Free Fundamentals of Instructing Practice Questions

Sample Practice Questions

Try these 10 sample questions from the Fundamentals of Instructing practice bank. Each includes the answer and explanation. Continue with the interactive practice above to review the full question set.

1. 1Why should an instructor consider both experience and human nature when interpreting a learner's behavior?

   1. A. Behavior reflects both innate characteristics and the learner's environment.
   2. B. Behavior reflects experience after innate responses have disappeared.
   3. C. Behavior reflects innate characteristics independently of experience.
   4. D. Behavior reflects the instructor's style more than the learner's history.

   Answer: A

   Explanation: The FAA states, "human behavior is a product both of innate human nature and of individual experience and environment." Neither innate influences nor experience alone accounts for behavior.

   Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-1, Definitions of Human Behavior

2. 2What developmental change should an instructor account for as learners mature?

   1. A. An increasing need to have every learning decision assigned.
   2. B. A movement from dependency toward greater self-direction.
   3. C. A declining ability to connect experience with new learning.
   4. D. A preference for identical instruction regardless of personal goals.

   Answer: B

   Explanation: The handbook explains, "as an individual matures, his or her mode of action moves from dependency to self-direction." Instruction should accommodate that development.

   Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-1, Definitions of Human Behavior

3. 3An instructor recognizes that a learner responds poorly to the instructor's usual presentation style. What does the FAA recommend about this mismatch?

   1. A. Require the learner to adopt the instructor's preferred learning style.
   2. B. Treat the mismatch as evidence that the learner lacks aviation aptitude.
   3. C. Take steps to bridge differences between teaching and learning styles.
   4. D. Keep the presentation unchanged until the learner becomes dissatisfied.

   Answer: C

   Explanation: The FAA notes that "steps can be taken to actively bridge the differences." A mismatch calls for adaptation rather than an assumption of inability.

   Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-2, Instructor and Learner Relationship

4. 4How does positive motivation differ from negative motivation in the FAA's discussion of learning?

   1. A. It depends on making the learner fear the consequences of failure.
   2. B. It removes the need for the learner to work toward training goals.
   3. C. It requires financial compensation rather than personal satisfaction.
   4. D. It draws on the promise or achievement of meaningful rewards.

   Answer: D

   Explanation: The handbook states, "Positive motivation is provided by the promise or achievement of rewards." These rewards can be personal or social, rather than solely financial.

   Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-2, Motivation

5. 5A learner sees no purpose in a lesson whose benefit will appear later in training. How can the instructor address this specific motivational problem?

   1. A. Explain how the lesson's objectives support future operational needs.
   2. B. Remove the lesson because its practical value is not immediately visible.
   3. C. Increase repetition while postponing any explanation of the lesson's use.
   4. D. Present the lesson as a test requirement without discussing its application.

   Answer: A

   Explanation: The FAA directs, "The instructor should ensure that the learner is aware of those applications not immediately apparent." Connecting the lesson with its operational use addresses the missing purpose.

   Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-3, Motivation

6. 6A learner values belonging to the aviation community and earning peers' respect. Which source of motivation does this illustrate?

   1. A. Avoidance of physical discomfort.
   2. B. Desire for group approval.
   3. C. Dependence on financial reward.
   4. D. Fear of emergency situations.

   Answer: B

   Explanation: The handbook identifies "Another strong motivating force is group approval." Wanting acceptance and prestige among peers fits that source of motivation.

   Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-3, Motivation

7. 7What information is an instructor seeking by asking a new adult learner how the learner plans to use the course?

   1. A. The learner's current level of task proficiency.
   2. B. The learner's preferred method of receiving feedback.
   3. C. The learner's purpose for acquiring the knowledge or skill.
   4. D. The learner's availability for scheduled training sessions.

   Answer: C

   Explanation: The FAA states, "it is important instructors determine why a learner enrolled in the course." Intended use reveals the learner's goals and helps the instructor relate training to them.

   Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-4, Where Does the Motivation to Learn Come From?

8. 8A learner has achieved a skill consistently to the applicable standard. How can an instructor maintain motivation while advancing that skill?

   1. A. Stop practicing it because meeting the standard ends skill development.
   2. B. Repeat the original task unchanged without acknowledging the achievement.
   3. C. Withhold recognition until every skill in the entire course is complete.
   4. D. Recognize the success and introduce an appropriate new challenge.

   Answer: D

   Explanation: The FAA advises, "With each declaration of success, be sure to present learners with the next challenge." The next challenge can develop performance under pressure or distraction.

   Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-5, Presenting New Challenges

9. 9Which interpretation of human needs matches the FAA's caution about Maslow's hierarchy?

   1. A. Every lower need must be completely satisfied before any learning occurs.
   2. B. The sequence of need satisfaction determines a learner's aviation aptitude.
   3. C. Unmet needs can divert attention without making higher achievement impossible.
   4. D. Higher motivation makes hunger and fatigue irrelevant to instructional readiness.

   Answer: C

   Explanation: The handbook notes, "the entire need does not have to be fulfilled to 100 percent." The practical concern is whether needs interfere with attention, not a rigid all-or-nothing hierarchy.

   Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-6, Human Needs and Motivation

10. 10Before beginning a lesson, what is the purpose of a pre-assessment focused on the learner's human needs?

    1. A. Verify physical and mental readiness for learning.
    2. B. Determine which certification standards may be omitted.
    3. C. Replace the lesson's later performance assessment.
    4. D. Identify a permanent limit on the learner's capability.

    Answer: A

    Explanation: The FAA states, "The pre-assessment should verify whether the learner is physically and mentally ready to learn." It assesses readiness rather than changing completion standards.

    Reference: Aviation Instructor's Handbook — Chapter 2: Human Behavior — Chapter 2, p. 2-6, Human Needs and Motivation