CFI Oral Exam Prep

Rote: the student can repeat information but does not understand it. Understanding: the student grasps the concept and can explain it. Application: the student can apply the knowledge to solve problems or perform maneuvers. Correlation: the student can relate the knowledge to other concepts and make connections — this is the highest level. As an instructor, your goal is to bring students to the correlation level.

Purposeful (clear objective), Active (student participates), Based on experience (relate to what the student knows), Multifaceted (engages multiple senses), and involves Readiness, Exercise, Effect, Primacy, Intensity, Recency — the laws of learning. The student learns best when they see purpose, participate actively, and have positive outcomes.

Use the building-block technique. Ground instruction first: explain the purpose (understanding the airplane near a stall), the aerodynamics (high angle of attack, increased drag, left-turning tendencies), and the procedure. In the air: demonstrate once while explaining, then have the student practice with coaching. Emphasize the sight picture, the sound changes, the feel of mushy controls, and the importance of coordinated rudder use. Common errors: fixating on airspeed, over-controlling, and not adding enough power.

Per 14 CFR 61.87: The instructor must verify the student has received training in the required maneuvers and procedures. The endorsement must be in the student's logbook and on the student pilot certificate (or in the student's account for IACRA). It must certify that the student has been given training in the make and model of aircraft, has been found competent to make solo flights, and is proficient in the required maneuvers. The endorsement is valid for 90 days.

Flat landings usually result from flaring too late or not enough. Diagnose by observing the student's sight picture and timing in the flare. Common causes: looking too close to the aircraft (should look at the far end of the runway), cutting power too early, or not raising the nose enough during the roundout. Corrective actions: practice flares at altitude, use the 'look at the end of the runway' technique, and have the student focus on the sight picture rather than the airspeed indicator. Demonstrate the correct sight picture and timing.

A critique evaluates the student's performance and provides feedback. A review covers previously taught material. An effective critique should be: objective (based on standards, not personal feelings), flexible (adapted to the student), acceptable (the student must trust you), comprehensive (cover all aspects), constructive (suggest improvements, not just criticize), organized, thoughtful, and specific. Always start with what went well before addressing areas for improvement.

Common defense mechanisms: Denial (refusing to accept a problem), Rationalization (making excuses), Projection (blaming the instructor or aircraft), Reaction formation (acting opposite to true feelings), Fantasy (daydreaming to escape), Displacement (directing frustration at an unrelated target), Compensation (emphasizing strengths to hide weaknesses), Aggression, and Resignation (giving up). As an instructor, recognize these as normal human behavior and address the underlying frustration, not the defense mechanism.

Keep accurate records of all training given. Sign and date the student's logbook for every lesson. Provide required endorsements per AC 61-65 — solo, cross-country solo, knowledge test, practical test. Ensure the student meets all regulatory requirements before endorsing. You are responsible for the accuracy of every endorsement you sign. Maintain your own records of training given to each student.