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CFI (QUESTIONS & ANSWERS RATED 100% CORRECT).
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CFI (QUESTIONS & ANSWERS RATED100% CORRECT).
What is the definition for human behavior? ANS -Factors that cause people to act in predictable ways.
Control of human behaviors involves understanding human needs. What are these basic needs, and how
are they important to the instructor-student relationship? ANS -a. Physiological - air, food, water.
b. Security - if a student doesn't feel safe, they cannot concentrate on learning.
c. Belonging - students are usually out of their normal surroundings during training, and their need for
association and belonging is more pronounced.
d. Self-Esteem - self confidence, independence, worth.
e. Cognitive - humans have a deep need to understand what is going on around them.
f. Aesthetic - simply likes it. directly connected to human emotions.
g. Self-Actualization - a person's need to be and do that which the person was "born to do." has a
purpose.
What are defense mechanisms? ANS -Ego-protecting reactions to unpleasant situations.
Explain the eight common defense mechanisms that may apply to students. ANS -1. Repression -
thoughts or information that a person pushes into the subconscious because they are too traumatic to
deal with.
2. Projection - blaming their own shortcomings or mistakes on external factors.
3. Compensation - attempting to disguise a weakness or mistake by emphasizing a more positive one.
4. Denial - the refusal to acknowledge what has happened, is happening or will happen.
5. Rationalization - justifying actions that otherwise would be unacceptable; the substitution of excuses
for reasons.
6. Fantasy - a student engages in daydreaming about how things should be rather than doing anything
about how things are.
7. Reaction Formation - faking a belief opposite to the true belief because the true belief causes anxiety.
8. Displacement - an unconscious shift of emotion to avoid the risk associated with feeling unpleasant
emotions by transferring them toward someone or something less threatening.
,What is the definition of anxiety and why is a student's anxiety of concern to an instructor? ANS -A
feeling of worry, nervousness or unease, often about something that is going to happen. may have a
potent effect on the ability to learn.
How can an instructor help students counter their anxieties? ANS -Reinforcing the student's enjoyment
of flying. Treat the student's fears as a normal reaction, rather than ignoring them.
What are several examples both of a student's normal reactions and abnormal reactions to stress? ANS
-Normal - responds rapidly and within the limits of their experience and training.
Abnormal - doesn't respond or responds randomly or illogically.
What are the three basic elements of communication? ANS -Source - Instructor, speaker, writer
Symbols - Information, words or signs
Receiver - Student, listener, reader
What are the three characteristics of receivers that instructors must understand in order to effectively
communicate with their students? ANS -Abilities - an instructor need to determine the abilities of the
student in order to properly communicate.
Attitudes - may indicate resistance, willingness or passive neutrality.
Experiences - background and education level determine the approach an instructor takes.
What are the barriers to effective communication? ANS -1. Confusion between the symbol and the
symbolized object - when a word is confused with what it is meant to represent. Words and symbols do
not always represent the same thing to every person.
2. Overuse of abstractions - abstractions are words that are general rather than specific. "aircraft" might
mean airplane, helicopter, airship, etc.
3. Interference - the prevention of being carried out properly. factors outside the control of the
instructor including physiological (hearing loss, injury, illness), environmental (noise, etc.) and
psychological (fear or mistrust).
4. Lack of common experience - greatest single barrier to effective communication.
, How can flight instructors develop their instructional communication skills? ANS -a. Role playing -
during initial CFI training when the instructor assumes the role of a student pilot.
b. Instructional communication - instructors always must determine whether the student has actually
received and retained the knowledge.
c. Listening - instructors must know something about their students in order to communicate effectively.
one way of doing this is being a good listener.
d. Questioning - good questioning can determine how well the student understands what is being
taught.
e. Instructional enhancement - the more an instructor knows about a subject, the better the instructor is
at conveying the information. additional knowledge and training improves the instructor's confidence.
What's the definition of the term "learning theory"? ANS -The body of principles that explain how
people acquire skills, knowledge and attitudes.
How can you tell if your student has "learned" what you have taught? ANS -A change in behavior as a
result of an experience or instruction.
Modern learning theories grew out of two concepts of how people learn: behaviorism and cognitive
theory. Explain these two concepts. ANS -Behaviorism: stresses the importance of reinforcing desired
behaviors by someone other than the student to shape or control what is learned.
Cognitive: focuses on what is going on inside the student's mind. More concerned with cognition (the
process of thinking and learning) than with stimulus and response.
Why are perceptions so important to learning? ANS -Perceptions result when a person gives meaning
to external stimuli or sensations. Initially, all learning comes from perceptions, which are directed to the
brain by one or more of the five senses: sight, hearing, touch, smell and taste. Meaning derived from
perception is influenced by an individual's experience and many other factors.
What factors affect perception? ANS -a. Physical Organism: the ability to see, hear, feel and respond.
b. Goals & Values: every experience and sensation that is funneled into a person's central nervous
system is colored by the individual's own beliefs and values.
c. Self-Concept: a student's self-image, "confident" or "insecure."
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