Pilot Supervision  Dealing with Normal Challenges  Visualization  Practice Landings  Practical Test Recommendations  9-13 FAA inspectors and DPEs rely on flight instructor recommendations as evidence of qualification for certification, and proof that a  review has been given of the subject areas found to be deficient on the appropriate knowledge test. Recommendations also provide  assurance that the applicant has had a thorough briefing on the ACS/PTS and the associated knowledge areas, maneuvers, and  procedures. If the flight instructor has trained and prepared the applicant competently, the applicant should have no problem passing  the practical test.  Instructors need to document completion of prerequisites for a practical test. Examples of all common endorsements can be found in  the current issue of AC 61-65, Appendix A. The appendix in the AC also includes references to 14 CFR part 61 for more details  concerning the respective endorsements. The examples shown contain the essential elements of each endorsement. It is not necessary  for all endorsements to be worded exactly as those in the AC. For example, changes to regulatory requirements may affect the  wording, or the instructor may customize the endorsement to accommodate any special circumstances concerning the applicant.  However, at a minimum, the instructor needs to cite the appropriate 14 CFR part 61 section that has been completed.  When the instructor endorses the applicant for the practical test, his or her signature on the FAA Form 8710-1, Airman Certificate  and/or Rating Application, is valid for 60 days. This is also true with the flight proficiency endorsement that is placed in the  applicant’s logbook or training record (Advisory Circular (AC) 61-65). These two dates should be the same.  Provision is made on the airman certificate or rating application form for the written recommendation of the flight instructor who has  prepared the applicant for the practical test involved. Signing this recommendation imposes a serious responsibility on the flight  instructor. A flight instructor who makes a practical test recommendation for an applicant seeking a certificate or rating should require  the applicant to thoroughly demonstrate the knowledge and skill level required for that certificate or rating. This demonstration should  in no instance be less than the complete procedure prescribed in the applicable ACS/PTS.  When instructing in a glider (other than a motor glider), a go-around will not be possible. Instructors should teach learners to make  low energy landings based on current weather and wind conditions. This technique prepares learners to make an off-field landing if or  when necessary.  Instructors should stress touching down in the first third of the runway to ensure stopping before the end of the runway. This means  teaching learners to go-around if they do not touch down within that distance. Instructors should also stress the need for a go-around  if the landing develops an oscillation or results in a significant bounce. These techniques equip a learner for safe solo. Furthermore,  requiring the learner to make full stop la n dings during the first solo gives the instructor the opportunity to stop the flight if necessary.  Aircraft speed and contro l tak e precedence over other actions during landings and takeoffs. Fu ll stop landings help th e learner  develop aircraft control, allow for careful checklist use, and allow time for detailed instruction.  During this visualization, the flight instructor can ask questions to check the learner’s thought processes. The job of the instructor is to  challenge the learner with realistic flying situations without creating an overburdening unrealistic scenarios.  SBT lends itself well to visualization techniques. For example, have a learner visualize how the flight may occur under normal  circumstances, with the learner describing the progress of the flight. Then, the instructor adds unforeseen circumstances such as a  sudden change in weather that brings excessive winds during final approach. Other examples of SBT can have the instructor adding  undesired landing sites for balloon learner pilots, rope breaks for glider learners, and radio outages for instrument airplane learners.  Now, the learner gets to visualize how to handle the unexpected change.  Instructors should teach learners how to solve ordinary problems encountered during flight. Traffic pattern congestion, change in  active runway, or unexpected crosswinds are challenges the learner masters individually before being able to perform them  collectively.  Flight instructors have the responsibility to provide guidance and restraint with respect to the solo operations of their learners. This is  by far the most important flight instructor responsibility. The flight instructor is the only person in a position to make the  determination a learner is ready for solo operations. Before endorsing a learner for solo flight, the instructor should require the learner  to demonstrate consistent ability to perform all of the fundamental maneuvers. 