INTRODUCTIONAll educators should focus on how to be an effective teacher in the classroom, students simply responds better and work harder when they know that their teacher are genuinely concerned about the success of their students and the quality of their lives.Our paper discuss on what kind of teaching approach is the best for a student to learn. Traditionally it has been the teacher responsibility to do most of the planning for instruction, but new ways of planning are emerging. In Constructivist approaches, planning is shared and negotiated. The teacher and student together make decisions about content activities and approaches. Rather than having specific student behaviors and skill us objectives, the teacher has overarching goals-big ideas or teams that guide planning. (Borich, 2011).In our study, we research some basic format for putting plans in to action. The challenge is to match teaching methods to objectives. We begin strategies for teaching explicit facts and concepts.For many people, teaching means an instructors explaining material to student- lecture is a classic form. There was an explosion of research in the 1970s and 1980s that focused on these more traditional forms of teaching. The results of all this work identified a model of teaching that was related to improved student learning. Barak Rosenshine and Robert Stevens (1986) call this approach direct instruction or explicit teaching. Tom Good. (1983) uses the term active teaching to describe a similar approach. Teachers using direct instruction often begin with an advance organizers. This is an introductory statement broad enough to encompass all the information that follow. Advance organizers fall into one to two categories, comparative and expository. (Mayer, 1984) The conclusion of the limited research on seatwork (independent room-desk work) are clear; this technique is often overused. Teachers pose question, student answer. This form of teacher, sometimes called recitation, has been with us for many years (Weinstien et al., 2011). The teachers questions develop a framework for the subject matter involved. The pattern from the teachers point of view consists of ignition (teacher asks questions), response (student answers), and evaluation/reaction (praising, correcting, probing, or expanding) or IRE (Burbules & Bruce, 2001)Some Educators have estimated the typical teacher asks between 30 to 120 question an hour, or about 1,500,000 questions over a teaching career (Sadker & Sadker, 2006). All kinds of question can be effective (Barden, 1995). Different patterns seem to be better for certain types of student, however. The best pattern for younger student and for lower-ability students for all ages is simple question that allow high percentage of correct answers, and praise. For example encouragement, help the successful pattern includes harder questions at both higher and lower levels and more critical feedback (Berliner, 1987; Good, 1988).In responding to student answers, the most common response, occurring about 50% of the time in the most classrooms. Is simple acceptance- ok or uh-huh (Sadker & Sadker, 2006). If the students wrong answer is silly or careless, however, it is better simply to correct the answer and go on (Good, 1988; Rosenshine & Stevens, 1986)The last is the group discussion is in some ways similar to the recitation strategy. A teacher may pose, question, listen to student answer, react and probe for more information, but in true group dialogue the teacher does not have a dominant role. Student ask questions, answer each others question, and respond to each others answers. (Beck, McKeown, Worthy, Sandora, & Kucan 1996; Burbules & Bruce, 2001; Parker & Hess 2001).