RST Engineering wrote:
Don't forget the original postulate ... "license for professionals". The
instances quoted were doctors, lawyers, CPAs, and the like. If you have
ever been around a med school, a law school, or a graduate program of any
sort, you will see that these people are used to having it hammered to them
day after day and somehow they seem to thrive on this sort of intensive
learning.

Did I in any way imply that this method would work for any and all students?
I wouldn't for the world say that in any way, shape, or form. I've had
students take six months to a year to get their ticket and they liked
working that way. I've had students that wanted it Friday starting on
Monday.

Would I take everybody that applied to the school I described? Hell NO.
Since I haven't done it, I haven't thought about the application criteria,
but it would be one in which I find out whether compressed learning is right
for the individuals involved.

Sheesh, I've only been playing this education game at the college level for
what, 40 years now? I've got one kid in my class tonight that is finishing
up the semester's work in the third week of a 16 week semester. I've got
two more that are two weeks behind going into the fourth week. I completely
understand different learning styles and rates. But should I keep the kid
that is finishing up in his chair playing solitare on the computer just to
have a warm body in the class? Not on your tintype. That kid gets his
grade and a hearty well done, and go have fun from me.

Jim

The first thing new instructors have to be taught as they become
instructors is that there are base differences between teaching in a
classroom that isn't moving and teaching in a classroom that is moving
at 100 mph plus.
Bottom line on extended experience as a classroom teacher is that it's a
plus of course when entering a flight instruction environment, and SOME
of the methods you used as a professional classroom teacher will
transfer to the flight instruction scenario, BUT.........there are
enough differences between the two environments that flight instruction
has to be approached uniquely by the instructor.
Carrying the classroom mindset into the flight instruction scenario
without this "adjustment" can seriously affect the quality of the flight
instruction given.
You can perform as a CFI using classic classroom teaching technique, but
in my opinion, you will be a much better CFI if you consider carefully
the dynamics involved with teaching in a moving classroom.
All this having been said, and as you have stated for my consideration
your "40 years of experience" in the classroom as a counter to what I am
saying to you, I am perfectly content not to push my position further
with you on this matter.

--
Dudley Henriques