At the same time, the student 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.  The fourth step of the teaching process is review and  evaluation. In this step, the instructor reviews what has  been covered during the instructional flight and determines  to what extent the student has met the objectives outlined  during the preflight discussion. Since the student no longer  is required to talk through the maneuver during this step,  the instructor should be satisfied that the student is well  prepared and understands the task before starting. This last  step is identical to the final step used in the demonstration- performance method. The instructor observes as the student  performs, then makes appropriate comments. At the conclusion of the evaluation phase, record the student’s  performance and verbally advise each student of the progress  made toward the objectives. Regardless of how well a skill  is taught, there may still be failures. Since success is a  motivating factor, instructors should be positive in revealing  results. When pointing out areas that need improvement, offer  concrete suggestions that help. The instructor should make  every effort to end the evaluation on a positive note.  Since every student is different and each learning situation is  unique, the actual outcome may not be entirely as expected.  The instructor must be able to appraise student performance  and convey this information back to the student. No skill is  more important to an instructor than the ability to analyze,  appraise, and judge student performance. The student quite  naturally looks to the instructor for guidance, analysis,  appraisal, as well as suggestions for improvement and  encouragement. This feedback from instructor to student is  called a critique. In most cases, a critique should be conducted in private. It  should come immediately after a student’s performance,  while the details of the performance are easy to recall. An  instructor may critique any activity which a student performs  or practices to improve skill, proficiency, and learning.  Two common misconceptions about the critique should be  corrected at the outset. First, a critique is not a step in the  grading process. It is a step in the learning process. Second,  a critique is not necessarily negative in content. It considers  the good along with the bad, the individual parts, relationships  of the individual parts, and the overall performance. A  There are a number of rules and techniques to keep in mind  when conducting a critique. The following list can be applied,  regardless of the type of critiquing activity. A student is required to critique personal performance.  Like all other methods, a self-critique must be controlled  and supervised by the instructor. Whatever the methods  employed, the instructor must not leave controversial issues  unresolved, nor erroneous impressions uncorrected. The  instructor must make allowances for the student’s relative  inexperience. Normally, the instructor should reserve time  at the end of the student critique to cover those areas that  might have been omitted, not emphasized sufficiently, or  considered worth repeating. One variant of this method is  for the instructor to ask the student to name three negative  aspects of the flight training period, and discuss corrective  action. Then, the instructor asks for three positive aspects  of the training. This also indicates to the instructor whether  or not the student is able to analyze their performance, in  relation to the standards sought.  The instructor asks a student to lead the critique. The  instructor can specify the pattern of organization and the  techniques or can leave it to the discretion of the student  leader. Because of the inexperience of the participants in the  lesson area, student-led critiques may not be efficient, but  they can generate student interest and learning and, on the  whole, be effective. The critique of student performance is always the instructor’s  responsibility, and it can never be delegated in its entirety.  The instructor can add interest and variety to the criticism  through the use of imagination and by drawing on the talents,  ideas, and opinions of others. There are several useful  methods of conducting a critique, two of which have specific  application to balloon flight instruction. A critique should provide the student with something  constructive upon which he or she can work or build. It  should provide direction and guidance to raise their level of  performance. Students must understand the purpose of the  critique; otherwise, they are unlikely to accept the criticism  offered and little improvement will result. critique can, and usually should, be as varied in content as  the performance being critiqued. Purpose of a Critique Student Does-Instructor Evaluates Methods of Critique Critique and Evaluation Student-Led Critique Self-Critique Ground Rules for Critiquing 10-16