In all processes of teaching and learning, the role of the teacher is indispensable. This is also true in regard to the value-oriented education. The teacher has three instruments: instruction, example and influence. Instruction consists of conversations, talks, lectures and various other forms of oral or written processes of transmission from the teacher to the pupil with or without the help of textbooks, reference books, supplementary books, workbooks, or other instructional material, including audio-visual material. Example is more important than instruction, and it consists not only of the external behaviour of the teacher but much more importantly of the personality and character of the teacher, as also richness of his knowledge and wisdom and skills of communication and the depth and manner of building up of relationship with pupils and others. Values are best transmitted when they have been greatly internalised in the teacher’s own personality. The pupil receives readily what he or she admires in the teacher, and the value of the atmosphere that is created by the teacher’s own intellectual, ethical, aesthetic and spiritual qualities is immeasurable. The teacher’s capacity to build bonds of trust with the pupils can be regarded as the one single factor responsible for effective and fruitful transmission of the right attitudes and right orientations which are fundamental bases of value-oriented education. Influence is even more important than example, provided that it does not proceed from status and position that the teacher occupies in his relationship with the pupil. Influence is a subtle vibration that emerges from the nearness that the pupil feels to his teacher in the form of a friend, philosopher and a guide. All these three instruments of the teacher have to be utilised and they have to be combined in varying degrees, depending upon the nature of the subject that the teacher, is teaching as also on the receptivity and enthusiasm of the pupil.
Instruction even though it should play a relatively a subordinate role in value-oriented education, is perhaps the most difficult instrument for the teacher to handle. A great care has to be taken by the teacher that instruction does not degenerate into a series of exhortations or into a process of preaching. A process of instruction can easily turn into a process of indoctrination, unless the teacher is extremely careful to encourage among students a process of exploration, a process of questioning and a process of an impartial quest of the knowledge and practice of values.