Viewpoints on the choice of teaching methods Faced with methodological diversity, some teachers feel comfortable adopting a particular method in agreement with their own fundamental beliefs, experiences and views about teaching and learning. They may be well trained in the method of teaching their subjects, and this particular method might also be well researched with plenty of research evidence to support it. It is the opinion that one method is best. There is another group of teachers. They believe that due to the large number of different teachers, school subjects, learning levels and students, it is impossible for one method to fit all. On the other hand, considering that each method has its weaknesses and strengths, these teachers argue that the best choice is to select different methods for teachers and learners in different contexts. However, in the profession, more and more teachers believe that teaching is full of contingencies that require an immediate response that may be more intuitive than a conscious philosophical position. As a result, when asked what teaching methods should be employed in the classroom, these teachers might respond, “it depends.” This response, demonstrating the wisdom of practice, highlighted a "deep structure" problem regarding the implementation and choice of a teaching method, that is, too many factors and Important decisions are beyond the control of teachers. As Fanselow (1987) observed that the teacher can control only two percent of the variance that contributes to learning (1987:11). Relationship between teaching and management In a broad sense, a teaching method could be recognized as mainly comprising two...... middle of article ......while it is questions of classroom management, it is clear that it is not enough for a teacher to simply know how to implement different strategies or tactics. Emphasis should also be placed on the pooling of teachers' efforts (at different levels). We need to support each other in classroom management and share the most effective strategies and tactics. On the other hand, while strengthening communication with parents and encouraging their active involvement, school administrators must lead and work with all teachers and staff must create a positive subculture at school in order to remove negative influences from outside, thereby creating a healthy teaching and learning environment for the school. Only with all these strategies implemented cooperatively will it be possible for teachers to achieve better classroom management and successful teaching..