Standards of Performance Helping Students Learn Emphasizing the Positive Flight Instructor Responsibilities Providing Adequate Instruction Evaluation of Student Piloting Ability 10-3 Evaluation is one of the most important elements of  instruction. In flight instruction, the instructor initially  determines that the student understands the procedure or  maneuver. Then the instructor demonstrates the maneuver,  allows the student to practice the maneuver under direction,  and finally evaluates student accomplishment by observing  their performance.  All flight instructors shoulder an enormous responsibility  because their students ultimately fly an aircraft. Flight  instructors have some additional responsibilities including  the responsibility of evaluating student pilots and making a  determination of when they are ready to solo. Other flight  instructor responsibilities are based on Title 14 of the Code of  Federal Regulations (14 CFR) part 61 and advisory circulars  (ACs).  [Figure 10-2] An instructor who has not correctly analyzed a student may  soon find that the instruction is not producing the desired  results. For example, this could mean that the instructor does  not realize that a student is actually a quick thinker, but is  hesitant to act. Such a student may fail to act at the proper time  due to lack of self-confidence, even though the situation is  correctly understood. In this case, instruction would obviously  be directed toward developing student self-confidence, rather  than drill on flight fundamentals. In another case, too much  criticism may completely subdue a timid person, whereas  brisk instruction may force a more diligent application to the  learning task. A student may require instructional methods  that combine tact, keen perception, and delicate handling. If  such a student receives too much help and encouragement,  a feeling of incompetence may develop.  The flight instructor should attempt to carefully and correctly  analyze the student’s personality, thinking, and ability. No  two students are alike, and no one method of instruction can  be equally effective for each student. The instructor must talk  with a student at some length to learn about the student’s  background interests, temperament, and way of thinking.  The instructor’s methods also may change as the student  advances through successive stages of training. Most new instructors tend to adopt those teaching methods  used by their own instructors. These methods may or may  not have been good. The fact that one has learned under one  system of instruction does not mean that this is necessarily the  best way it can be done, regardless of the respect one retains  for the ability of their original instructor. Some students  learn in spite of their instruction, rather than because of it.  Emphasize the positive because positive instruction results  in positive learning. Flight instructors have a tremendous influence on their  students’ perception of aviation. The way instructors conduct  themselves, the attitudes they display, and the manner in  which they develop their instruction all contribute to the  formation of either positive or negative impressions by their  student. The success of a flight instructor depends, in large  measure, on the ability to present instruction so that a student  develops a positive image of aviation.  Learning to fly should be a habit-building period during  which the student devotes his or her attention, memory, and  judgment to the development of correct habits. Any objective  other than to learn the right way is likely to make students  impatient. The instructor should keep the students focused  on good habits both by example and by a logical presentation  of learning tasks. Learning should be interesting. Knowing the objectives,  in clear and concise terms, of each period of instruction  gives meaning and interest to the student, as well as the  instructor. Not knowing the objective of the lesson often  leads to confusion, disinterest, and uneasiness on the part  of the student. Learning should be an enjoyable experience. By making  each lesson a pleasurable experience for the student, the  instructor can maintain a high level of student motivation.  This does not mean the instructor must make things easy for  the student or sacrifice standards of performance to please  the student. The student experiences satisfaction from doing  a good job or from successfully meeting the challenge of a  difficult task. Flight instructors must continuously evaluate their own  effectiveness and the standard of learning and performance  achieved by their students. The desire to maintain pleasant  personal relationships with the students must not cause  the acceptance of a slow rate of learning or substandard  flight performance. It is a fallacy to believe that accepting  lower standards to please a student produces a genuine  improvement in the student-instructor relationship. An  earnest student does not resent reasonable standards that are  fairly and consistently applied.