Narrative:

I took a student up to work on touch-and-goes and traffic patterns operations. The student had informed me that he was having difficulty with his approachs and lndgs. I am a new CFI. In fact, this was only my third flight as an instructor. I'm very confident about my skills as a pilot, but I wasn't sure whether I would make a good instructor or not. At the start of the flight, the student was high on base, final and his approach speeds were excessive. By the end of the flight, the student was performing stable approachs, correcting for crosswind drift, and showing understanding. I was very excited. It was my first real success as an instructor. After we landed, we were informed by the tower to 'taxi to the end of 33R, make a left onto 24, hold short 33L and contact ground.' after we made the left onto 24, the student told me how happy he was about his approachs and lndgs and how I really helped him. I was so excited about having made a difference in the student that I never realized him taxiing through the active 33L. Suddenly, I heard the tower yell 'identify, stop.' I slammed on the brakes, and turned to see a twin engine small transport go blasting over our heads. In this case, my own human error was the cause. I was so caught up in my own success, that I totally took for granted that the student would know when to stop. I realize how much of a responsibility being an instructor is. People's lives are depending upon your decisions and ability to concentrate on the tasks at hand. I've also realized that the flight isn't over when the landing is made. An airport is a very dangerous place requiring great attention. Students and instructors should take care of their duties aboard the aircraft. Post-flight critiques and pats on the back can wait until you're safe at your desk. Supplemental information from acn 231310: both ground control and local control attempted to stop the small aircraft, but small aircraft continued into runway 33L.

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Original NASA ASRS Text

Title: NEW INSTRUCTOR WITH SPI TAXIES ONTO RWY WHEN TOLD HOLD SHORT. SMT ROTATES TO CLR SMA BY 50 FT.

Narrative: I TOOK A STUDENT UP TO WORK ON TOUCH-AND-GOES AND TFC PATTERNS OPS. THE STUDENT HAD INFORMED ME THAT HE WAS HAVING DIFFICULTY WITH HIS APCHS AND LNDGS. I AM A NEW CFI. IN FACT, THIS WAS ONLY MY THIRD FLT AS AN INSTRUCTOR. I'M VERY CONFIDENT ABOUT MY SKILLS AS A PLT, BUT I WASN'T SURE WHETHER I WOULD MAKE A GOOD INSTRUCTOR OR NOT. AT THE START OF THE FLT, THE STUDENT WAS HIGH ON BASE, FINAL AND HIS APCH SPDS WERE EXCESSIVE. BY THE END OF THE FLT, THE STUDENT WAS PERFORMING STABLE APCHS, CORRECTING FOR XWIND DRIFT, AND SHOWING UNDERSTANDING. I WAS VERY EXCITED. IT WAS MY FIRST REAL SUCCESS AS AN INSTRUCTOR. AFTER WE LANDED, WE WERE INFORMED BY THE TWR TO 'TAXI TO THE END OF 33R, MAKE A L ONTO 24, HOLD SHORT 33L AND CONTACT GND.' AFTER WE MADE THE L ONTO 24, THE STUDENT TOLD ME HOW HAPPY HE WAS ABOUT HIS APCHS AND LNDGS AND HOW I REALLY HELPED HIM. I WAS SO EXCITED ABOUT HAVING MADE A DIFFERENCE IN THE STUDENT THAT I NEVER REALIZED HIM TAXIING THROUGH THE ACTIVE 33L. SUDDENLY, I HEARD THE TWR YELL 'IDENT, STOP.' I SLAMMED ON THE BRAKES, AND TURNED TO SEE A TWIN ENG SMT GO BLASTING OVER OUR HEADS. IN THIS CASE, MY OWN HUMAN ERROR WAS THE CAUSE. I WAS SO CAUGHT UP IN MY OWN SUCCESS, THAT I TOTALLY TOOK FOR GRANTED THAT THE STUDENT WOULD KNOW WHEN TO STOP. I REALIZE HOW MUCH OF A RESPONSIBILITY BEING AN INSTRUCTOR IS. PEOPLE'S LIVES ARE DEPENDING UPON YOUR DECISIONS AND ABILITY TO CONCENTRATE ON THE TASKS AT HAND. I'VE ALSO REALIZED THAT THE FLT ISN'T OVER WHEN THE LNDG IS MADE. AN ARPT IS A VERY DANGEROUS PLACE REQUIRING GREAT ATTN. STUDENTS AND INSTRUCTORS SHOULD TAKE CARE OF THEIR DUTIES ABOARD THE ACFT. POST-FLT CRITIQUES AND PATS ON THE BACK CAN WAIT UNTIL YOU'RE SAFE AT YOUR DESK. SUPPLEMENTAL INFO FROM ACN 231310: BOTH GND CTL AND LCL CTL ATTEMPTED TO STOP THE SMA, BUT SMA CONTINUED INTO RWY 33L.

Data retrieved from NASA's ASRS site as of July 2007 and automatically converted to unabbreviated mixed upper/lowercase text. This report is for informational purposes with no guarantee of accuracy. See NASA's ASRS site for official report.