Notes on Instructional Risk Management in the Flight Deck  External Pressure Risks  Managing Risk while Teaching Takeoffs  10-8 Insufficient spacing from preceding aircraft during takeoffs also creates various hazards. Some hazards include wake turbulence,  insufficient in-trail spacing, and insufficient separation from an aircraft approaching to land. The instructor ensures that there is  sufficient spacing from landing and departing aircraft prior to entering any space being used for departures and arrivals. This will also  help teach the learner sound decision making and risk management skills.  When teaching a learner to take off, it is imperative that the instructor create realistic scenarios of takeoff types. The scenario should  not create hazards that result in the learner attempting to maintain an unsafe climb rate or excessive pitch attitude. An effective  scenario should mimic what a learner will encounter outside of flight training. For example, if the instructor wants to prompt the  learner to conduct a confined or obstacle clearance takeoff, the instructor could specify where an (imaginary) obstacle exists. The  point where the obstacle exists should be realistic. During soft-field takeoffs in an airplane, the instructor should monitor aircraft drift  while the learner is trying to remain in ground effect. The instructor should not let the drift escalate beyond the learner’s control and  should pay close attention to pitch attitude and airspeed throughout the maneuver.  The time it takes for an aircraft to begin its takeoff and initiate a climb is only a matter of seconds. There may not be time to teach  effectively during the takeoff. Apart from introducing unnecessary hazards (e.g. , missing a radio transmission from tower),  the learner’s attention is placed almost entirely on trying to safely maneuver the aircraft. Any information an instructor is trying to  convey during the takeoff  may not be heard or processed by the learner. The instructor should conduct the majority of their  teaching (e.g. airspeeds, pitch attitudes, visual references, flight control inputs, engine parameters) prior to contacting tower or  announcing their intentions on the CTAF at a non-towered airport. This will avoid over-stimulating the learner’s senses, help  maintain a sterile  flight deck , and support situational awareness and collision avoidance.  The following discussion contains examples of instructor considerations while providing in-flight instruction on various maneuvers.  Among other things, the examples demonstrate the extent to which instructional techniques and instructional risk management are  interconnected, and why a systematic, integrated approach to risk management provides safety.  The instructor is involved with risk management on multiple levels, which include not only managing the risk of a particular phase of  flight or maneuver, but also teaching risk management and managing the risks of providing in-flight instruction. Some concepts an  instructor should bear in mind while teaching most maneuvers include:  External pressures can create the most insidious of hazards and risks. Instructors should ease learner concerns about schedule  conflicts with events in their professional and personal lives. Instructors should be conscious of each learner’s schedule limitations  and other external factors that could affect their performance. Instructors should also emphasize the ability to make schedule changes  as needed, change training from an airplane to classroom instruction, or terminate a lesson early if the learner appears apprehensive  about time pressures or other external concerns.  ⦁ $_{Identify relevant hazards systematically and keep track of hazards dur}$ i ng maneuvering (the learner  manipulating controls may be a significant hazard).  ⦁ $_{Avoid creating a hazard by attempting to teach something at an inappropriate time (e.g., discussing takeoff }$ technique while entering the runway, when attention should be devoted to aircraft control and ensuring that  the runway is clear) or at an inappropriate altitude (e.g., teaching stalls below a cloud layer, which does not  allow an adequate amount of altitude to recover).  ⦁ $_{Discuss hazards and risk mitigation in detail during pre}$ flight  and postflight.  ⦁ $_{Prompt the learner to identify hazards in flight and on their own and to verbalize thought processes and risk }$ mitigations (e.g., while preparing to execute a ground reference maneuver, ask the  learner to identify potential collision hazards and a safe place to make an emergency landing). 