Bloom's Taxonomy for instructing, Pt. 1

Between my studies for my master's in curriculum and instruction and the recent task of composing a scope and sequence for the levels of Spanish that I teach, my copies of Bloom's taxonomy have been taking a beating.  But as I emerge from the task of producing the scope and sequence for Spanish, I was left wondering:  could there be a taxonomy specifically for the tasks that an instructing should be doing in the classroom?  I ran across another blog a while ago in which the author mentioned the word 'empower', as in "Teachers can empower students to learn."  My reaction to this statement was much like that of the author's:  By saying that I have the power to empower you, then I have the power to take away such power.  I don't believe that is my responsibility to my students.  Deep down I have felt this way since the beginning of my teaching career.  The situation can be explained in several ways.  For example,  the sage on the stage who 'imparts' wisdom while his grasshoppers sit passively in awe of the flow of words sputtered that bring light to an otherwise dark mind. Perhaps if your names is Aristotle and those boys had the choice of either listening to you or running around pulling down your friend's himation (what the Greeks wore, not togas, that was the Romans).  Other comparisons I've used:  I can give you the bat and throw you the ball, but eventually you're the one that has to swing.
This is what I can and cannot do for learners:  I can tell them information, but I cannot tell them learning.  Likewise, I can give learners information, or better yet, the tools they need to discover the information on their own but more importantly, and the point of this, build a relationship with them, help them gain the necessary skills to survive in the 21st century, create a classroom where learning is student-centered where caring and patience are part of the tools.  When these things are in place, then the learner can empower herself in her learning. The learner can investigate with their own self-empowerment and learn to find their place in the community of classroom, school and beyond.
So, if I were to begin a taxonomy display for educators, I certainly will not be including the term "empower".