Pilots operate in a highly dynamic environment where everything influences everything else. The interactions are sometimes subtle; other times, quite dramatic. While the environment can have a significant effect on aircraft performance, it can affect human performance as well.
Seasonal weather changes in Miami, Florida, for example, may not have the same impact on flight training as in Michigan’s Upper Peninsula. Satisfying nighttime requirements in Fairbanks, AK might prove difficult in July, while day, VFR conditions might be hard to come by in December.
Microclimates can add another layer of complexity to training operations. When I was teaching from Santa Paula Airport in Southern California, for instance, “June Gloom” often made it impossible to launch before 10:00. Consequently, I would schedule training sessions no earlier than mid-morning during that time of year.
Summer weather in McCall, Idaho is predictably clear for VFR flying (smoke from wildfires notwithstanding), but density altitude, turbulence, and high oil temperature in the afternoons limit the training I provide to the morning hours. And the vagaries associated with accumulating 325 inches of snow per year preclude scheduling flights in the winter with pilots who must travel from out of the area.
How do you adapt your training to suit seasonal changes and microclimates? What teachable moments present themselves at different times of the year, and how do you convey that information to students who might not have the benefit of training during those periods? What tips or knowledge can you pass on to other instructors that could help their students?
Adaptability is clearly evident as a key attribute of effective aviation educators; it is a critical skill to develop in students as well.
