Narrative:

Student was supposed to do touch-and-go operations on runway 9C. I was in sfb tower to supervise the first solo flight. During the first part of the lesson, I was doing touch-and-goes with him and student kept moderately overshooting final for runway 9C. The tower just had a shift change and there was only light traffic. So they didn't see (me neither) that student made his first touch-and-go on runway 9L. Just after his takeoff, we saw where he was. Student told me he recognized the situation on upwind when he checked for wind drift. At 200 ft AGL, he changed the upwind leg and made a sidestep maneuver to the right for runway 9C. There were 2 other aircraft in pattern for runway 9C and none for runway 9L. Fortunately, there was no traffic on final for runway 9L. I was not instructed to file a report to the tower. Rest of flight was uneventful. Contributing factor: crosswind component from the south, maybe. Corrective action: with any further student, extremely emphasize the importance of proper, accurate traffic patterns. If they overshoot final on their first solo lesson, they won't go up alone until that problem is fixed.

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Original NASA ASRS Text

Title: A C152 STUDENT PLT PERFORMS A TOUCH-AND-GO ON THE WRONG RWY AT SFB, FL.

Narrative: STUDENT WAS SUPPOSED TO DO TOUCH-AND-GO OPS ON RWY 9C. I WAS IN SFB TWR TO SUPERVISE THE FIRST SOLO FLT. DURING THE FIRST PART OF THE LESSON, I WAS DOING TOUCH-AND-GOES WITH HIM AND STUDENT KEPT MODERATELY OVERSHOOTING FINAL FOR RWY 9C. THE TWR JUST HAD A SHIFT CHANGE AND THERE WAS ONLY LIGHT TFC. SO THEY DIDN'T SEE (ME NEITHER) THAT STUDENT MADE HIS FIRST TOUCH-AND-GO ON RWY 9L. JUST AFTER HIS TKOF, WE SAW WHERE HE WAS. STUDENT TOLD ME HE RECOGNIZED THE SIT ON UPWIND WHEN HE CHKED FOR WIND DRIFT. AT 200 FT AGL, HE CHANGED THE UPWIND LEG AND MADE A SIDESTEP MANEUVER TO THE R FOR RWY 9C. THERE WERE 2 OTHER ACFT IN PATTERN FOR RWY 9C AND NONE FOR RWY 9L. FORTUNATELY, THERE WAS NO TFC ON FINAL FOR RWY 9L. I WAS NOT INSTRUCTED TO FILE A RPT TO THE TWR. REST OF FLT WAS UNEVENTFUL. CONTRIBUTING FACTOR: XWIND COMPONENT FROM THE S, MAYBE. CORRECTIVE ACTION: WITH ANY FURTHER STUDENT, EXTREMELY EMPHASIZE THE IMPORTANCE OF PROPER, ACCURATE TFC PATTERNS. IF THEY OVERSHOOT FINAL ON THEIR FIRST SOLO LESSON, THEY WON'T GO UP ALONE UNTIL THAT PROB IS FIXED.

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.