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## Using Reminders 

Errors are reduced when visible reminders are present and actively used. Checklists and other published procedures are examples of reminders. Many aircraft instruments such as heading indicators offer bugs that can be used to remind the pilot about assigned headings and courses and some may also prompt altitudes and airspeeds. Mechanics and pilots alike can use notepads to jot down reminders or information that should otherwise be committed to memory. 

## Developing Routines 

The use of standardized procedures for routine tasks is widely known to help reduce error. Even when a checklist procedure is unavailable or impractical, learners can help reduce the occurrence of error by adopting standardized procedures. 

## Raising Awareness 

Another line of defense against errors is to raise one’s awareness when operating in conditions under which errors are known to happen (e.g., changes in routine, time pressure), or in conditions under which defenses against errors have been compromised (e.g., fatigue, lack of recent practice). 

## Error Recovery 

Given that the occasional error is inevitable, it is a worthwhile exercise to practice recovering from commonly made errors, or those that pose serious consequences. All flight learners need to learn and practice a lost procedure to ensure that they can recover from the situation in which they have lost their way. It is useful to devote the same sort of preparation to other common learner errors. 

## Learning from Error 

Error can be a valuable learning resource. Learners naturally make errors, which instructors can utilize in training to help while being careful not to let the individual practice doing the wrong thing. When a learner makes an error, it is useful to ask them to consider why the error happened, and what could be done differently to prevent the error from happening again in the future. In some cases, errors are slips that simply reveal the need for more practice. In other cases, errors point to aspects of learner methods or habits that might be improved. For example, beginning instrument flight learners commonly make errors when managing two communications radios, each with an active and standby frequency. When the same learners understand each radio’s specific purpose (e.g., ATIS, ground, tower frequencies), error rates often drop quickly. 

