For learners who exhibit slow progress due to discouragement or lack of confidence, instructors should assign more easily attained  goals. Before attempting a complex task, the instructor separates it into discrete elements, and the learner practices and becomes good  at each element. For example, instruction in S-turns may begin with consideration for headings only. Elements of altitude control,  drift correction, and coordination can be introduced one at a time. As the learner gains confidence and ability, goals are increased in  difficulty.  Conversely, fast learners can also create challenges for the instructor. Because these learners make few mistakes, they may assume  that the correction of errors is unimportant. Overconfidence may result, which leads to faulty performance. For these learners, the  instructor constantly raises the standard of performance for each lesson, demanding greater effort. Individuals learn only if aware of  their errors, and better retention of skills exists for learners who focus their attention on an analysis of their performance. On the  other hand, deficiencies should not be invented solely for the learners’ benefit. Unfair criticism immediately destroys a learner's  confidence in the instructor.  In some ways, an aviation instructor serves as a practical psychologist. As discussed in Chapters 2, Human Behavior, and 3, The  Learning Process, an instructor can meet this responsibility by becoming familiar and conversant in the fundamentals of instructing  and through a careful analysis of and continuing interest in learners.  Most new instructors tend to adopt the teaching methods used by their own instructors or the methods by which they themselves learn  best. The fact that one has learned under a certain system of instruction does not mean that the best and most efficient learning  occurred. The new instructor needs to remain open-minded and seek other resources and information to develop enhanced teaching  ability.  An aviation instructor is responsible for training an applicant to established standards in all subject matter areas, procedures, and  maneuvers included in the tasks within each area of operation in the appropriate Airman Certification (ACS)/Airman Practical Test  Standards (PTS). It should be emphasized that the ACS/PTS book is a testing document, not a teaching document.  [Figure 8-2]  The way instructors conduct themselves and the attitudes they display make an impression on learners. An aviation instructor's ability  to teach in a manner that gives learners a positive image of aviation contributes to the instructor's success.  [Figure 8-3]  Emphasizing the Positive  Standards of Performance  Figure 8-2.  Acceptable standards in all subject matter areas, procedures, and maneuvers are included in the appropriate Airman  Certification Standards (ACS)/Practical Test Standards (PTS).  8-2 