Modern methods of education require adaptation to modern realities of acquisition of knowledge in teaching allow us (teachers) to find a new approach for better students academic results. The main idea of this research, which was done as part of Action Research, was to define the opinion of teachers of physics and the English language in applying the modern educational approach of student-orientated teaching activities in physics and the English language. Initially, this research method was intended for teachers with little experience.
The case study was the main tool in conducting this research. Experienced teachers held a crash course on the introduction of a progressive approach in teaching and the active involvement of students in their study for teachers of physics and the English language with little experience to begin using in their lessons for collecting awareness and experience for further analysis, which would allow us to conclude their effectiveness. Moreover, the detailed recap of progressive active educational methods made it possible to compare with traditional teaching in terms of academic performance.
An important tool in this learning, where students are involved more actively in the learning process, is the goal of active learning. Since this teaching approach allows students to be engaged in active participation and shift from simple participants in the class as diligent listeners to real involvement during the classes, such as being involved by giving analysis, evaluation and development of certain values and attitudes as an active performer. Active learning emphasizes not only the development of students' skills but also the exploration of their own attitudes and values. [1]. The active educational method comprises such elements as presentations done by students, planning and analysis, discussions and disputes, different games involvement, handouts and flip charts. New educational methods were conducted in teaching physics and the English language lessons in performing this research study.
Meyers and Jones asserted that active learning consists of three interconnected factors [2]. These are the following factors: basic elements; learning strategies; and learning resources.

The main elements of active learning are speaking, listening, reading, writing and thinking. These five elements include cognitive activities that allow students to clarify the issue, consolidate and apply new knowledge. The second factor in active learning is learning strategies, which include the five elements listed above. These are small groups, collaborative work, case studies, modelling, discussion, problem-solving, and logging. The third factor in active learning is the learning resources that the teacher uses to encourage students to interact and actively participate in the classroom.
After being introduced with active methods, it was necessary to work out the following questions:
- Do teachers apply student-oriented teaching methods in their lessons?
- Do teachers have awareness and necessary tools for using new methods in education techniques?
- Have the teachers used the potential to implement new techniques in lessons?
The teacher's awareness, practical skills and opinions about active educational tools can play an important role when trying to improve the quality of teaching a subject. Because the application of such new educational technics and processes will ensure the quality of teaching and increase academic results by students. The purpose of this research was to determine if the above requirements can be successfully used by teachers of physics and the English language.

Taking into account the set goal, six lessons of physics and the English language were conducted, by these teachers. However, the results of this research could be of interest to other teachers of different subjects as the results may provide useful information on active educational tools and explore this new method. - From time to time, they have reported on new approaches to learning at educational seminars, but at the same time have no practical implementation in their classes in full. - The following explanations by teachers who have awareness with such an approach: following this technique, the domain factor of which is that purples are at the main focus and the teacher who monitors the students and provide guidance. The students become active participants in learning. This approach is especially effective in social science lessons such as history, geography, etc. - These are the readiness to study, the desire to learn, and the availability to use laboratory facilities more effectively together with teachers while using new educational methods. Moreover, they stated that this approach could be more effective if teachers used other new methods in science classes. - As stated by teachers that they use different teaching techniques such as brainstorming, playing different games, presentations, and laboratory work. etc. - The NIS system is aimed at this method of teaching. All necessary equipment is available. Ensure effective teaching is one of the main requirements for the professional growth of teachers. In addition, a small number of students in the groups allow the most involvement of students in the class. Laboratories should be ready and equipped fully to use new methods. Students shall be more bold and motivated to do their research study. Teachers shall use computers at the advanced level and other digital equipment in their classrooms. Visual illustration, such as models, animations, etc., should be used to enrich the learning environment on daily basis. In most cases, teachers stated that demonstration, organizing discussions in the class, presenting videos help students to get a better understanding and involvement in learning. The method of questions and answers, expression, organizing class discussion and taking notes are everyday instruments that we often use in our classes. In addition, we need to practice new approaches in learning such as research, individual study with teacher guidance, research done in groups or done individually.

Information got the above-mentioned research is provided below. We have stated that if active learning is to be successful with the methods mentioned above, it should be supported through audio-visual materials such as computers, smart boards, etc. We stated that we can use active teaching methods if the level of students and the facility capabilities of the school are sufficient enough and they have the necessary awareness on how they used these methods. Moreover, the physics teacher stated that student-oriented teaching cannot be done on a complete scale. The reason for their assertion was that physics is a natural science subject and it could be more effective if it were taught by a teacher "the old traditional way". - What are your suggestions for student-oriented learning? Teachers: “Active learning cannot be fully implemented in full range, but students can be encouraged to be active. You can motivate students by asking those questions and discussing them with them. We also stated that students should be motivated to research, school leaders should be aware of the benefits of using the Internet, libraries and laboratories, classes should be up to today's level of filling, teachers who are not aware of active learning methods and their use should be supported by conducting preparatory courses, providing sets of experiments. Lessons should be modified to use labs to apply these methods, and the number of teaching materials should also be increased. Preliminary courses should be organized for teachers who need to learn about active learning to enable them to make it part of their learning process.

[1] Sivan A, Leung RW, Woon C, Kember D. An implementation of active learning and its effect on the quality of student learning. Innov Educ Train Int 2000;37:381-389. [2] Meyers C, Jones TB. Promoting active learning, strategies for the college classroom. Jossey- Bass Publishers, San Francisco. 1993. [3] Orhan Karamustafaoglu, Energy Education Science and Technology Part B: Social and Educational Studies 2009 Volume (issue) 1(1): 27-50 [4] Timothy D. Walker Publication year: July 2017 Teach Like Finland Number of pages: 270 [5] Bonwell CC, Eison JA. Active learning: creating excitement in the classroom, [6] ASHE-ERIC Higher Education Report No. 1, George Washington Uni., Washington, DC. 1991. [7] Notar CE, Wilson JD, Restauri SL, Friery KA. Going the distance: active learning. Education. 2002;122:649-655. [8] Murashev, Alexander I. Another school 2: education is not a system, but people / Alexander Murashev. - Moscow: Eksmo, 2021. — 368 pages. [9] Clark R. Move Your Bus / R. Clark — Move Your Bus June 30, 2015, Touchstone Hardcover Nonfiction 5 x 7, 192 pages