On Jun 1, 9:34*am, Bill D wrote:
I have a number of ratings. *I approached training for each them the
same way. *I got my glider ratings in an extremely informal club
environment and my airplane ratings at small Part 61 flight schools.

To summarize, students need to take charge of their training - it's
their butt on the line. *No one else has as much at stake.

Bill -

This is a great attitude and I (as well as many other glider pilots)
have gone down this same route. In our club we try to get all
students to be self-motivated and take control of their own destiny.

But it is important to note that guys like you and me (who will drive
hard for a goal, even in a non-structured environment) are the
exceptions rather than the rule. But I think that students who don't
work this way are not "lazy", nor are they "dumb", nor are they unfit
to be pilots.

People learn in different ways, at different speeds, and with
different methods. Some people need more guidance and structure.
Being motivated is one thing; but what I see in my areas is students
who aren't given a defined path. They have a GFH book and perhaps a
Syllabus (that may or may not be used in order), and that's it. I
think that many students in club environments (which are less-
structured than commercial operations in the US) are not given a clear
path or an idea of what items to focus on at various stages of their
flying. I see a need for the Instructor (or a third party) to step in
as a "mentor" and tell the student after each lesson what areas to
concentrate on, what they should learn next, etc. I've seen at least a
few operations where that doesn't happen - the instructor gives a
brief critique of the pilot's flight, signs their logbook, and then
lets the student wander away without further guidance.

Also, I think that culturally a lot of people are taught from an early
age to listen to instructors/teachers and not question them, or press
them. I believe that students need to know that its OK to question
your flight instructor, ask questions, push for details, etc. They
shouldn't just be passive and expect the instructor to remember (or
cover) everything.

--Noel
(who's perception of how instruction works is perhaps merely warped by
what he's seen locally)