When you are applying for teaching posts, or undertaking a programme of teacher training, you should demonstrate in your application and interview that you are familiar not only with different theories of learning, such as constructivism, but also that you understand the implications of them for teaching. In order to impart knowledge and promote understanding, you need to show that you can plan sessions which help students to use, test and evaluate knowledge and to build their own frameworks for further learning.
The ‘sage on the stage’ or the ‘guide on the side’? These two characterisations of teachers have been around for many years. In further education teachers traditionally aligned themselves with one of these types and disparaged those who were at the other end of the spectrum. However, good teachers do not live exclusively at one end or the other; they can, as necessity requires, be either or both and most of the time will occupy the ground in between the two.
The notion of the ‘sage on the stage’ is associated with what is sometimes called ‘teacher-centred’ education or ‘traditional’ education. In this view of learning the teacher is the expert who owns all the knowledge and transmits it to the students. This kind of teaching has been derided as nothing more than ‘chalk and talk’, or, in its more modern equivalent, ‘click and talk’ which features a long run of overcrowded presentation slides that the teacher reads out. At its worst this view of teaching is little more than what I would refer to as the ‘empty buckets’ approach, the teachers’ job being to fill the students with knowledge which is tested later to see if it has been retained. Those who cannot retain the knowledge are considered to be ‘leaky buckets’ who need further teaching or support, or are deemed less intelligent.
The ‘sage on the stage’ also has implications that the teacher is a performer who likes to strut on the ‘stage’ of the classroom, entertaining and enthralling their audience. Whilst it is desirable that teachers are able to use their personalities and communication skills to engage and motivate their students, those who treat teaching as an opportunity to perform are less likely to have planned effective sessions which use a variety of teaching and learning methods.
At the other end of the spectrum, the ‘guide on the side’ takes a less central role and is more concerned to facilitate learning and to guide students in their learning and discovery. This approach is often referred to as ‘student-centred’ learning and teachers will spend more time working with individuals and small groups to support and facilitate learning than they do on whole-class teaching. This approach tends to regard didactic teaching as less effective, even authoritarian.
The constructivist theory of learning holds that learning does not come in packages that can be delivered by the teacher to students who simply receive and store them. Constructivism suggests that students have to actively construct understanding from the information the teacher, and other sources, provides. It is not possible, in this view, for the student to have the same knowledge as the teacher has simply by telling them about it. This would likely produce what A. N. Whitehead referred to as ‘inert’ knowledge which is simply stored rather than being used or tested in different ways.
Active learning methods emphasise learner involvement; learning by doing and thinking and connecting ideas. You should plan to use a variety of teaching and learning approaches, for example, discussion, case-studies, problem-based learning and higher-level questioning in order to engage and challenge students. However, you should not be frightened of using a didactic, teacher-centred approach when necessary. Teachers are, or should be, experts in their field and may have done extensive research; they know more about the subject than their students do. A teacher’s ‘toolkit’ should include the ability to teach and instruct whole classes in ways that engage and motivate them.
Pete Scales, now retired, was a Senior Teaching Fellow at the University of Derby and also delivered PGC HE programmes to teaching colleagues. His book An Introduction to Learning and Teaching in Higher Education: Supporting Fellowship’ was published by Open University Press in 2017. Prior to this he taught in further education for over twenty years and ran teacher education programmes. His book Teaching in the Lifelong Learning Sector (Open University Press) is now in its second edition. He still maintains his lifelong learning website at www.peter-scales.org.uk
FAQs
The teacher who uses practices like these is often called “the Guide on the Side.” They implement student-centered learning in which the student has agency and is made to think rather than memorize. The opposite is the “Sage on the Stage,” who stands at the front of the classroom and imparts knowledge to remember.
What does the phrase sage on the stage mean? ›
Sage on the stage refers to the central figure of a classroom—a professor—who lectures to students using a one-way communication model. This method of teaching is sometimes referred to as the “teacher-centred model” or “traditional” education.
Who said Sage on the stage guide on the side? ›
Alice Johnson said, “the teacher for the gifted and talented will be more of a 'guide on the side' rather than a 'sage on the stage'.” As far as I can tell, Johnson was the first to use the terms 'sage on the stage' and 'guide on the side'.
What does guide on the side mean? ›
A guide on the side means the teacher simply directing the slow of the education and letting the student make the journey themselves. A teacher is only a mentor, not someone who get themselves involved in every minute detail. It's learner-centricity at it's finest.
How do you become a guide on the side? ›
“Guide on the Side” Best Practices:
Create an atmosphere where learners aren't afraid to answer questions. Ask questions that access prior knowledge and experiences.
In which of the classroom is the teacher a guide on the side? ›
The student-centered approach creates more equanimity between the teacher and student, with each playing a role in the learning process. In this approach, the teacher is sometimes referred to as the “guide on the side.”
What is the deeper meaning of sage? ›
wise, sage, sapient, judicious, prudent, sensible, sane mean having or showing sound judgment. wise suggests great understanding of people and of situations and unusual discernment and judgment in dealing with them. wise beyond his tender years. sage suggests wide experience, great learning, and wisdom.
What philosophy supports the sage on the stage? ›
The notion of the 'sage on the stage' is associated with what is sometimes called 'teacher-centred' education or 'traditional' education. In this view of learning the teacher is the expert who owns all the knowledge and transmits it to the students.
What does the sage symbolize? ›
In spiritual contexts, sage is often synonymous with wisdom and longevity. Native American traditions use it extensively in rituals and ceremonies for its ability to clear negative energy and promote balance. It's a plant with the power to connect the physical and spiritual realms.
What does Sage means in the types of learners? ›
Sage means wise and knowledgeable, especially as the result of a lot of experience. [literary] He was famous for his sage advice to younger painters. Synonyms: wise, learned, intelligent, sensible More Synonyms of sage. sagely adverb [ADVERB with verb]
The mentor teacher should provide both appropriate positive reinforcement and specific feedback, including suggestions for alternative approaches where appropriate. Constructive criticism should be delivered in a professional manner and in private.
What is the definition of constructivism? ›
What is constructivism? Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).
What is the meaning of guide on? ›
Definitions of guide on. verb. use as a guide. synonyms: guide. type of: orient, orientate.
What does step on guide mean? ›
The role of a Step-On Guide is to join a group at a designated location and “step on” the coach, bus, or van to provide guided commentary of the sights, locations, and history of a local place. They then leave the group and the company continues on with its itinerary.
What does guide the way mean? ›
to assist (a person) to travel through, or reach a destination in, an unfamiliar area, as by accompanying or giving directions to the person: He guided us through the forest. to accompany (a sightseer) to show points of interest and to explain their meaning or significance.
Which way do you rotate sage? ›
It can be rotated 90 degrees by pressing C again or, if you want a custom fit, hold RMB and it will let you pivot the wall to block off whatever area you want. Sage has multiple avenues to explore with Ice Wall.
Who is the dispenser of the knowledge? ›
Based on my observations in NYC science classrooms, my discussions with educators, and reading of literature, there often seems to be a dynamic in which the teacher and the textbook are viewed as the ultimate dispensers of knowledge.
