Teaching is a planned, interactive process that is judged by the change in the learner, not by how much the teacher spoke. A lesson succeeds when learners can afterwards do something they could not do before: recall a fact, explain an idea, or judge an argument.
Worked example: a teacher wants first-year students to recall the parts of a CPU. That is a memory-level goal, so a short lecture with a labelled diagram plus a quick recall quiz fits. A seminar would waste the hour, because there is nothing yet to debate. The method must follow the goal, never the teacher's habit.