THE METHOD OF TEACHING ENGLISH LANGUAGE

Abstract

The instructor often assumes a less overtly authoritative role in an interactive classroom. Some proponents have described this as moving from “sage on the stage” to “guide on the side.” This may be overly simplistic, however. Just as “higher order” thinking builds upon mastery of “lower order” thinking, interactive learning must be supported by clear academic authority. Likewise, while the collaborative nature of many interactive methods can increase student motivation, too much student autonomy can produce uncertainty that can be demotivating.