility 3 to 5 miles inclusive. The minima in the memo puts the aircraft in MVFR and well below the minimum altitude for 91.159 VFR cruising altitudes. The chance of a collision with other aircraft and obstacles down low increases because it puts the cross-country pilot down among those doing maneuvers. 

There are L3Harris minima published for the cancellation of IFR flights as well. If the weather is equal to the lowest approach minimums at KSFB (there are three ILS approaches, so the aircraft can use those minimums that would take the aircraft down to 200 feet above ground) the flight is supposed to take place.

L3Harris is a Part 141 school and a pilot pipeline, ostensibly designed to create airline pilots as quickly and efficiently as possible. If the airplanes are not in the air, they don’t generate revenue, and the learners don’t progress in their training. It is frustrating and wasteful when a client no-shows or cancels at the last minute, but pushing these minima, and having the CFIs push them as company policy may be counterproductive to the creation of safe pilots.

FLYING was provided with a copy of the L3Harris memo from pilots concerned about it “sending the wrong message” and “encouraging scud running,” in addition to creating an atmosphere of extra pressure for both the pilots in training and the instructors.

The June 12 memo said: “To accurately predict equipment availability and efficiency in the schedule, we are adopting a new cancellation policy. If the weather conditions are at or better than the limitations, a cancellation is considered non-excusable.”

According to social media posts from people representing themselves as former or current clients or CFIs at L3Harris, the school allegedly requires the pilots to arrive at school an hour before flight time, and cancellations must be done in person, or the client is charged a $250 no-show fee. 

The memo continues by encouraging the pilots to “be creative in your plan of action,” such as “changing routes to avoid deteriorating weather or thunderstorms. Be sure to use all available weather resources including but not limited to: local news reports, aviationweather.gov, ForeFlight, etc. In the event your flying proficiency does not meet the current weather, please speak with your Training Group Manager concerning a plan of action.

“No flights shall be flown in the area of a convective SIGMET without the approval of the chief flight instructor or their designee. All thunderstorms must be avoided by a margin consistent with safety. All severe thunderstorms should be avoided by at least 20 nm.”

Thunderstorms are often a daily occurrence in the Sunshine State yet “severe thunderstorms” was not defined. Last September in Kentucky we saw the fatal result of a CFI continuing a flight into approaching thunderstorms. Departing an airport in marginal weather limits the pilot’s options should the weather begin or continue to deteriorate.

• READ MORE: NTSB Preliminary Report on Kentucky Fatal Crash Released

The memo has been the topic of discussion at FAA safety meetings. The most common question was, “Is this legal in the eyes of the FAA?” 

FLYING contacted the FAA and the agency replied: “VFR weather minimums are in Parts 91.155 and 91.157. Flight schools operating under Part 61 must comply with these minima. Flight schools operating under Part 141 may have additional minima established by their FAA Flight Standards District Office as part of their training curriculum.”

Legally, the L3Harris memo complies with FAA regulations. Is it an exercise in good judgment and aeronautical decision-making? I don’t believe so, and I am not the only one. 

“Imposing mandatory weather minimums for student flight dispatch—to expedite flight training efficiency and protect profit margins—is both dangerous and counterproductive to building essential weather judgment,” said David St. George, executive director of the Society of Aviation and Flight Educators and a DPE. “This industrial flight training methodology, to improve dispatch rates, destroys the central focus of the FAA ACS—personal risk management.”

Added Karen Kalishek, chair of the National Association of Flight Instructors (NAFI): “NAFI has two primary areas of concern regarding L3Harris Flight Academy’s published weather policy regarding non-excusable cancellations: One, There are many instances in which weather quickly deteriorates, and the L3Harris stated weather minima provide little margin for pilots to escape potentially decreasing ceilings and/or visibility, and two, imposed weather minimums are inconsistent with the FAA’s intent that pilots should develop personal minimums that reflect their individual levels of proficiency and experience.

“The policy provides for a pilot to assess their personal proficiency and speak to a manager for an alternative plan of action. However, the ‘non-excusable’ terminology supports application of the default minimums.”

Attempts to find out if L3Harris operates with “additional minima established by their FAA Flight Standards District Office” were not successful, despite sending multiple emails and placing phone calls to the local FSDO and David Krug Jr., who signed the memo as the L3Harris chief flight instructor/head of flight training. 

When FLYING reached Krug, he said he was aware the flight academy weather cancellation memo was a topic of conversation in the pilot blogosphere, adding, “I cannot speak to internal information. I am not going to say anything. We are addressing it internally. I understand the situation.”

There were multiple posts on social media from individuals who contacted the Orlando FSDO to report the perceived safety issues. A few posted the emails they received from the FSDO in reply, stating that their concerns were logged and an investigator had been or would be assigned. A check of the signature on the email corresponds to the Orlando FSDO employee directory.

According to the FAA, the agency does investigate safety concerns but “does not confirm or comment on investigations.”

Risk Part of Flight Training

Flight safety is about managing risk. The FAA’s Risk Management Handbook explores how pilots should evaluate risk, and that includes establishing personal weather minimums.

In Chapter 2, it states, “federal regulations that apply to aviation do not cover every situation nor do they guarantee safety,” noting that “pilots who understand the difference between what is ‘smart’ or ‘safe’ based on pilot experience and proficiency establish personal minimums that are more restrictive than the regulatory requirements.”

Flight instructors are often the gatekeepers of personal minima—done in the form of limitations on a learner’s solo endorsement.

For example, the initial solo endorsement I give lists weather for flight in the pattern as 3 miles visibility and a 3,000 foot ceiling, and for the practice area, 5 miles of visibility. A weather briefing is a requirement as well. Crosswinds are limited to 6 knots, and that limitation is lifted and increased as the learner’s experience grows.

For the initial cross-country flights, visibility increases to 10 miles and the ceiling to 5,000 feet. After I review their flight plan, the trip-specific endorsement includes noting “weather checked as of (insert time).” 

I wouldn’t feel comfortable or responsible sending a learner out solo on a cross-country flight with 3 miles visibility and a 2,000-foot ceiling as noted in the L3Harris minima. 

There Is a Time and a Place

Personal weather minima is a fluid concept. It’s good to go out and stretch those skills from time to time with a CFI onboard. It can be a beneficial learning experience.

Weather minima are often dictated not only by the pilot’s experience but also proficiency and the mission. You probably wouldn’t take your non-flying, airplane-shy significant other up on a day with gusting crosswinds or turbulence.

A CFI (personally or by virtue of company policy) shouldn’t be pressuring the learner into making the flight, but it happens. Especially when the CFI and or company only gets paid when the propeller is turning.

Sometimes, the decision not to fly is the best choice. But it needs to be a choice and not something the client is financially penalized for.

The post Weather Minimums Memo at Florida Flight School Generates Controversy appeared first on FLYING Magazine.

Often the instructor leaves a space or empty line to record a dual instructional flight—or forgets to sign it off because the end of the lesson was hurried. Either the CFI, learner, or both had someplace else to be. There was the intention to sign off on the flight time later, but before this could happen the CFI moved on.

Without the instructor’s signature, those hours of dual don’t count toward the experience requirements for a certificate or rating. In essence, the learner may end up paying for these hours twice.

Both the learner and CFI need to take responsibility for this. Structure the lessons so that you have at least five minutes to fill out and sign the logbook—if you are going to be late, you are going to be late. This is that important.

Log the Time Correctly

Logging the flight incorrectly can also void the experience. FAR 61.51(b) provides the details on what should be logged in a “manner acceptable to the administrator,” and that includes total flight or lesson time, type and identification of aircraft, flight simulator or training device, and flight or ground training received.

The logbook is a legal document, and precision counts. Write out what maneuvers were done, how long the flight was, and include any ground discussion—your logbook might read 1.2 flight, climbs, turns, descent, 0.2 under hood, and then note the number of takeoffs and landings.

Flight instructors should also include the time spent in pre- and post-flight briefing. I denote this with a “G” and a description of what was discussed—for example, 0.3 G “ground reference maneuvers.”

• READ MORE: Make Flight Reviews for CFIs Worthwhile

If the lesson is all ground discussion, that should also be logged, and some logbooks have a preprinted section for this. Again, give details. “Review aircraft systems” is too vague. Instead, go with “aircraft systems for Cessna 172N, pitot static vacuum, electrical, engine, oil, gyroscopic.” If the logbook doesn’t have a predetermined section for ground instruction, create one—the same can be done for AATD instruction.

Make sure to have the CFI clearly label instruction given in any “areas found deficient” from the knowledge test, as this is required and needs to be appropriately accounted for. The examiner will want to see that during the check ride.

Details, Details

Do you remember the first time you put the details of the flight in your first logbook? Some flight schools have the learners do this from day one. The CFI tells the learner what to write, then the instructor reads the entry to make sure it is correct and signs. Some CFIs learn the hard way not to sign and then let the learner fill in the details. While most people are honest, there are some learners who take advantage of the instructor’s trust and pad their hours.

If the learner believes the CFI is looking for shortcuts, the learner will likely be looking for them too. It’s not uncommon to find a logbook filled with line after line of “pattern work,” “practice area,” or “VFR maneuvers” under both dual instruction and solo flights. What maneuvers? Please be specific. Was one of those flights completed for currency? A proficiency flight? A particular solo lesson from the syllabus? Label them as such.

• READ MORE: Who Is Teaching? Low Time and Social Media Make for a Bad Combo

Learners and pilots, please take ownership of your training—initial or recurrent. As you fill up a page in your logbook, total the numbers, check your math, and then go back through the FAR/AIM to the experience section for the rating or certificate sought and determine what requirements have been met, what needs to be done, and then discuss with your CFI how to meet them.

The Long Goodbye

“When he gets back in town, we’re going to fly again,” the learner said. His CFI was now flying right seat for an air ambulance company. His schedule was two weeks on, one week off. If your CFI is being pulled in multiple directions, you need to be realistic about whether this business relationship still meets your needs.

Learners can get very attached to their CFI and won’t want to fly with anyone else. If the CFI is only available once a week, the training spreads out, with very little skill progression. It’s like going to the gym just once a week and expecting to see results. The lack of progress leads to frustration, which often evolves into apathy and sometimes the termination of training.

• READ MORE: Practice Crosswind Landings Whenever You Can

The CFI can suggest someone for the learner to fly with, and a meeting between the involved parties will make sure the transition is seamless. But even this doesn’t guarantee a good fit. A learner who had a good relationship with a professional CFI may find themselves in the clutches of a time builder who ignores the previously logged experience and demonstrated skills and makes them repeat it. It is particularly egregious if the learner is enrolled in a Part 141 program, where the change of CFI should be seamless, but there are some sleazy flight schools that insist learners repeat the training so they can pad the bill.

Under Part 61 the learner should insist on a stage check using the syllabus and airman certification standards (ACS) as the performance metrics. Sadly, there are some instructors who eschew the syllabus because they weren’t trained with one and will say the ACS is not required until the check ride. If this is the attitude you encounter, keep looking.

Plan the Departure

If you are the CFI who intends to move on, let your learners know your plan and work together to get the learner to a hard-stop point, such as the check ride, past solo, or particular stage check before you go.

No matter what, advise the learner to expect a skill evaluation with the replacement CFI. This should consist of both a ground session as well as flight. Remind the learners to manage their expectations. They shouldn’t anticipate a single flight to lead to a solo endorsement for check ride signoff. That’s just not realistic.

Working Around the Gap

As a final note, if you have a gap like this and the CFI is no longer locally available, reach out to your former instructor to see if they are comfortable writing out the required entry and signing off then taking a digital image of it and emailing it to you. Some DPEs are comfortable with that means to document experience. You can also call the local Flight Standards District Office for guidance.

This column first appeared in the April 2024/Issue 947 of FLYING’s print edition.

The post Separation Anxiety: When Your Instructor Moves on, Your Logbook Tells the Story appeared first on FLYING Magazine.

I have been using 1800WXBRIEF.com and Aviation Weather Center for years since they don’t require a paid subscription. But according to the CFIs at the school I just started flying with, these are not considered legal weather briefings. 

Answer: The question asked begs another one: Legal to whom? 

FAA regulations, notably FAR 91.103, require pilots to obtain weather reports and forecasts. However, according to an FAA spokesperson, “the FAA does not prefer one weather source over another, nor do we define a ‘legal weather briefing.’ It is up to the pilot in command (PIC) to use a weather source that best suits their needs and allows them to meet the preflight planning requirements.“

That being said, there are some CFIs and flight schools that advocate paid subscriptions, such as ForeFlight, and free discreet login services, such as 1800WXBRIEF, because in addition to providing information, they also allow the pilot to file a flight plan. They also require an account, which means it’s easier to prove the pilot obtained a weather briefing prior to the flight because there will be a record of the login.

The latter is often one of the first things the National Transportation Safety Board checks when it investigates an accident or incident.

At the very least, a pilot should check TAFs, METARs, winds aloft, and NOTAMs prior to a flight. It is distressing how many pilots and pilots in training believe that listening to the ATIS/ASOS/AWOS at the airport or along their route constitutes a weather briefing. They don’t. 

Nor does looking out the window at the FBO. Any more than “pretty good” is a PIREP. 

The post Is There an Official Weather Briefing? appeared first on FLYING Magazine.