Why I am moving from "sage on the stage" to "guide on the side"

Ask anyone why they go into teaching.  I'm pretty sure answers one and two, in no particular order, are 1. They love English (or History, Science, etc.) and 2. They love kids.  I cannot tell you how many teachers I know say they went into teaching because of the kids.  The shocking thing about most of those teachers, however, is that if you went into their classroom, it is clear that they may "love" kids, but their instructional techniques are not "about" kids.

Have I made you upset yet?  Are you thinking, in utter indignation, that you do too love kids.  And that your lessons are all about the kids.  Perhaps that is so.  And if that is the case, then I'm singing to the choir here.

The point that I'm making is that most teachers, due to pressures of one sort or another, feel as though they need to be the "sage on the stage."  One of my most trusted and admired teacher friends said that with all the materials she needs to cover, there isn't time for projects and such.  If I hearken back to my very first teaching class I remember the main thrust was the majority students really only remember what they do and say--and can only absorb about 10 minutes of lecture before they zone out.  So. How do I take that into account when planning my lessons? 

The truth?  I haven't actually.  Not until now.  I'm late to the inquiry model of teaching.  Again, I'm sure I've lost some of you.  The ones who have been doing that for ages (hollah! Math and Science peeps), and the English and history teachers who are thinking, nope that won't work for me (yep, that was my perspective only a few months ago).  Truth is, I couldn't envision a world in which I didn't stand at the front of the room, document camera on, projector going, and me delivering what I knew to be mind-blowing advice on how to "attack the prompt" and how to organize an effective first paragraph. This year, however, the tides have changed.  And why would I do something different?  That method worked.  That is, until now.  This year I feel like I'm floundering in terms of getting the students prepared for the dreaded Regents exam--and it's only one month away! Yikes!!!!!

So.  What do I do?  I decided that perhaps I needed to revise how I approached the learning in my class.  I cannot afford to be the only person dispensing learning--and I cannot expect my students to be able to successfully move on to the next phase of their education being passive in the process.  After really considering my goal for the end of the year I have decided to embark on writer's workshop (a format I think is incredibly suited for the inquiry model).  I'm not sure how it is going to be arranged yet--I have a vague sense of giving out model essays, several prompts, and watching them "go to." The idea that the kids are at the center of their own learning makes me happy, though, so I'm going to muddle through and put something together that I hope will be of value.  I want them to take charge--to work out the kinks on their own (with guidance, of course).  After all, what I'm doing now clearly isn't working. 

Wouldn't Einstein would be proud?