djusted independently of each other. In the name of "teaching control", teachers must be careful not to monopolize initiative. As he explains:
In exercising "control", then, the teacher is giving some kind of order, or structure, to the learning space of the student. In encouraging him to take "initiative", she is allowing him to work, and to grow, within that space. The trick, for the teacher, is not only to preserve this distinction, it is also to provide just the right amount of learning space. If there is too little, the learner will feel that the teacher has abandoned "him".
Taylor (1987:50) concurs with Stevick in that "The teacher's attitude and the resultant relationship created between the teacher and the student is the single most important variable in successfully executing student-centered teaching. Within this framework, the teacher does not function as a drill leader or an authority figure, no matter how benevolent, but rather as a 'facilitator' (Rardin, 1977) who responds to the students' emerging language needs."
...