Misconceptions about learner-centred lessons have hindered teachers to innovate and give some agency to their learners in class. Like any progressive pedagogical model, the teacher is not negated and in fact, he/she become the focal point in ensuring learning is meaningful and enjoyable. 

some of the possibilities of ensuring learner-centred lessons are activated in lessons are in terms of:

weighing what the teachers knows (command of content)
visibility (teacher presence)
time management (planning and organizational skills)
classroom size (how do I work with large groups and ensuring all the learning needs are catered)
pace of my lessons
profile of my pupils (by needs, interests, ability, learning styles)
motivation to innovate, upgrade, change
reflexive practice
teacher- researcher (PBL)