Figure 8-3.  Learners learn more when instruction is presented in a positive and professional manner.  Chapter  3 ,  The Learning Process , emphasized that a negative self-concept inhibits the perceptual process, that fear adversely  affects learner perceptions, that the feeling of being threatened limits the ability to perceive, and that negative motivation is not as  effective as positive motivation. Merely knowing about these factors is not enough. Instructors need to detect these factors in their  learners and strive to prevent negative feelings from undermining the instructional process.  Consider how the following negative scenarios conducted during the first lesson might adversely influence and turn off a new learner  pilot who has limited or no aviation experience:  These new experiences might make the new learner wonder if learning to fly is a good idea.  In contrast, consider a first flight lesson in which the preflight inspection is presented to familiarize the learner with the aircraft and its  components, and the flight is a perfectly normal one to a nearby airport, with return. Following the flight, the instructor can call the  learner’s attention to the ease with which the trip was made in comparison with other modes of transportation, and the fact that no  critical incidents were encountered or expected.  This does not mean stalls and emergency procedures should be omitted from training. It only illustrates the positive approach in  which the learner does not receive overwhelming information. Using a syllabus that considers the learner's ability to comprehend new  information means a foundation exists for that information. The introduction of emergency procedures after the learner has developed  an acquaintance with normal operations is less likely to be discouraging and frightening, or to inhibit learning by the imposition of  fear.  Nothing in aviation that demands that learners suffer as part of their instruction. Every effort should be made to ensure instruction is  given under positive conditions that reinforce training. Instructors may provide flexible training and modify the method of instruction  when learners have difficulty grasping a task. In essence, a learner’s failure to perform often results from an instructor’s inability to  transfer the required information.  Emphasize the positive because positive instruction results in positive learning.  ⦁ $_{Illustrating and demonstrating forced landings during the first lesson, because “…one should always be}$$_{ }$ prepared to cope with a rope break in a glider.”$_{ }$ ⦁ $_{Introduction and demonstration of stalls, because “… this is how so many people lose their lives in}$$_{ }$ airplanes.”$_{ }$ ⦁ $_{Instruction and hands-on training in the care taken in taxiing an airplane because “…if you go too fast, you}$$_{ }$ lose directional control of the aircraft.”$_{ }$ ⦁ $_{An indoctrination in preflight procedures with emphasis on the critical precautions taken before every }$ flight because “…emergencies in flight can be caused by an improper preflight and are often disastrous.”$_{ }$ 8-3