Preparing for the Test - The Instructor

Preparing an applicant for a practical test can be difficult, confusing, and (sometimes) frustrating. Every examiner is slightly different and all have their "pet-peeves" when it comes to determining eligibility. Unfortunately, there is not a one-size-fits-all way to get your student prepared for the checkride.

As an instructor, however, you have a responsibility to the student to make every effort to ensure the test starts smoothly. Starting a practical test on the right foot goes a long way in the success of the student. This means lots of homework for you, not just your student.

The Logbook

When it comes to preparing your student, you need to be certain that he or she meets every aeronautical knowledge and experience requirements. While this seems obvious, the number of logbooks that I have reviewed and discovered an applicant is missing something is quite high. Generally, this turns out to be an error in the logbook entry; but there have been a few times when I discovered that an applicant is completely missing a requirement. Sometimes this turns out to be a 0.1 of solo or one night landing shy of the requisite 10. You and your student should go through the logbook well before you schedule the practical test and compare the aeronautical experience requirements with the regulatory requirements. Go line-by-line from the federal regulation and find the logbook entry that meets that requirement. Once that requirement is found, tab it with the reference for easy demonstration to the examiner. No stone should go unturned when it comes to reviewing the logbook. Compare the dates of solos with the solo endorsement dates to be sure they match. Check the route of flight on cross-countries to ensure they meet the total distance and any landing requirements (or instrument approach procedure requirements in the case of an Instrument Rating). In many cases, the examiner will be looking very closely at more than just the eligibility requirements but at the logbook as a whole. This means the DPE might review training flights for accuracy. If the regulation states that a maneuver or procedure must be taught, that maneuver or procedure should be recorded in the logbook. Take time to review totals of each column. It isn't uncommon for a student and instructor to accidentally make a math error when adding up a page. That error, often, gets forwarded on to subsequent pages which leads to larger problems down the line. Write as nicely as you can. The logbook is a reflection of your experience, so make it professional and tidy.

The Endorsements

I will have a much more detailed post about logbook endorsements later but this seems to be one of the biggest struggles instructors face when it comes to preparing an applicant for a test.

Many flight schools have pre-made endorsements and I love that. Unfortunately, this has lulled instructors into a false sense of safety. Without reviewing the endorsement closely, the instructor will sign a pre-made endorsement and slap it into the student's logbook. This has led to incorrect regulatory references, missing dates, or absent signatures. Every time you sign an endorsement, you are attesting something. You are, by legal reference, saying something. This demands a high-degree of attention.

First and foremost, check your endorsements with the most current Advisory Circular. Following the most current AC is an almost fool-proof way to meet the bare minimum requirements. While I have my issues with AC61-65, I cannot argue with endorsements that are exactly as the FAA writes them. Other examiners cannot either. So, review your endorsements with the Advisory Circular at hand.

When it comes to endorsement, I find that it is always best to include the regulatory reference and then compare the endorsement to that reference. Did you actually do what the endorsement and regulation state? Make the regulatory reference accurate. For example, the Flight Proficiency/Practical Test sample endorsement in the most current version of AC61-65 (which is 61-65K as of writing this) states:

I certify that [First name, MI, Last name] has received the required training in accordance with 14 CFR 61.107 and 61.109. I have determine they are prepared for the [name of] practical test.

This endorsement is good and well but 14 CFR 61.107 includes single-engine land, multi-engine land, rotorcraft-helicopter, etc. I highly doubt that a helicopter instructor conducted training in accordance with all of those aircraft. Be specific with this endorsement. Use the correct reference. In the case of the helicopter instructor and student, reference 61.107(b)(3).

When you put the endorsements in the logbook, strive to put them in an order that makes sense. Flipping back and forth, trying to find the correct endorsement, can be irritating and delay the test. Endorsements shouldn't go willy-nilly in a logbook. Consider these legal documents and treat them as such.

For a more detailed discussion on endorsement, find my post about endorsements.

The Application

IACRA is a powerful tool. Not to sound like "that guy" but I didn't really have IACRA when I started learning to fly and errors were commonplace.

Today, IACRA helps your from sending a student to a test without meeting all of the aeronautical experience requirements but that is about all it does. Everything else falls into the garbage-in, garbage-out category. If you spell something wrong, IACRA won't catch it. If your math doesn't add up, IACRA won't catch it. If you select the wrong aircraft, IACRA won't catch it.

One of the biggest errors I find when reviewing an application is that the math won't math correctly. For example, the student will have a total time of 67.5 hours, solo time of 10.5 hours and instruction received of 55.0 hours. Well, 55.0 plus 10.5 equals 65.5; not 67.5. When I find this error, we come to a screeching halt to find the error and make the correction. While many people have suggested that it doesn't matter that much as long as the totals meet the aeronautical experience, I don't buy that. At the bottom of the page, the applicant will sign his or her signature to the line that states, in part:

I certify that all statements and answers provided by me on this application form are complete and true to the best of my knowledge and I agree that they are considered as part of the basis for issuance of any FAA certificates to me.

If we find an error, we can no longer sign the application. So, we must make a correction. This takes time and effort, usually delaying the start of the test.

Be meticulous with the application.

Aircraft Records

Aircraft records are part of the test. Not only does the applicant need to be able to discuss airworthiness requirements on the test, the examiner must determine airworthiness before starting the test.

With this in mind, bring the most current logbooks to the test. Be sure you have reviewed these with your student several times before then test. You can almost seen the student sink when they are looking at logbooks for the second or third time on the test and cannot find the most current annual inspection or when the transponder was last tested.

When you bring the most current logbooks to the test, make it easy for the examiner to find the most current inspections. If your are permitted, put a sticky note on each page that demonstrates airworthiness and indicate the federal regulation reference. This does two things: 1) Speeds up the process and, 2) shows that you and the applicant are prepared.

Don't show up with an open discrepancy on the aircraft. This gets overlooked all too frequently. The the aircraft has a "squawk" in it from a previous flight instructor, get it corrected. If it cannot be corrected before the start of the test, explain to the examiner how it will be corrected before the flight. All discrepancies must be resolved before the aircraft is airworthy. This includes aircraft with a MEL.

The records should demonstrate that the aircraft is legal to fly. If there is any doubt, the test cannot start.

The Aircraft

You may not always have access to the aircraft before the test; but if you do, use that to your advantage.

While your student is crushing it on the oral, you should do a very thorough pre-flight of the aircraft. Don't leave anything to chance. Find things wrong with the aircraft before the applicant does. While I don't want this to happen, your student should be able to walk right of the oral and into the helicopter without ever looking at it. Of course, no one should get into an aircraft without, first, doing a pre-flight but you should have done that for your student.

For goodness sake, don't give your student and the examiner a filthy aircraft. That does not inspire confidence. Take the time to wipe it down, clean the blades and remove all the bug guts. If there is dust on the instrument panel, wipe it off. If there is mud on the floor panel, vacuum it out. As I have always said, "A clean helicopter is a happy helicopter." Remember, your student and the aircraft are a reflection of you. Make sure they are both polished for the test.

The Assignment

Your student will likely receive an assignment from the examiner. This assignment is designed to get the student thinking and to demonstrate all sorts of aeronautical knowledge, risk assessment and skills.

I ask almost all instructors if they have reviewed the student's cross-country plan before the test. The number of instructors who say they reviewed it the night before (or not at all) is astonishing. As as soon as your student receives the assignment, you and the student should go to work on it. Nothing says you can't help the student. Sure, you want them to do it on their own...and they should. This doesn't mean that you shouldn't check their work.

Take the time to review each line of the flight plan for accuracy and correctness. I once did a test for an applicant that planned to fly to the destination with only two checkpoints. When we did the math, he would have run out of full about 10 minutes short of his destination. Automatic fail. His instructor failed, that day, too. Be sure the student can explain each leg of the flight. Not only should the applicant explain things like indicated airspeed, calibrated airspeed, true airspeed, and ground speed, he or she should be able to demonstrate how they got those numbers for each leg. If, on the day of the test, the numbers are exactly the same but quite close...that is fine. The applicant doesn't have to be perfect, they have to demonstrate adequate knowledge on the elements relating to the assignment.

In one case, the applicant was demonstrating how he was able to get his time for a leg only to discover that he used the wrong wind correction angle. He quickly made the correction and continued on the pass the test.

Reviewing the assignment should include more than just the flight plan but weight and balance, pilot decision making, terrain interpretation, weather planning, alternates, and so on. This takes more than a ten-minute review.

The Attire

There is no rule that says you must show up to a practical test in your formal attire. I wouldn't like that, anyway. However, showing up to a test wearing shorts, a tee-shirt, and a backwards ball cap doesn't really inspire seriousness.

As "they" say, dress for success. Be sure your student is dressed for the occasion Blue jeans, a tucked in polo and shoes fit for flying say quite a bit about a person. Whatever they wear should display professionalism, confidence and be suitable for flying.

An applicant, once, showed up for a test wearing a suit. While I thought that was bit much, I appreciated the effort. What I appreciate more was that he recognized flying in a suit wasn't a great idea and brough a change of clothes for the flight. Those clothes were also professional.

The Human Factor

Sitting before an examiner is always a stressful thing. Many applicants get poor sleep, don't eat and are stressed to the max. We know this is a terrible combination but it happens all the time.

I used to tell my students that they SHALL not stay up all night studying. If they haven't learned it by bed time, staying up all night won't do them any good. Help your students prepare by reminding them that a good night of sleep will be far more beneficial than cramming all night. What's the point of staying up until 2:00am reviewing airspace requirements if you are too fatigued to remember them the next day? As silly as it sounds, I would "suggest" a stop-study and a bedtime for my students. If the test was at 8:00am the next day, they needed to be in bed no later than 10:00pm the night before. To do that and get good rest, they needed to have closed the books around 8:00 or 8:30pm. They also needed to have packed their things, had dinner and gotten a warm shower before bed. They needed to hydrate and replenish. This meant a good dinner and no booze. They would have all the time they wanted after the test to crack open a beer or bottle of wine (assuming they were of age). Alcohol disrupts sleep and sleep is one of the keys to a successful test.

Students should also have a breakfast (or other meal if the test is later) prior to getting to the airport. The number of people who tell me that they "aren't breakfast" people is unbelievably high. Even to those people I say, eat something before the test. Just as Low-Lead is essential for the aircraft, food is essential for the body. Have something that will power you for a few hours during the oral. I am not suggesting you make reservations at the local high-end breakfast joint, but eat something that is healthy and keeps your energy at a good level. While doughnuts are appreciated during test time, that doesn't count as breakfast. Sometimes, I would offer to meet my student for a quick breakfast at the airport diner before a test. This would be our time to discuss any last minute questions. If I was in a giving mood, I might even buy breakfast.

Finally, they should have drinks and snacks that get them through the test. While many people live on energy drinks, I would discourage consuming too many of them during the test. If the crash hits halfway through the test, the applicant is likely to find a notice of disapproval. Perhaps one is okay, but try to avoid too many. Instead, have water and snacks such as trail mix or fruit.

More often than not, a student starts getting behind the eight ball because they are running low on energy. Think of a checkride as a short marathon.

Be There

Finally, be there for your student. Your student is looking to you for direction, guidance, and to be their cheerleader. Go into the test with your student. If you have done all or many of these things, you will find that your student is highly prepared and will feel more confident.

Be there when they finish the oral and when they land. If the outcome is satisfactory, you are there to share in the celebration. If the outcome is not satisfactory, you are there to share in the shortcoming. You can share the burden.

Be there with the student because they are a reflection of you.

CJH

Sharing in the success of other.