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Description
Offering Sport - ATP
Sport pilots train in our J3 Piper Cub
Private through ATP in Piper and Cirrus Fleet
Our Teaching Philosophy:
Aviation training is considered an art form in the flight community. The aim of such instruction has always been to "produce" safe and proficient pilots. The reality of this assumption has been recently called into question by the National Transportation Safety Board. Regardless of the number of aircraft accidents or incidents recorded annually, over 90% of the time pilot error is identified as the principal "cause". That's a tactful way of referring to "pilot ignorance" of those principles and procedures necessary to insure the safety and well being of both people and machines. While technology continues to assure the dependability of flight machinery, the problem appears to lie in the method used in instructional training. Northwest Aviation Center (NWAC) was established to promote flight safety. Its philosophy of teaching differs significantly from other training environments. NSA considers the "human factor" the key to quality pilot education. In this regard, we place primary emphasis upon the knowledge and thinking skills of the pilot. Because human beings are the unique factor in the flight safety equation, a thorough understanding, correlation, and application of fundamental knowledge (and principles) is upper most in our approach to flight training. Our teaching philosophy challenges currently "accepted" methods of instruction. Because people are thinking entities, we feel that unless pilots are capable of "engaging their brain" in the educational process, there is little chance they will develop the skills and flexibility necessary to function safely in an ever changing environment. The following principles are the basic assumptions which comprise our educational philosophy.
Principle 1 -- Learning To Fly Is A Cognitive Exercise! Accident statistics and psychological profiles suggest that in anxiety provoking situations the thinking process usually slows down rather than accelerates. When the element of perceived threat enters a given flight situation the need for faster thinking and appropriate action increases significantly. Thinking, on the other hand, requires some degree of reflection, a time frame for response, as well as something to think about! Pilots who earned their certificates primarily through imitating their instructor's actions not only require more time for reflection, but also have less information to reflect upon in terms of appropriate response. The key to effective flight training lies in the development of a number of visualization skills. These skills enable to pilot to picture not only aircraft attitudes but also the invisible "forces" and other factors directly affecting aircraft control and safe operation. While "integrated" instructional methods have been with us since the publication of the Aviation Instructor's Handbook in 1977, we have yet to see a generation of pilots (or instructors) who actually employ this technique in flight operations. A mechanical approach to instruction tends to play down the importance of visualization skills. This omission has not augured well for pilot performance, especially when flight conditions change unexpectedly. We feel that pilots who have a thorough understanding of aeronautical principles are capable of thinking and acting appropriately in all flight situations. These individuals demonstrate a greater flexibility in the cockpit; reflect a greater awareness of the actions called for as the flight environment changes; and manifest the requisite attitudes and behaviors consistent with flight safety. Educational research demonstrates that when individuals can "see" (i.e., visualize) a maneuver or flight situation in its various dimensions, the learning process is accelerated and the application of learned principles transfer more quickly to appropriate forms of action. By stressing aeronautical fundamentals and assisting students to visualize the sights, sounds, and sensations of the flight environment, training efforts are reflected in faster and more effective learning. From a practical standpoint, the quality and effectiveness of such training is marked by dramatic savings in both time and money.
Principle 2 -- Knowledge Defines & Specifies Procedure! Although practical test standards, "approved" training syllabi, and instructor refresher courses abound, flight training techniques remain a hodgepodge of individual preferences and idiosyncrasies on the part of most training personnel. At NSA we employ a uniform (cognitive) approach to flight instruction. This approach is based upon a thorough and complete understanding of both aeronautical knowledge and flight principles. Understanding these fundamentals enable students to define for themselves the performance specifics of a given maneuver. In the 45 degree level turn, for example, the student knows what to expect during all phases of the maneuver as well as the appropriate actions required to bring performance well within the criteria established by the Practical Test Standards. In addition to performing to standards more quickly, our approach permits the student several options to accomplish the same outcome. This means that instead of imitating their instructors and learning only a single, isolated "technique," their basic understandings supply the flexibility of response characteristic of a professional pilot.
The cognitive approach suggests that the word practice requires a new definition. Instructors usually think of practice as performing a maneuver over and over until the student "gets it right". Without proper knowledge and understanding of the aeronautical principles involved, however, accomplishment on one occasion is often followed by failure on the next. In other words, the mechanical (imitative) methodology is both time consuming, expensive, and frequently yields inconsistent results. This approach limits one's opportunity to develop the flexibility necessary to function safely in differing flight situations. Effective learning rarely takes place in an environment of anxiety or perceived threat. Perhaps the poorest classroom from the standpoint of maintaining attention and achieving effective learning is the cockpit of a training aircraft. Being able to think and use one's available knowledge requires focused attention and an atmosphere of comfort and security. As a student reflects upon their understanding of the aeronautical basics involved in flight training, they are, in effect, practicing their flight skills in a non threatening environment! Such an exercise enables them to extend their theoretical knowledge to the more mechanical aspects of aircraft management. As their knowledge and insight continue to grow, they develop the ability to correlate these understandings with the mechanical procedures associated with specific flight maneuvers. The effectiveness of such practice is observed in the training experience. By knowing the principles involved in a given maneuver, the mechanical features of the aircraft that incorporate these principles, and previewing in advance the sights, sounds, and sensations of the training experience, the learning process is positively accelerated. Gone is the imitative mentality, the anxiety which accompanies "not knowing", and the trial and error elements of expensive "practice". These are replaced by a confident assurance of desired outcomes. The result is a successful flight experience which acts to further motivate the student and, at the same time, reduce the frustration and expense involved in accomplishing a desired goal.
Principle 4 -- Flight Principles Are Consistent Through All Ratings! We feel that a thorough and fundamental grounding in basic aeronautical knowledge is the key to obtaining any flight rating. We further believe that these principles do not change with respect to the pursuit of additional goals. As a consequence, our goal is to "produce" thoroughly knowledgeable pilots who are capable of effectively employing these principles as they transition from one rating to another. Such an orientation not only minimizes the time and expense factors associated with flight training but also makes possible the simultaneous pursuit of multiple ratings.
Principle 5 -- Educated Pilots Are Superior To Trained Pilots! An educated pilot is one who is capable of using their flight knowledge in a safe and proficient manner. Educated pilots exhibit the kind of thinking and flexibility skills which make them safety conscious and capable of exercising command in all flight situations. At NSA our goal is to teach the student to think like a pilot rather than simply fly an airplane. Research has found, for instance, that total flight time is a poor indicator of either aeronautical knowledge or the consistent employment of safety procedures. At NSA we regard safety as an attitude rather than merely a set of specific behaviors. In our philosophy, knowledge precedes doing! In promoting aviation safety we feel that "what to do" and "how to do it" emerge from a fourfold process of learning, understanding, correlating, and applying one's basic knowledge in a balanced, rational manner. We consider the imitative model as both simplistic and ineffectual in imparting the knowledge and skills necessary to become a safe and proficient pilot.
Principle 6 -- Initial (Correct) Learning Is Less Costly Than Relearning! Instructors have long noted the positive correlation between motivation and success on the part of flight students. The longer and more costly a training regimen, the more difficult it is to maintain and strengthen student motivation. In other words, time, expense, and lack of success can prove costly both to the student and the instructor. At NSA our goal is to minimize time and cost while maximizing student achievement. The key to our success lies in the proper establishment of an attitude toward learning. We feel that student expectations for success must be linked with a specific educational philosophy. Paramount in our philosophy is the understanding that learning a task correctly (the first time) is more productive of progress than having to "unlearn" or "relearn" that task later on. The lack of consistency in philosophy and methodology observed in today's flight training has meant that many students (and instructors) have failed to develop an appreciation for a consistent learning paradigm. At NSA our goal is to provide the student with a consistent approach to successful learning. As a consequence of our efforts, students move quickly through a flight regimen characterized by reductions in time, cost, and frustration.
Principle 7 -- Flight Success Strengthens The Development of your Self Image! No activity has a more positive influence on an individual's self concept than learning to fly. Your sense of who you are and what you are capable of will increase in direct proportion to your flight achievements. All educational activities at NSA are, therefore, designed specifically to insure student success. Our one-on-one approach to training underscores our commitment to you and your specific goals. In this fashion, we endeavor to design programs of study oriented toward strengthening your self understanding and maximizing your individual potential. MapComing Soon.. BrochuresComing Soon.. Gift Certificates
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