Teacher`s Praise is very important for communications in the classroom, but so far, enough studies have not been conducted on the topic. In this Study, we surveyed 228 teachers, consisting of 80 elementary school teachers, 74 middle school teachers and 74 High school teachers; however, they do not know the methods and strategies of praise. The frequency of teacher`s praise in the classroom is relatively low. The frequency in the middle and High school in particular is reduced noticeably compared to that in elementary school. Teachers praise for the task process of a certain student is most frequent; thereafter, academic achievement, personality, latent ability, appearance are in sequential order of frequency. Teachers praise an individual student more often than the entire class. Teachers use both language and non-verbal ways of communication in praising and, in many cases, they have a tendency to praise students publicly. The result of survey showed that elementary school, female, highly experienced(15+yrs.) teacher groups understand the importance of praise, effects of praise, praise methods and strategies more than any other groups.