I am a Private SEL and Glider Pilot, not an instructor or an examiner,
so go easy if I have no biz contributing!

I currently work at an airplane flight school (not as a pilot). I have
observed how individual students/customers learn and progress, each in
their own timeframe and each with his/her own strengths and weaknesses.
I've also witnessed how, with varying levels of success, the CFIs
perceive and handle customers' differences.

Based on those observations and my own personal experiences, I have two
comments:

(1) "One picture is worth a thousand words." Terry, I appreciate the
value of your thoughts about how "the student needs to learn, not me"
and about being able to "fly orally, and certainly there are some things
that can only be explained or shown to a point, after which the rest is
up to the student/customer. On the other hand, while some CFIs are
hesitant or even reluctant to "fly for the student", there are other
times when being SHOWN *instantly* teaches an understanding that
multiple verbal or written descriptions cannot convey. The preached
phrase -- "don't fly on the customer's dime" -- has been taken so
literally and absolutely by some instructors that repeatedly and
unsuccessfully verbally explaining something vs. demonstrating it
sometimes wastes more of the customer's dime than it saves.

(2) Please welcome questions, and never EVER make anyone regret asking
you. I know how BASIC that is, but it addresses the original ideas about
erroneous info on RAS or anywhere, how and why it is born, how long it
lives, and whether or not instruction is lacking. Whether we hear it in
a hangar caf or read it on RAS, if it gets people thinking about
specific areas, and more importantly, if we bring the thought/question
to you, a CFI or Examiner, *THAT DISCUSSION*, regardless of the source
that prompted it, should be one of the most welcome opportunities you
get to further educate us.

I have tremendous respect and gratitude for everyone I've taken
instruction from, but I have varying levels of comfort approaching each
of them with questions. I have been both chastized and applauded for
asking questions that originated from discussions on the internet. In
one instance, Instructor-A blasted me for even considering that anything
I'd read on an internet newsgroup may have validity; Instructor-B heard
my question, suggested some topic-specific reading material, and took a
flight with me to address the subject hands-on. Which instructor made me
feel apprehensive about asking other questions? And which reaction to my
question was advantageous to me as a pilot constantly striving to be as
safe, knowledgeable and competent as possible?

Lastly, I recently was invited to sit-in at a CFI meeting. During an
exchange of ideas/suggestions for various areas of instruction, one CFI
expressed a preference for teaching instrument or commercial students
because "they already know how to fly." Another instantly spoke up,
saying that she welcomes and appreciates the opportunity to teach
private students because she's had so many instrument and commercial
students that have clearly been adequately taught the mechanics of
flying, but NOT how to think, reason and make sound judgments in
situations that aren't routinely rehearsed for a checkride. She said she
felt that skill of how to think, due to the vagueness of how to
measure/grade it, was the one most commonly skimmed over and
consequently lacking, and sometimes not received as well when addressed
in a person already licensed vs during training for Private.

Interesting thread. Thanks!