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## Demonstration Phase 

The instructor shows learners the actions necessary to perform a skill. Extraneous activity should be excluded from the demonstration so that learners clearly understand the desired actions. If the demonstration deviates from the explanation, this deviation should be immediately acknowledged and explained. 

## Learner Performance and Instruction Supervision Phases 

While they involve separate actions, the learner’s performance of the physical or mental skills that and the instructor’s supervision occur at the same time. 

The instructor needs to allot enough time for meaningful activity. Through doing, learners learn to follow correct procedures and to reach established standards. It is important that learners be given an opportunity to perform the skill as soon as possible after a demonstration. In flight training, the instructor may allow the learner to follow along on the controls during the demonstration of a maneuver. Immediately thereafter, the instructor should have the learner attempt to perform the maneuver, coaching as necessary. In the opening scenario, learners performed a task (weight and balance computation) as a group, and prior to terminating the performance phase, they were allowed to independently complete the task at least once with supervision and coaching as necessary. 

## Evaluation Phase 

In this phase, the instructor judges learner performance. The learner displays whatever competence has been attained, and the instructor identifies how well the skill has been mastered. To test performance ability, the instructor requires learners to work independently throughout this phase and makes some comment about how each performed the skill relative to the way it was taught. From this measurement of learner achievement, the instructor determines the effectiveness of the instruction. 

## Drill and Practice Method 

Drill and practice, based on Thorndike's law of exercise discussed in Chapter 3, The Learning Process, predicts that connections are strengthened with practice. The human mind rarely retains, evaluates, and applies new concepts or practices after one exposure. Learners do not master welding during one shop period or perform crosswind landings during one instructional flight. They learn by practicing and applying what they have been told and shown. Every time practice occurs, learning continues. Effective use of drill and practice revolves around what skill is being developed. The instructor provides opportunities for learners to practice and while directing the process toward an objective. 

## Conclusion 

A successful instructor needs to be various teaching methods. Although lecture and demonstration-performance methods usually work well, awareness of other methods and teaching tools such as guided discussion, cooperative learning, and computer-assisted learning better prepares an instructor for a wide variety of teaching situations. 

Obviously, the aviation instructor is the key to effective teaching. The instructor’s tools are different teaching methods. Just as the technician uses some tools more than others, the instructor uses some methods more often than others. As is the case with the technician, there are times when a less used tool is the exact tool needed for a particular situation. The instructor’s success is determined to a large degree by the ability to organize material and to select and utilize a teaching method appropriate to a particular lesson. 

