by Richard Morey
© Copyright 2023. All rights reserved!
Published in Midwest Flyer Magazine April/May 2023 Digital Issue
So often flight instructors (CFIs and CFIIs) will observe their students – whether a licensed pilot or student – make mistakes, or get into a predicament, and rather than allow the pilot time to realize the situation, the CFI – who is paid to observe and educate – jumps in to instantly correct the student, oftentimes disrupting the student’s thought processes, and consequently their learning moment.
If the mistake is not going to result in an accident, especially in the case of training a licensed, highly experienced pilot who is receiving recurrent training (i.e., biennial flight review or instrument proficiency check), maybe it’s better to let the pilot realize their mistake or predicament and work out a solution on their own. I would agree, but life is not always black and white. The decision as to when the instructor should step in is a balancing act. This article will explore the factors that go into an instructor’s decision to take the controls, and when to allow the student time to figure it out on their own. The legality of who is pilot-in-command will also be discussed. Several strategies as to how to get the most out of one’s training will also be offered. At the end of this article, both student and instructor will have tools to make instruction both more efficient and more enjoyable for both parties.
Why would an instructor take the controls?
The safety of the student and instructor takes precedence over all other factors. A flight instructor must take control when in their judgement not doing so will lead to an unsafe situation. This can be as straight forward as taking the controls to avoid flying in close proximity to other traffic. It can also be subtle, and not recognized by the student. Arguing with a student during a flight as to what they should do to avoid a dangerous situation is NOT a good training strategy. There are times when safety requires an instructor to act first and explain latter. An instructor should take the controls when in their judgement there is a good likelihood that not doing so will result in violating airspace, violating regulations, or cause an unsafe situation.
Few would dispute the need for an instructor to keep himself/herself and their student safe, to keep the equipment from getting “bent,” and to avoid violating regulations. Where disagreements can arise is in the instructor’s timing or judgement as to when to intercede.
Factors that go into when a flight instructor takes the controls.
Instructor experience and confidence in a pilot’s abilities are the biggest factors in deciding when he/she takes over the controls. An experienced instructor generally is better at knowing just how far they can let a student go until they must take over. Experience in the aircraft is very important as well. An instructor who knows Cessna aircraft but is now teaching in a relatively unknown Piper or Mooney which is owned by the customer, will not be as comfortable in that aircraft. One hundred (100) hours is about the minimum to really get comfortable in a different aircraft, especially with the variety of avionics now available. Until the instructor reaches that comfort level, they will be more inclined to take the controls, rather than allow a situation to develop into a potential problem.
Student “competence” is a big factor in deciding when an instructor steps in. A pre-solo student will not be allowed to take the aircraft as far into a questionable situation, as will a more experienced pilot whom the instructor has flown with previously. Letting an inexperienced student develop bad habits is not conducive to effective teaching, thus the instructor will step in earlier to demonstrate good practices.
Aircraft “type” is another factor. Consider landings. An experienced instructor might allow much more deviation from good practices in a tricycle gear aircraft than in a taildragger. Twin-engine aircraft are another example of aircraft an instructor should not allow to be flown too far out of good practices. Simply stated, the more difficult/complex an aircraft is to land or takeoff, the less leeway there is available to the instructor. Or to put it another way, if the “disaster factor” is high, then the instructor should take over earlier, than if the consequences of allowing the student to continue, are acceptable. An instructor can accept a poor ground reference maneuver, but not a poor landing.
“Environment” is a factor as well. Landing on a 10,000 ft. runway gives the instructor and student more options, than a back-country gravel strip. Flying instruments on a clearance requires earlier intervention by the flight instructor versus flying the same approach in visual conditions without a clearance. Both students and instructors should keep these factors in mind.
Who is pilot in command?
In a conventional training situation, the flight instructor is pilot-in-command. What that means is that he or she will fill out the accident report in the unlikely event that one is required. In addition, the instructor will face any penalties of violating airspace or regulations that occur during the training flight. This is the case during a “flight review” as well. With these factors in mind, the flight instructor teaches their students. Thus, the balancing act between letting a student gain experience and avoiding a mishap.
At the beginning of any training flight, the student and the flight instructor must both understand that at times the flight instructor may be taking the controls. It must be clear in advance how the transfer of controls will be conducted. Stating, acknowledging, and verifying the transfer is standard, as in “I have the flight controls” by the instructor, followed by “you have the flight controls” by the student who is relinquishing the controls, followed by a verification by the instructor, “I have the flight controls.”
Those words were never better spoken than on January 15, 2009, when Captain Chesley Burnett “Sully” III assumed control of the Airbus A320-21 from First Officer and Wisconsin native, Jeffrey Skiles, after the aircraft departed New York’s LaGuardia Airport and hit a flock of Canada Geese, damaging the engines (US Airways Flight 1549). Capt. Sullenberger successfully landed in the Hudson River without a fatality. See article entitled “Miracle on the Hudson, or Pilot Skill?” by Dave Weiman on the Midwest Flyer Magazine website: (https://midwestflyer.com/wp-content/uploads/2010/09/MFM_AprilMay09.pdf). A podcast of that interview which took place on February 20, 2009, is also available on the website: https://midwestflyer.com/?p=753.
When time is critical, the transfer of control may consist of “Your airplane” by the student, followed by “My airplane” or “I’ve got it” from the instructor. In more time-critical situations, the instructor may simply take the controls and explain the reason when time allows.
In theory, letting a student continue with a mistake and letting him figure it out may be useful in training, but in practice, it may not. Beginning students need to have best practices reinforced. Allowing poor and counterproductive practices to continue reinforces mistakes. How the corrective action is applied is perhaps more important than the action itself. Any degrading or shaming action taken by the flight instructor is counterproductive. A student is – afterall – a student. They should be expected to make mistakes and feel comfortable doing so. Gentle/tactful corrections work much better.
For example, during taxiing, a gentle reminder such as “throttle to idle first, then apply brakes” to help correct the normal tendency to ride the brakes with the RPMS at 1000 or greater. Taking over the controls in this situation would probably not be warranted.
If the student has strong feelings as to when and how a flight instructor takes the controls, then it is important that the student bring these concerns to the instructor’s attention. It is much better to discuss how and under what conditions the instructor will take over control prior to the lesson starting, rather than during the flight. If a mutually acceptable agreement cannot be reached, then it may be best to find another instructor.
In choosing an instructor who will be more likely to delay interceding on the controls, consider the following. Generally speaking, the more experience an instructor has in your type aircraft, and the less challenging the teaching environment, the longer the instructor will wait to take the controls.
In summary, it is generally better to allow the student to fly the aircraft, as long as practical before the instructor takes over. If, in the instructor’s judgement an unsafe situation is developing, or a regulation is about to be violated, then the instructor must take over the controls.
An instructor should take the controls to demonstrate proper technique, or to stop bad habits from being developed.
How the transfer of control is acknowledged must be discussed prior to the flight.
The manner in which the instructor takes over the controls matters. It is incumbent on the student to communicate their preferences as to how and when their instructor takes the controls. If the student and instructor cannot agree on the process, or have differences, then it may be best for the student to find a different instructor.
The student should be aware of the balancing act that their instructor must navigate.
When choosing an instructor be aware of the following: When an instructor decides to take over the controls is dependent on the instructor’s experience level, their familiarity with the aircraft being flown, the training environment, and flight conditions, VFR or IFR. It is also dependent on the student’s level of competence. Look for an instructor who will be most comfortable with you in the aircraft to be flown, and you with him/her.
In closing, remember that the vast majority of flight instructors have the student’s best welfare in mind. Instructors want their students – their customers – to progress in their flight training and are doing their best to see this happens. They balance allowing the student to gain experience versus the student and instructor’s comfort and safety.
EDITOR’S NOTE: Richard Morey was born into an aviation family. He is the third generation to operate the family FBO and flight school, Morey Airplane Company at Middleton Municipal Airport – Morey Field (C29). Among Richard’s diverse roles include charter pilot, flight instructor, and airport manager. He holds an ATP, CFII, MEII, and is an Airframe and Powerplant Mechanic (A&P) with Inspection Authorization (IA). Richard has been an active flight instructor since 1991 with over 15,000 hours instructing, and more than 20,000 hours total time. Of his many roles, flight instruction is by far his favorite! Comments are welcomed via email at Rich@moreyairport.com or by telephone at 6088361711. (www.MoreyAirport.com).
DISCLAIMER: The information contained in this column is the expressed opinion of the author only. Readers are advised to seek the advice of their personal flight instructor, aircraft technician, and others, and refer to the Federal Aviation Regulations, FAA Aeronautical Information Manual, and instructional materials concerning any procedures discussed herein.
