Teaching that final part of the landing
Cow's getting bigger
I started instructing using your method but eventually had more success with having the student close the throttle before the flare. We want to have the aircraft touch down with a nose up attitude. The easiest way IMO to do this is to start the flare at the right speed in the power off condition which will result in a short hold off followed by a firm nose high touchdown. The longer the aircraft spends in the flare the more chance the stude is going to screw things up. I have also found that in the early stages the student is fully engaged managing the pitch attitude in the flare and to ask him/her to simulataneously manage a smooth power reduction is asking too much.
I started instructing using your method but eventually had more success with having the student close the throttle before the flare. We want to have the aircraft touch down with a nose up attitude. The easiest way IMO to do this is to start the flare at the right speed in the power off condition which will result in a short hold off followed by a firm nose high touchdown. The longer the aircraft spends in the flare the more chance the stude is going to screw things up. I have also found that in the early stages the student is fully engaged managing the pitch attitude in the flare and to ask him/her to simulataneously manage a smooth power reduction is asking too much.
There's a lot happening - and changing - during the flare & hold-off, with a concomitant effect on the required control inputs. Not only is there a lot happening & changing but the rate that things are happening & changing is also....erm.....changing. To make matters worse the rate of change is also changing as is the effect of any control inputs.
No wonder it's difficult for the poor bloody student to perceive, interpret, decide & react to it all. I'm a firm advocate of limiting flying at this stage to calm or nearly calm weather conditions with a reasonable horizon *and* minimal turbulence. Think very early mornings....
ukey:
Using as long a runway as you can find, you can help relieve the student's high workload by separating a lot of the tasks over time ie split the roundout, power reduction, hold off, landing & rollout into completely separate items. This will reduce many of the dynamically changing things that would otherwise occur.
First get the the student to transition to flying level over the runway. This will also help you judge his/her judgement about their flare heights & them to learn the control inputs needed to achieve level flight at the correct height over the runway.
Once they're able to fly stabilised S&L over the centreline have them (or even you, if necessary) *gradually* reduce power. Emphasise holding off & keeping straight while this is happening. Eventually the student will be able to get to idle power while still airborne & straight.
Get the student to continue doing more of the same while the speed reduces with the power at idle.
Then focus on control after touchdown etc
No wonder it's difficult for the poor bloody student to perceive, interpret, decide & react to it all. I'm a firm advocate of limiting flying at this stage to calm or nearly calm weather conditions with a reasonable horizon *and* minimal turbulence. Think very early mornings....
ukey:Using as long a runway as you can find, you can help relieve the student's high workload by separating a lot of the tasks over time ie split the roundout, power reduction, hold off, landing & rollout into completely separate items. This will reduce many of the dynamically changing things that would otherwise occur.
First get the the student to transition to flying level over the runway. This will also help you judge his/her judgement about their flare heights & them to learn the control inputs needed to achieve level flight at the correct height over the runway.
Once they're able to fly stabilised S&L over the centreline have them (or even you, if necessary) *gradually* reduce power. Emphasise holding off & keeping straight while this is happening. Eventually the student will be able to get to idle power while still airborne & straight.
Get the student to continue doing more of the same while the speed reduces with the power at idle.
Then focus on control after touchdown etc
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well, I have another technique that I apply, it works well.
During the final I tell my student to maintain a quite "high" speed, I mean above 1.3 Vstall, for example if 60 knots is the 1.3Vs, I tell my student to fly at 70-75 knots. of course if the runway is not limited...
During the briefing I warn my students it is just for training! after that they will maintain the correct speed of course and I explain them why I do that:
My point: In fact if they fly a little bit faster, they will need to control the nose very smoothly, if not the case, the a/c will start climbing right away.
So they learn to make fractions corrections of the attitude before the touch.
after some landings, I tell them to maintain the correct speed, and they always find the flare easier lol Because the learned how to raise the slowly before.
Other advices I add for the flare:
just raise the nose slowly a little bit below the horizon (natural).
an Important point: NEVER raise the nose too high and being unable to see the runway!! too dangerous, I always tell them, you must to see the runway, the centerline. If you raise too high the nose, you will not know if you are aligned properly or if there is an obstacle on the runway (vehicle, animal etc)...
During the final I tell my student to maintain a quite "high" speed, I mean above 1.3 Vstall, for example if 60 knots is the 1.3Vs, I tell my student to fly at 70-75 knots. of course if the runway is not limited...
During the briefing I warn my students it is just for training! after that they will maintain the correct speed of course and I explain them why I do that:
My point: In fact if they fly a little bit faster, they will need to control the nose very smoothly, if not the case, the a/c will start climbing right away.
So they learn to make fractions corrections of the attitude before the touch.
after some landings, I tell them to maintain the correct speed, and they always find the flare easier lol Because the learned how to raise the slowly before.
Other advices I add for the flare:
just raise the nose slowly a little bit below the horizon (natural).
an Important point: NEVER raise the nose too high and being unable to see the runway!! too dangerous, I always tell them, you must to see the runway, the centerline. If you raise too high the nose, you will not know if you are aligned properly or if there is an obstacle on the runway (vehicle, animal etc)...
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There are two methods that I use:
#1: Demonstrate the correct hold-off height/attitude and hold it there without touching down for the whole runway. Then get the student to do it. I used this when the student is inconsistent with his/her hold-off height/attitude.
#2: On final, get the student to use the flight controls as you to control the power. This way the whole approach/landing will be more stable/smoother because the student doesn't have to worry about power or speed. I also teach attitude = aiming point, power = speed. Do a couple of approaches like this and they'll land the aircraft with ease. Try it next time your in the aircraft and you'll be surprised.
And like other people have said, make sure the student is looking at the end of the runway not the threshold as he/she flares.
#1: Demonstrate the correct hold-off height/attitude and hold it there without touching down for the whole runway. Then get the student to do it. I used this when the student is inconsistent with his/her hold-off height/attitude.
#2: On final, get the student to use the flight controls as you to control the power. This way the whole approach/landing will be more stable/smoother because the student doesn't have to worry about power or speed. I also teach attitude = aiming point, power = speed. Do a couple of approaches like this and they'll land the aircraft with ease. Try it next time your in the aircraft and you'll be surprised.
And like other people have said, make sure the student is looking at the end of the runway not the threshold as he/she flares.
