During the last few decades, there has been a vast change in the instructional process followed by teachers in the classroom.

• Initially, instruction was based on the behaviouristic approach which has shifted to humanistic and more recently is focused on the constructivist approach.
• But still, in many classrooms across the globe, teachers more often use teacher-centric methods, especially where the size of the classroom is more than fifty. In teacher-centric classrooms, all the instructional activities and procedures are under the control of the teacher.
• Teacher plans prepare and conduct the teaching-learning process including the kind of learning experiences to be provided to learners, and activities to be carried out by the learners. Though it is teacher-controlled, the teacher can bring flexibility into the classroom through learners’ participation.

There are various teacher-centered instructional methods:

Lecture Method:

• The Lecture Method: the teacher instructs or gives a lecture on a topic for most of the complete time in the period.
• The teacher provides information, concepts, facts, events, theories, laws, principles, etc.
• Students are passive listeners. Their activities during the lecture period, at best, are taking down some notes and responding to occasional questions of the teacher.

Demonstration Method:

• The demonstration method is teacher-centered as the teacher demonstrates the pictures/ charts/models/experiments and explains the principles, concepts involved in these demonstrated materials or processes. The students observe the demonstration shown by the teacher and some of them participate in answering the questions asked by the teacher and draw conclusions.

Individualized instruction:

• In Individual Instruction method as a teacher, we are more active in teaching and instructing while the students are more passive and acting in a limited way only when they are directed by us as teachers are individual.

Learner-centred Method:

Modelling:

• Modelling can be used in all stages to help learn a new skill, undertake a task more effectively in terms of the success criteria, develop thinking skills, and thought processes etc.
• Task modelling occurs when the teacher demonstrates a task students will be expected to do on their own.

Hence, modelling is not teacher-centred instruction.