Deductive and Inductive Instruction

Through reading about and using deductive and inductive strategies, I have found that both effective depending on what I am teaching. While in some classes I depend mostly on students' deductive reasoning skills, I depend on their inductive reasoning skills in other classes.
In my English III classes, I usually use inductive instruction. Because my classes are based largely on discussion and critical thinking, I allow students to put ideas together to reach the big idea. Although I guide the discussions, I try to ask more questions than I answer. This way, students teach themselves and each other. Also, they enjoy my praise when they arrive at the big idea. At the same time, inductive instruction does have negative aspects. For example, sometimes students arrive at an incorrect conclusion, and I have to lead them back in the right direction.
Meanwhile, deductive instruction also has positive and negative impacts. I typically depend on this type of instruction in my Spanish classes. For example, I explain the general rule of grammar, citing an example. I then allow students to apply the rule to other relevant examples. By using this strategy, I am able to avoid students' frustration that sometimes comes with inductive reasoning. However, it sometimes feels like I am doing most of the work. (I want the students to do the work, but with a foreign language it is necessary for me interact with them constantly.)
I have discovered that inductive reasoning is most effective for my English classes, because I want students to be able to think for themselves. I would like for them to use texts to arrive at themes and main ideas. It seems more useful than giving them the main idea ahead of time. Deductive reasoning, however, is useful in Spanish classes. Because the students would get frustrated quickly if I made them discover the rules most of the time, I feel that it is better that I guide them, especially by showing examples after giving a rule.
I plan to continue using both strategies in the classroom. In addition, I would like to begin using more deductive reasoning in English III, and more inductive reasoning in Spanish. I hope to effectively use both strategies in order to aid several different types of learners.