An instructor should constantly monitor feedback from the learner in order to identify misunderstandings and tailor the presentation  of information. Periodically asking the learner to explain his or her understanding of new information while it is being conveyed is  one way to obtain such feedback. The instructor may then modify the symbols he or she uses, as appropriate, to optimize  communication.  [Figure 4-2]  In addition to feedback received by the instructor, learners also need feedback from the instructor on  how they are doing. The feedback not only informs the learners of their performance, but can also serve as a valuable source of  motivation. An instructor’s praise builds the learner’s self-confidence and reinforces favorable behavior. On the other hand, negative  feedback should be used carefully. To avoid embarrassing a learner, use negative feedback only in private. This information should  be delivered as a description of actual performance and given in a nonjudgmental manner.  For example, it would be appropriate to tell a maintenance learner that a safety wire installation is not satisfactory. To refer to the  work as careless would not be good and could do harm to the learner’s feeling of self-worth.  The parts of the total idea should be analyzed to determine which are most suited to starting or ending the communication, and which  are best for the purpose of explaining, clarifying, or emphasizing. All of these functions are required for effective transmission of  ideas. The process finally culminates in the determination of the medium best suited for their transmission.  The receiver is the listener, reader, decoder, or learner—the individual or individuals to whom the message is directed. Effective  communicators should always keep in mind that communication succeeds only in relation to the reaction of their receivers. When the  receiver reacts with understanding and changes his or her behavior according to the intent of the source, effective communication has  taken place.  In order to understand the process of communication, three characteristics of receivers need to be understood: abilities, attitudes, and  experiences.  First, an instructor needs to determine the abilities of the learner in order to properly communicate. One factor that can have an effect  on learner ability is his or her background. For example, consider how familiar the learner may be with aviation. The familiarity may  range from having grown up around aviation to absolutely no familiarity at all. Some learners may have highly developed motor  skills, and others have not had opportunities to develop these skills. These factors should be taken into consideration when presenting  information to a learner.  Receiver  4-3  Figure 4-2.  The instructor realizes from the response of the learner that “stall” has been interpreted by the learner to have something$_{ }$ to do with the engine quitting. Recognizing that the learner has misunderstood, the instructor is able to clarify the information and  help the learner to obtain the desired outcome. 