Learner Tells—Instructor Does  Learner Tells—Learner Does  Positive Exchange of Flight Controls  Background  Procedure  During flight training, there should always be a clear understanding between learners and flight instructors about who has control of  the aircraft. The preflight briefing should include procedures for the exchange of flight controls. A positive three-step process in the  exchange of flight controls between pilots is a proven procedure and one that is strongly recommended. When an instructor is  teaching a maneuver to a learner, the instructor normally demonstrates the maneuver first, then has the learner follow along on the  controls during a demonstration and, finally, the learner performs the maneuver with the instructor following along on the controls.  [Figure 9-8]  Incident/accident statistics indicate a need to place additional emphasis on the exchange of control of an aircraft by pilots. Numerous  accidents have occurred due to a lack of communication or misunderstanding regarding who had actual control of the aircraft,  particularly between learners and flight instructors. Establishing the following procedure during initial training will ensure the  formation of a habit pattern that should stay with learners throughout their flying careers.  Positive exchange of flight controls is an integral part of flight training. It is especially critical during the demonstration-performance  method of flight instruction. Due to the importance of this subject, the following discussion provides guidance on the recommended  procedure to use for the positive exchange of flight controls between pilots when operating an aircraft.  A typical test of how much control is needed often occurs during a learner’s first few attempts to land an aircraft. The instructor must  quickly evaluate the learner’s need for help, and not hesitate to take control, if required. At the same time, the learner should be  allowed to practice the entire maneuver often enough to achieve the level of proficiency established in the lesson objectives. Since  this is a learning phase rather than an evaluation phase of the training, errors or unsafe practices should be identified and corrected in  a positive and timely way. In some cases, the learner is not able to meet the proficiency level specified in the lesson objectives within  the allotted time. When this occurs, the instructor should be prepared to schedule additional training.  The exact procedures that the instructor should use during learner practice depend on factors such as the learner’s proficiency level,  the type of maneuver, and the stage of training. The instructor should exercise good judgment to decide how much control to use.  With potentially hazardous or difficult maneuvers, the instructor should be alert and ready to take control at any time. This is  especially true during a learner’s first attempt at a particular maneuver. On the other hand, if a learner is progressing normally, the  instructor should avoid unnecessary interruptions or too much assistance.  At the same time, the learner should be encouraged to think about what to do during the performance of a maneuver, until it becomes  habitual. In this step, the thinking is done verbally. This focuses concentration on the task to be accomplished, so that total  involvement in the maneuver is fostered. All of the learner’s physical and mental faculties are brought into play. The instructor should  be aware of the learner’s thought processes. It is easy to determine whether an error is induced by a misconception or by a simple lack  of motor skills. Therefore, in addition to forcing total concentration on the part of the learner, this method provides a means for  keeping the instructor aware of what the learner is thinking. The learner is not only learning to do something, but he or she is also  learning a self-teaching process that is highly desirable in development of a skill.  Application is the third step in this method. This is where learning takes place and where performance habits are formed. If the  learner has been adequately prepared and the procedure or maneuver fully explained and demonstrated, meaningful learning occurs.  The instructor should be alert during the learner’s practice to detect any errors in technique and to prevent the formation of faulty  According to the principle of primacy, it is important for the instructor to make sure the learner gets it right the first time. The learner  should also understand the correct sequence and be aware of safety precautions for each procedure or maneuver. If a  misunderstanding exists, it can be corrected before the learner becomes absorbed in controlling the aircraft.  Second, the learner tells as the instructor does. In this step, the learner actually plays the role of instructor, telling the instructor what  to do and how to do it. Two benefits accrue from this step: the learner, being freed from the need to concentrate on performance of  the maneuver and from concern about its outcome, is able to organize his or her thoughts regarding the steps involved and the  techniques to be used. In the process of explaining the maneuver as the instructor performs it, perceptions begin to develop into  insights. Mental habits begin to form with repetition of the instructions previously received. Plus, the instructor is able to evaluate the  learner’s understanding of the factors involved in performance of the maneuver.$_{ }$ 9-8