10-9 Managing Risk while Teaching Landings  Chapter Summary  Poor risk management contributes to many fatal accidents. Accordingly, instructors should emphasize and practice risk management  in all types of instruction, from primary to advanced training. Instructors should use accepted risk management tools to make training  more effective and consistent. Instructors should also use a building block approach to teaching risk management. Risks encountered  while giving instruction are similar to those that learners will encounter on operational flights, giving instructors the  opportunity  to  highlight risk management as a tool to be used for safe and enjoyable flying.  Certain landings present unique risks. The instructor teaches the appropriate pre-landing recon n aissance for unfamiliar landing areas  or uncontrolled fields. During landings in strong winds, the instructor should have the skill sufficient to deal with the wind  conditions. During a short-field or confined area landing, certain aircraft may fly at a slower approach speed. The instructor should be  aware of any risk associated with flight at slow speeds or any other condit i on that reduces safety margins. During all types of  approaches to landing, instructors need to remain aware of risks associated with a variety of learner errors. For example, if an airplane  pilot makes a  180° power-off accuracy approach and landing, the instructor should anticipate potential landing errors. Learners may  understand not to sacrifice a stable approach and a safe landing for the sake of accuracy, but they might not be ready to apply that  knowledge. Some of the same hazards associated while teaching takeoffs are also present while teaching landings. The instructor may want to  convey a lot of information while simultaneously verifying that the aircraft is being flown safely. This may cause a decrease in  attention to collision avoidance or loss of situational awareness. Excessive teaching and coaching on final approach may cause missed  radio transmissions from air traffic control or aircraft in the pattern. To avoid this, the instructor should only use concise prompting  on approach to landings with the learner.  Many complex decisions are made during the landing phase. Novice learner pilots have little experience to rely on. Instructors  sometimes fall prey to teaching landings mechanically. Instead, it is necessary to convey problems and solutions (power, control, and  configuration changes) based on what is actually happening on that specific approach. When an instructor teaches mechanically, they  cause the learner to be ill-equipped to identify or manage constantly changing conditions. This teaching method may result in unstable  approaches and faulty landings. The instructor should prompt the learner on the current conditions and how to correct the situation to  maintain a stabilized approach. The decision on choosing aiming points and touchdown points should not be made mechanically  either. It is the instructor’s responsibility to teach the learner how to pick appropriate aiming and touchdown points based on the type  of aircraft, the landing being attempted, the environment and conditions present, and the expected landing performance. 