Tips for Model Aircraft Instructors

1. Each course should have a maximum of 15 participants.
2. Especially for younger participants, the course should be held over a short period of time (week-long course).
3. The instructor also builds the same model, using it to explain each step without going off on too many tangents.
4. After each explanation, a demonstration should be conducted.
5. Sometimes hands-on guidance is necessary to help the student become familiar with the material.
6. Many a model has gone wrong during the covering process, so pay special attention to this step.
7. Include a brief theory lesson here and there, and don’t forget to take breaks.
8. Drill this into the students: “Neat construction = good flights!”
9. Organize a competition after the test flights.
10. Don’t make a big deal out of the high launch. Many people are afraid of high launches.

I deliberately didn’t mention the AeCS this time, but when I explained the different model categories and demonstrated a glider in the schoolyard, I was bombarded with questions.

Among other things, they asked where they could sign up for an MG. Six students are eager to join the AeCS. I told the students about the beginners’ competition (around April) in Losdorf, which is also open to non-members.

Speaking of youth competitions, I’d like to suggest that at least one youth category should be included in AeCS competitions. Only then can everyone demonstrate how well they’ve mastered the subject, and small successes or failures in the competition encourage them to work toward new, specific goals.

It is in the interest of both the young people—who can benefit in many ways from model flying—and the older members and model flying clubs to give youth programs significant attention; Perhaps someone will one day ask about the benefits of our hobby for the general public (for example, when it comes to land use issues), and after all, we do claim to be a nonprofit organization. Where better to prove that than here? W. Heise