• June 2, 2021

Teaching Styles: Side Guiding or Stage Sage?

In the early 1990s, California teachers were laid off in record numbers. There was a major budget crisis, districts increased class sizes and eliminated classrooms, which meant that many of us had to leave. I was a second-year teacher, without a degree. I got my termination notice in March and then I struggled to find another position.

I found myself interviewing in the growing Moreno Valley community. I felt like I was ready for anything, but I will never forget the interviewer who asked me about my teaching style. He asked, “Would you consider yourself a sage on stage or a guide on the sidelines?”

What a great question. Simply asking the question goes a long way. If I say that I am a wise man on stage, I could immediately be considered a micromanager. A power-hungry control freak teacher who needs his students to act only when told to do so. Or worse yet, you could be seen as a braggart whose primary goal in teaching is to hear your own voice.

As I sat in the interview room, it seemed like the most politically correct answer would be the Guide on the side. “Guide” doesn’t seem like as loaded a word as “Sage.” A guide leads the way. A guide points out facts. The guides know what pitfalls to avoid.

I had to give a quick answer. Almost two decades have passed and I still think about my answer. I was hoping that over time I would modify my answer. Surprisingly, I still feel good about the answer I gave.

Basically, I think there are times when a teacher needs to be the sage on stage and times when the teacher needs to get out of the way and be a guide aside. Additionally, I have seen very effective teachers who can work in a class, create incredible discussions, and help students build learning from the front of the class. On the contrary, I have seen other teachers who spend very little time in front of a class and choose to do most of their teaching in groups. Therefore, the situation and the personality of the teacher play a big role in the debate: Sage on the Stage or Guide on the Side.

Reflecting on the question “Sage” or “Guide” is not a bad idea. My philosophy in teaching, as in life, has always been balance and moderation. There have been times when I have been stuck on the Sage or Guide roll for longer than necessary. Simply asking yourself the question can lead you to a meaningful examination of conscience and a deeper understanding of yourself as a person and a teacher.

The merits and demerits of the wise man on stage

There are definite merits to Sage on the Stage’s approach. The master on your stage, managing the flow of information is definitely faster than the Guide on the side. I have tried incorporating “lead-by-the-side” strategies for my grammar lessons, but found that direct instruction works best when introducing initial concepts. I can use “guiding” strategies to help me master information. However, there are dozens of grammar and punctuation skills that students must learn in ten months, which does not fit the Guide on the Side philosophy.

This benefit is also the biggest argument against Sage’s approach. As more and more demands are placed on teachers, it is easier to complete the curriculum using this method. However, in addition to being exhausting for the teacher to be on stage all day, students require time to digest and process the information. Wise techniques like reading and group discussion tend to favor quick thinkers. These students do most of the critical thinking in class. Consequently, most of the class lose this important skill.

The merits and disadvantages of the marginal guide

I recently started a sixth grade unit on the Hebrew exodus from Egypt like this:

Imagining that you were a guest in someone’s house. After a few weeks, you realized that you were doing all the housework, your mom was cooking all the meals, and your dad started paying all the bills. You were once a guest in this house. Now what have you become?

The students had to read the material in their social studies books and explain how the Hebrews were like their family in history. The connections they found were excellent. The follow-up discussion continued to bear fruit as group after group pointed to new ways of looking at analogy. I was a guide to the side, putting clues along the way.

The follow-up to this was that the students had to create the second part of my “guest” analogy. They read about Moses and the Exodus and had to create an analogy about how they were able to get out of the house where they had become slaves.

The lesson took a long time, but it was very effective. As effective as it was, I noticed that there were still things that I needed to teach students directly. Many students, who had no prior knowledge of the subject, needed me to put this moment in history into context. Once again, I was the wise man on stage again.

Final thoughts

The moral of this story is that the art of teaching is knowing when to be the “guide” and when to be the “wise”. Once again, I return to my original point: simply wondering, “What kind of teacher am I?” it is enough to help you become a better teacher. Always keeping in mind the balance between the two provides the opportunity for self-reflection that we all need.

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