aluated, or controlled, it needs to be, first of all, defined or limited... The wise teacher will resist the secure temptation to dictate limits and will work them out with pupils... Actually, it is the extent of pupil acceptance of limits that determines whether a teacher shall engage in instruction, policing, or pseudo-psychiatry."
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.
Whether drill-sergeant or facilitator, the teacher is accountable to the institution, the parents, and the students--or ought to be inasmuch as they pay his salary. The teacher's accountability is--or ought to be--for specified academic goals. As Finn (1991:145) puts it: "Accountability
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