Minimizing Learner Frustration  Minimizing learner frustrations in the classroom, shop, or during flight training is an instructor’s responsibility.$_{ }$ Instructors can encourage rather than discourage learning by following some basic rules.  For example, lesson plans used as part of an organized curriculum help the learner pilot measure training progress. Since most pilots  don’t want to be learners, the ability to measure their progress or “see an end in sight” reduces frustration and increases pilot  motivation.  [Figure 8-4]  Motivate learners—more can be gained from wanting to learn than from being forced to learn. Too often, learners do not realize how  a particular lesson or course can help them reach an important goal. When learners can see the benefits and purpose of the lesson or  course, their enjoyment and their efforts increase.  Keep learners informed—learners feel insecure when they do not know what is expected of them or what is going to happen to them.  Instructors can minimize feelings of insecurity by telling learners what is expected of them and what they can expect in return.  Instructors keep learners informed in various ways, including giving them an overview of the course, keeping them posted on their  progress, and giving them adequate notice of examinations, assignments, or other requirements.  Approach learners as individuals—when instructors limit their thinking to the whole group without considering the individuals who  make up that group, their efforts are directed at an average personality that really fits no one. Each group has its own personality that  stems from the characteristics and interactions of its members. Each individual within the group has a unique personality.  Give credit when due—when learners do something extremely well, they normally expect their abilities and efforts to be noticed.  Otherwise, they may become frustrated. Praise or credit from the instructor is usually ample reward and provides an incentive to do  even better. Praise pays dividends in learner effort and achievement when deserved, but when given too freely, it becomes valueless.  Criticize constructively—although it is important to give praise and credit when deserved, it is equally important to identify mistakes  and failures. It does not help to tell learners they have made errors and not provide explanations. If a learner has made an earnest  effort but is told that the work is unsatisfactory, with no other explanation, frustration occurs. Errors cannot be corrected if they are  not identified, and if they are not identified, they will probably be perpetuated through faulty practice. On the other hand, if the  learner is briefed on the errors and is told how to correct them, progress can be made.  Be consistent—learners want to please their instructor. This is the same desire that influences much of the behavior of subordinates  toward their superiors in industry and business. Naturally, learners have a keen interest in knowing what is required to please the  instructor. If the same thing is acceptable one day and unacceptable the next, the learner becomes confused. The instructor’s  philosophy and actions need to be consistent.  Admit errors—who expects an instructor to be perfect? The instructor can win the respect of learners by honestly acknowledging  mistakes. If the instructor tries to cover up or bluff, learners sense it quickly. Such behavior tends to destroy learner confidence in the  instructor. If in doubt about something, the instructor should admit it.  8-4  Figure 8-4.  These are practical ways to minimize learner frustration. 