It is important that the instructor develop relationships with students that promote trust. Students must gain the trust that the instructor’s only motive is to teach the knowledge, skills, and attitudes necessary to produce a superior glider pilot. Of course for this to be a beneficial trust, the instructor must hold and demonstrate these same knowledge, skills, and attitudes that signify a superior glider pilot.
Assuming the instructor has the ‘right stuff’, there are processes that promote a trusting relationship. First, instructors must know their subject well, and give superior demonstrations of basic flying. Past this point it is important that the instructor never try to bluff. Open acknowledgement of mistakes is always better. You can preach “do as I say, not as I do” (this happens in real life) only if you are honest about your shortcomings in a particular instance.
It also helps not to show favouritism, to make judgements with some deliberation, and to demonstrate some personal loyalty. Experienced instructors are usually quick to publicly praise the good activities, and publicly protect students’ errors. After all, the instructor is the pilot-in-command, and must bear some responsibility for that nice ballooning manoeuvre on the last landing.
Generally it will help if you are enthusiastic, decisive, and concise in your approach, and you actively involve the student at all levels of the instructional process. This can mean simple things such as noting the weather conditions and giving the student the options for air exercises for a particular day. A little humour also helps.