2.2.3 Resignation
Students may become so frustrated that they lose interest and give up; they are no longer convinced that it is profitable or even possible to achieve goals. The most obvious cause for resignation is the inability to master the material presented.
2.3 HUMAN RELATIONS AND THE INSTRUCTOR
It is as important for instructors to develop and apply skill in human relations as it is for them to apply their skill in all the aspects of flying. There are a few guidelines which can help instructors minimize the frustrations of their students and achieve good human relations.
2.3.1 Keep students motivated
Students gain more when they want to learn than when they are forced to learn.
2.3.2 Keep students informed
Students can feel insecure when they do not know what is expected of them or what is going to happen to them. Instructors can minimize such feelings by telling students what is expected from them and what they can expect.
2.3.3 Consider students as individuals
When instructors consider a group without recognizing the individuals who make up the group, they are directing their efforts toward an average personality which really fits no one. Although a group may have its own personality, stemming from the characteristics and interactions among its members, each individual within the group has a personality which is unique and which must be considered.
2.3.4 Give credit when due
When a person does something very well, that person wants to have those abilities and efforts noticed; otherwise, they become frustrated. Praise or credit from instructors usually is ample reward, and provides an incentive to do even better. Praise given too freely, like any other commodity in overabundant supply, is cheap; but when it is deserved, it pays dividends in student attitude and achievement.
2.3.5 Constructive criticism
The key word concerning criticism is "constructive." Although it is just as important to identify mistakes and failures as it is to give praise, telling students they have made a mistake without telling them why it occurred or how it may be overcome does not help. Frustration is the inevitable result if students have done their best, but are told that the work was unsatisfactory, with no other explanation. They cannot correct their errors if they do not know what they are, and these uncorrected errors may develop into habits. On the other hand, if they know exactly what they did wrong and how to go about correcting it, they can progress and enjoy a feeling of accomplishment.