CFI QUESTIONS WITH CORRECT
ANSWERS
What ppis ppthe ppdefinition ppfor pphuman ppbehavior? pp- ppAnswer ppFactors ppthat ppcause
pppeople ppto ppact ppin pppredictable ppways.
Control ppof pphuman ppbehaviors ppinvolves ppunderstanding pphuman ppneeds. ppWhat
ppare ppthese ppbasic ppneeds, ppand pphow ppare ppthey ppimportant ppto ppthe ppinstructor-
student pprelationship? pp- ppAnswer ppa. ppPhysiological pp- ppair, ppfood, ppwater.
b. ppSecurity pp- ppif ppa ppstudent ppdoesn't ppfeel ppsafe, ppthey ppcannot ppconcentrate ppon
pplearning.
c. ppBelonging pp- ppstudents ppare ppusually ppout ppof pptheir ppnormal ppsurroundings
ppduring pptraining, ppand pptheir ppneed ppfor ppassociation ppand ppbelonging ppis ppmore
pppronounced.
d. ppSelf-Esteem pp- ppself ppconfidence, ppindependence, ppworth.
e. ppCognitive pp- pphumans pphave ppa ppdeep ppneed ppto ppunderstand ppwhat ppis ppgoing
ppon pparound ppthem.
f. ppAesthetic pp- ppsimply pplikes ppit. ppdirectly ppconnected ppto pphuman ppemotions.
g. ppSelf-Actualization pp- ppa ppperson's ppneed ppto ppbe ppand ppdo ppthat ppwhich ppthe
ppperson ppwas pp"born ppto ppdo." pphas ppa pppurpose.
What ppare ppdefense ppmechanisms? pp- ppAnswer ppEgo-protecting ppreactions ppto
ppunpleasant ppsituations.
Explain ppthe ppeight ppcommon ppdefense ppmechanisms ppthat ppmay ppapply ppto
ppstudents. pp- ppAnswer pp1. ppRepression pp- ppthoughts ppor ppinformation ppthat ppa
ppperson pppushes ppinto ppthe ppsubconscious ppbecause ppthey ppare pptoo pptraumatic ppto
ppdeal ppwith.
2. ppProjection pp- ppblaming pptheir ppown ppshortcomings ppor ppmistakes ppon ppexternal
ppfactors.
3. ppCompensation pp- ppattempting ppto ppdisguise ppa ppweakness ppor ppmistake ppby
ppemphasizing ppa ppmore pppositive ppone.
4. ppDenial pp- ppthe pprefusal ppto ppacknowledge ppwhat pphas pphappened, ppis
pphappening ppor ppwill pphappen. pp
5. ppRationalization pp- ppjustifying ppactions ppthat ppotherwise ppwould ppbe
ppunacceptable; ppthe ppsubstitution ppof ppexcuses ppfor ppreasons.
6. ppFantasy pp- ppa ppstudent ppengages ppin ppdaydreaming ppabout pphow ppthings
ppshould ppbe pprather ppthan ppdoing ppanything ppabout pphow ppthings ppare.
7. ppReaction ppFormation pp- ppfaking ppa ppbelief ppopposite ppto ppthe pptrue ppbelief
ppbecause ppthe pptrue ppbelief ppcauses ppanxiety.
,8. ppDisplacement pp- ppan ppunconscious ppshift ppof ppemotion ppto ppavoid ppthe pprisk
ppassociated ppwith ppfeeling ppunpleasant ppemotions ppby pptransferring ppthem pptoward
ppsomeone ppor ppsomething ppless ppthreatening.
What ppis ppthe ppdefinition ppof ppanxiety ppand ppwhy ppis ppa ppstudent's ppanxiety ppof
ppconcern ppto ppan ppinstructor? pp- ppAnswer ppA ppfeeling ppof ppworry, ppnervousness ppor
ppunease, ppoften ppabout ppsomething ppthat ppis ppgoing ppto pphappen. ppmay pphave ppa
pppotent ppeffect ppon ppthe ppability ppto pplearn.
How ppcan ppan ppinstructor pphelp ppstudents ppcounter pptheir ppanxieties? pp- ppAnswer
ppReinforcing ppthe ppstudent's ppenjoyment ppof ppflying. ppTreat ppthe ppstudent's ppfears
ppas ppa ppnormal ppreaction, pprather ppthan ppignoring ppthem.
What ppare ppseveral ppexamples ppboth ppof ppa ppstudent's ppnormal ppreactions ppand
ppabnormal ppreactions ppto ppstress? pp- ppAnswer ppNormal pp- ppresponds pprapidly ppand
ppwithin ppthe pplimits ppof pptheir ppexperience ppand pptraining.
Abnormal pp- ppdoesn't pprespond ppor ppresponds pprandomly ppor ppillogically.
What ppare ppthe ppthree ppbasic ppelements ppof ppcommunication? pp- ppAnswer ppSource
pp- ppInstructor, ppspeaker, ppwriter
Symbols pp- ppInformation, ppwords ppor ppsigns
Receiver pp- ppStudent, pplistener, ppreader
What ppare ppthe ppthree ppcharacteristics ppof ppreceivers ppthat ppinstructors ppmust
ppunderstand ppin pporder ppto ppeffectively ppcommunicate ppwith pptheir ppstudents? pp-
ppAnswer ppAbilities pp- ppan ppinstructor ppneed ppto ppdetermine ppthe ppabilities ppof ppthe
ppstudent ppin pporder ppto ppproperly ppcommunicate.
Attitudes pp- ppmay ppindicate ppresistance, ppwillingness ppor pppassive ppneutrality.
Experiences pp- ppbackground ppand ppeducation pplevel ppdetermine ppthe ppapproach ppan
ppinstructor pptakes.
What ppare ppthe ppbarriers ppto ppeffective ppcommunication? pp- ppAnswer pp1. ppConfusion
ppbetween ppthe ppsymbol ppand ppthe ppsymbolized ppobject pp- ppwhen ppa ppword ppis
ppconfused ppwith ppwhat ppit ppis ppmeant ppto pprepresent. ppWords ppand ppsymbols ppdo
ppnot ppalways pprepresent ppthe ppsame ppthing ppto ppevery ppperson.
2. ppOveruse ppof ppabstractions pp- ppabstractions ppare ppwords ppthat ppare ppgeneral
pprather ppthan ppspecific. pp"aircraft" ppmight ppmean ppairplane, pphelicopter, ppairship,
ppetc.
3. ppInterference pp- ppthe ppprevention ppof ppbeing ppcarried ppout ppproperly. ppfactors
ppoutside ppthe ppcontrol ppof ppthe ppinstructor ppincluding ppphysiological pp(hearing pploss,
ppinjury, ppillness), ppenvironmental pp(noise, ppetc.) ppand pppsychological pp(fear ppor
ppmistrust).
4. ppLack ppof ppcommon ppexperience pp- ppgreatest ppsingle ppbarrier ppto ppeffective
ppcommunication.
, How ppcan ppflight ppinstructors ppdevelop pptheir ppinstructional ppcommunication ppskills?
pp- ppAnswer ppa. ppRole ppplaying pp- ppduring ppinitial ppCFI pptraining ppwhen ppthe
ppinstructor ppassumes ppthe pprole ppof ppa ppstudent pppilot.
b. ppInstructional ppcommunication pp- ppinstructors ppalways ppmust ppdetermine ppwhether
ppthe ppstudent pphas ppactually ppreceived ppand ppretained ppthe ppknowledge. pp
c. ppListening pp- ppinstructors ppmust ppknow ppsomething ppabout pptheir ppstudents ppin
pporder ppto ppcommunicate ppeffectively. ppone ppway ppof ppdoing ppthis ppis ppbeing ppa
ppgood pplistener.
d. ppQuestioning pp- ppgood ppquestioning ppcan ppdetermine pphow ppwell ppthe ppstudent
ppunderstands ppwhat ppis ppbeing pptaught.
e. ppInstructional ppenhancement pp- ppthe ppmore ppan ppinstructor ppknows ppabout ppa
ppsubject, ppthe ppbetter ppthe ppinstructor ppis ppat ppconveying ppthe ppinformation.
ppadditional ppknowledge ppand pptraining ppimproves ppthe ppinstructor's ppconfidence.
What's ppthe ppdefinition ppof ppthe ppterm pp"learning pptheory"? pp- ppAnswer ppThe ppbody
ppof ppprinciples ppthat ppexplain pphow pppeople ppacquire ppskills, ppknowledge ppand
ppattitudes.
How ppcan ppyou pptell ppif ppyour ppstudent pphas pp"learned" ppwhat ppyou pphave pptaught?
pp- ppAnswer ppA ppchange ppin ppbehavior ppas ppa ppresult ppof ppan ppexperience ppor
ppinstruction.
Modern pplearning pptheories ppgrew ppout ppof pptwo ppconcepts ppof pphow pppeople pplearn:
ppbehaviorism ppand ppcognitive pptheory. ppExplain ppthese pptwo ppconcepts. pp- ppAnswer
ppBehaviorism: ppstresses ppthe ppimportance ppof ppreinforcing ppdesired ppbehaviors ppby
ppsomeone ppother ppthan ppthe ppstudent ppto ppshape ppor ppcontrol ppwhat ppis pplearned.
Cognitive: ppfocuses ppon ppwhat ppis ppgoing ppon ppinside ppthe ppstudent's ppmind. ppMore
ppconcerned ppwith ppcognition pp(the ppprocess ppof ppthinking ppand pplearning) ppthan
ppwith ppstimulus ppand ppresponse.
Why ppare ppperceptions ppso ppimportant ppto pplearning? pp- ppAnswer ppPerceptions
ppresult ppwhen ppa ppperson ppgives ppmeaning ppto ppexternal ppstimuli ppor ppsensations.
ppInitially, ppall pplearning ppcomes ppfrom ppperceptions, ppwhich ppare ppdirected ppto ppthe
ppbrain ppby ppone ppor ppmore ppof ppthe ppfive ppsenses: ppsight, pphearing, pptouch, ppsmell
ppand pptaste. ppMeaning ppderived ppfrom ppperception ppis ppinfluenced ppby ppan
ppindividual's ppexperience ppand ppmany ppother ppfactors.
What ppfactors ppaffect ppperception? pp- ppAnswer ppa. ppPhysical ppOrganism: ppthe
ppability ppto ppsee, pphear, ppfeel ppand pprespond.
b. ppGoals pp& ppValues: ppevery ppexperience ppand ppsensation ppthat ppis ppfunneled ppinto
ppa ppperson's ppcentral ppnervous ppsystem ppis ppcolored ppby ppthe ppindividual's ppown
ppbeliefs ppand ppvalues.
c. ppSelf-Concept: ppa ppstudent's ppself-image, pp"confident" ppor pp"insecure."
d. ppTime pp& ppOpportunity: pplearning ppsome ppthings ppdepends ppon ppother
ppperceptions ppthat pphave pppreceded ppthat pplearning, ppand ppon ppthe ppavailable pptime
ANSWERS
What ppis ppthe ppdefinition ppfor pphuman ppbehavior? pp- ppAnswer ppFactors ppthat ppcause
pppeople ppto ppact ppin pppredictable ppways.
Control ppof pphuman ppbehaviors ppinvolves ppunderstanding pphuman ppneeds. ppWhat
ppare ppthese ppbasic ppneeds, ppand pphow ppare ppthey ppimportant ppto ppthe ppinstructor-
student pprelationship? pp- ppAnswer ppa. ppPhysiological pp- ppair, ppfood, ppwater.
b. ppSecurity pp- ppif ppa ppstudent ppdoesn't ppfeel ppsafe, ppthey ppcannot ppconcentrate ppon
pplearning.
c. ppBelonging pp- ppstudents ppare ppusually ppout ppof pptheir ppnormal ppsurroundings
ppduring pptraining, ppand pptheir ppneed ppfor ppassociation ppand ppbelonging ppis ppmore
pppronounced.
d. ppSelf-Esteem pp- ppself ppconfidence, ppindependence, ppworth.
e. ppCognitive pp- pphumans pphave ppa ppdeep ppneed ppto ppunderstand ppwhat ppis ppgoing
ppon pparound ppthem.
f. ppAesthetic pp- ppsimply pplikes ppit. ppdirectly ppconnected ppto pphuman ppemotions.
g. ppSelf-Actualization pp- ppa ppperson's ppneed ppto ppbe ppand ppdo ppthat ppwhich ppthe
ppperson ppwas pp"born ppto ppdo." pphas ppa pppurpose.
What ppare ppdefense ppmechanisms? pp- ppAnswer ppEgo-protecting ppreactions ppto
ppunpleasant ppsituations.
Explain ppthe ppeight ppcommon ppdefense ppmechanisms ppthat ppmay ppapply ppto
ppstudents. pp- ppAnswer pp1. ppRepression pp- ppthoughts ppor ppinformation ppthat ppa
ppperson pppushes ppinto ppthe ppsubconscious ppbecause ppthey ppare pptoo pptraumatic ppto
ppdeal ppwith.
2. ppProjection pp- ppblaming pptheir ppown ppshortcomings ppor ppmistakes ppon ppexternal
ppfactors.
3. ppCompensation pp- ppattempting ppto ppdisguise ppa ppweakness ppor ppmistake ppby
ppemphasizing ppa ppmore pppositive ppone.
4. ppDenial pp- ppthe pprefusal ppto ppacknowledge ppwhat pphas pphappened, ppis
pphappening ppor ppwill pphappen. pp
5. ppRationalization pp- ppjustifying ppactions ppthat ppotherwise ppwould ppbe
ppunacceptable; ppthe ppsubstitution ppof ppexcuses ppfor ppreasons.
6. ppFantasy pp- ppa ppstudent ppengages ppin ppdaydreaming ppabout pphow ppthings
ppshould ppbe pprather ppthan ppdoing ppanything ppabout pphow ppthings ppare.
7. ppReaction ppFormation pp- ppfaking ppa ppbelief ppopposite ppto ppthe pptrue ppbelief
ppbecause ppthe pptrue ppbelief ppcauses ppanxiety.
,8. ppDisplacement pp- ppan ppunconscious ppshift ppof ppemotion ppto ppavoid ppthe pprisk
ppassociated ppwith ppfeeling ppunpleasant ppemotions ppby pptransferring ppthem pptoward
ppsomeone ppor ppsomething ppless ppthreatening.
What ppis ppthe ppdefinition ppof ppanxiety ppand ppwhy ppis ppa ppstudent's ppanxiety ppof
ppconcern ppto ppan ppinstructor? pp- ppAnswer ppA ppfeeling ppof ppworry, ppnervousness ppor
ppunease, ppoften ppabout ppsomething ppthat ppis ppgoing ppto pphappen. ppmay pphave ppa
pppotent ppeffect ppon ppthe ppability ppto pplearn.
How ppcan ppan ppinstructor pphelp ppstudents ppcounter pptheir ppanxieties? pp- ppAnswer
ppReinforcing ppthe ppstudent's ppenjoyment ppof ppflying. ppTreat ppthe ppstudent's ppfears
ppas ppa ppnormal ppreaction, pprather ppthan ppignoring ppthem.
What ppare ppseveral ppexamples ppboth ppof ppa ppstudent's ppnormal ppreactions ppand
ppabnormal ppreactions ppto ppstress? pp- ppAnswer ppNormal pp- ppresponds pprapidly ppand
ppwithin ppthe pplimits ppof pptheir ppexperience ppand pptraining.
Abnormal pp- ppdoesn't pprespond ppor ppresponds pprandomly ppor ppillogically.
What ppare ppthe ppthree ppbasic ppelements ppof ppcommunication? pp- ppAnswer ppSource
pp- ppInstructor, ppspeaker, ppwriter
Symbols pp- ppInformation, ppwords ppor ppsigns
Receiver pp- ppStudent, pplistener, ppreader
What ppare ppthe ppthree ppcharacteristics ppof ppreceivers ppthat ppinstructors ppmust
ppunderstand ppin pporder ppto ppeffectively ppcommunicate ppwith pptheir ppstudents? pp-
ppAnswer ppAbilities pp- ppan ppinstructor ppneed ppto ppdetermine ppthe ppabilities ppof ppthe
ppstudent ppin pporder ppto ppproperly ppcommunicate.
Attitudes pp- ppmay ppindicate ppresistance, ppwillingness ppor pppassive ppneutrality.
Experiences pp- ppbackground ppand ppeducation pplevel ppdetermine ppthe ppapproach ppan
ppinstructor pptakes.
What ppare ppthe ppbarriers ppto ppeffective ppcommunication? pp- ppAnswer pp1. ppConfusion
ppbetween ppthe ppsymbol ppand ppthe ppsymbolized ppobject pp- ppwhen ppa ppword ppis
ppconfused ppwith ppwhat ppit ppis ppmeant ppto pprepresent. ppWords ppand ppsymbols ppdo
ppnot ppalways pprepresent ppthe ppsame ppthing ppto ppevery ppperson.
2. ppOveruse ppof ppabstractions pp- ppabstractions ppare ppwords ppthat ppare ppgeneral
pprather ppthan ppspecific. pp"aircraft" ppmight ppmean ppairplane, pphelicopter, ppairship,
ppetc.
3. ppInterference pp- ppthe ppprevention ppof ppbeing ppcarried ppout ppproperly. ppfactors
ppoutside ppthe ppcontrol ppof ppthe ppinstructor ppincluding ppphysiological pp(hearing pploss,
ppinjury, ppillness), ppenvironmental pp(noise, ppetc.) ppand pppsychological pp(fear ppor
ppmistrust).
4. ppLack ppof ppcommon ppexperience pp- ppgreatest ppsingle ppbarrier ppto ppeffective
ppcommunication.
, How ppcan ppflight ppinstructors ppdevelop pptheir ppinstructional ppcommunication ppskills?
pp- ppAnswer ppa. ppRole ppplaying pp- ppduring ppinitial ppCFI pptraining ppwhen ppthe
ppinstructor ppassumes ppthe pprole ppof ppa ppstudent pppilot.
b. ppInstructional ppcommunication pp- ppinstructors ppalways ppmust ppdetermine ppwhether
ppthe ppstudent pphas ppactually ppreceived ppand ppretained ppthe ppknowledge. pp
c. ppListening pp- ppinstructors ppmust ppknow ppsomething ppabout pptheir ppstudents ppin
pporder ppto ppcommunicate ppeffectively. ppone ppway ppof ppdoing ppthis ppis ppbeing ppa
ppgood pplistener.
d. ppQuestioning pp- ppgood ppquestioning ppcan ppdetermine pphow ppwell ppthe ppstudent
ppunderstands ppwhat ppis ppbeing pptaught.
e. ppInstructional ppenhancement pp- ppthe ppmore ppan ppinstructor ppknows ppabout ppa
ppsubject, ppthe ppbetter ppthe ppinstructor ppis ppat ppconveying ppthe ppinformation.
ppadditional ppknowledge ppand pptraining ppimproves ppthe ppinstructor's ppconfidence.
What's ppthe ppdefinition ppof ppthe ppterm pp"learning pptheory"? pp- ppAnswer ppThe ppbody
ppof ppprinciples ppthat ppexplain pphow pppeople ppacquire ppskills, ppknowledge ppand
ppattitudes.
How ppcan ppyou pptell ppif ppyour ppstudent pphas pp"learned" ppwhat ppyou pphave pptaught?
pp- ppAnswer ppA ppchange ppin ppbehavior ppas ppa ppresult ppof ppan ppexperience ppor
ppinstruction.
Modern pplearning pptheories ppgrew ppout ppof pptwo ppconcepts ppof pphow pppeople pplearn:
ppbehaviorism ppand ppcognitive pptheory. ppExplain ppthese pptwo ppconcepts. pp- ppAnswer
ppBehaviorism: ppstresses ppthe ppimportance ppof ppreinforcing ppdesired ppbehaviors ppby
ppsomeone ppother ppthan ppthe ppstudent ppto ppshape ppor ppcontrol ppwhat ppis pplearned.
Cognitive: ppfocuses ppon ppwhat ppis ppgoing ppon ppinside ppthe ppstudent's ppmind. ppMore
ppconcerned ppwith ppcognition pp(the ppprocess ppof ppthinking ppand pplearning) ppthan
ppwith ppstimulus ppand ppresponse.
Why ppare ppperceptions ppso ppimportant ppto pplearning? pp- ppAnswer ppPerceptions
ppresult ppwhen ppa ppperson ppgives ppmeaning ppto ppexternal ppstimuli ppor ppsensations.
ppInitially, ppall pplearning ppcomes ppfrom ppperceptions, ppwhich ppare ppdirected ppto ppthe
ppbrain ppby ppone ppor ppmore ppof ppthe ppfive ppsenses: ppsight, pphearing, pptouch, ppsmell
ppand pptaste. ppMeaning ppderived ppfrom ppperception ppis ppinfluenced ppby ppan
ppindividual's ppexperience ppand ppmany ppother ppfactors.
What ppfactors ppaffect ppperception? pp- ppAnswer ppa. ppPhysical ppOrganism: ppthe
ppability ppto ppsee, pphear, ppfeel ppand pprespond.
b. ppGoals pp& ppValues: ppevery ppexperience ppand ppsensation ppthat ppis ppfunneled ppinto
ppa ppperson's ppcentral ppnervous ppsystem ppis ppcolored ppby ppthe ppindividual's ppown
ppbeliefs ppand ppvalues.
c. ppSelf-Concept: ppa ppstudent's ppself-image, pp"confident" ppor pp"insecure."
d. ppTime pp& ppOpportunity: pplearning ppsome ppthings ppdepends ppon ppother
ppperceptions ppthat pphave pppreceded ppthat pplearning, ppand ppon ppthe ppavailable pptime
