Instructor responsibilities includ e teaching th e learner to divid e his or her attention between th e distracting task and maintaining  control of the aircraft. The following are examples of distractions that can be used for this training:  Pilots at all skill levels should be aware of the increased risk of entering into an inadvertent stall or spin or the possibil i ty of an upset  while performing tasks that are secondary to controlling the aircraft. The FAA has established a policy for use of certain distractions  on practical tests for pilot certification. The purpose is to determine that applicants possess the skills required to cope with  distractions while maintaining the degree of aircraft control required for safe flight. The most effective training is the simulation of  scenarios that can lead to inadvertent stalls by creating distractions while the learner is practicing certain maneuvers.  It is a flight instructor’s responsibility to teach the learner how to take charge during a flight. A pilot in command (PIC) must know  when to tell any passengers, even a Designated Pilot Examiner (DPE), when the PIC finds actions in the aircraft that distract and  interfere with the safe conduct of the flight.  Integrated flight instruction is flight instruction during which learners are taught to perform flight maneuvers both by outside visual  references and by reference to flight instruments. For this type of instruction to be fully effective, the use of instrument references  should begin the first time each new maneuver is introduced. No distinction in the pilot’s operation of the flight controls is permitted,  regardless of whether outside references or instrument indications are used for the performance of the maneuver. When this training  technique is used, instruction in the control of an aircraft by outside visual references is integrated with instruction in the use of flight  instrument indications for the same operations.  It important for the learner to establish the habit of observing and relying on flight instruments from the beginning of flight training. It  is equally important for the learner to learn the feel and sounds of the airplane while conducting maneuvers, such as being able to  sense when the airplane is out of trim or in a nose-high or nose-low attitude. Learners who have performed all normal flight  maneuvers by reference to instruments, as well as by outside references, develop the habit of continuously monitoring their own and  the aircraft’s performance. The early establishment of the habits of instrument cross-check, instrument interpretation, and aircraft  control is highly useful to the learner. The habitual attention to instrument indications leads to improved landings because of more  precise airspeed control. Effective use of instruments also results in superior cross-country navigation, better coordination, and  generally, a better overall pilot competency level.  General aviation accident reports provide ample support for the belief that reference to flight instruments is important to safety. The  safety record of pilots who hold instrument ratings is significantly better than that of pilots with comparable flight time who have  never received formal flight training for an instrument rating. Pilots in training who are asked to perform all normal flight maneuvers  by reference to instruments, as well as by outside references, will develop the habit of continuously monitoring their own and the  aircraft’s performance. . The habits formed at this time also give the learner a firm foundation for later training for an instrument  rating.  As learners become more proficient in monitoring and correcting their own flight technique by reference to flight instruments, the  performance obtained from an aircraft increases noticeably. This is particularly true of modern, complex, or high-performance  aircraft, which are responsive to the use of correct operating airspeeds.  The use of correct power settings and climb speeds and the accurate control of headings during climbs result in a measurable increase  in climb performance. Holding precise headings and altitudes in cruising flight definitely increases average cruising performance.  9-10 Operating Efficiency  Development of Habit Patterns  Integrated Flight Instruction  ⦁ $_{Have the learner reverse course after a series of S-turns. }$ ⦁ $_{Have the learner climb 200 feet and maintain altitude, then descend 200 feet and maintain altitude. }$ ⦁ $_{Ask the learner to identify a field suitable for a forced landing. }$ ⦁ $_{Ask the learner to identify terrain or objects on the ground. }$ ⦁ $_{Ask the learner to compute true airspeed with a flight computer. }$ ⦁ $_{Ask the learner to read the outside air temperature. }$ ⦁ $_{Ask the learner to get something from the back seat. }$ ⦁ $_{Ask the learner to reset the clock. }$ ⦁ $_{Ask the learner to determine a heading to an airport using a chart. }$ ⦁ $_{Drop a pencil. Ask the learner to pick it up. }$