The goal of a modern school is to teach every student to be as successful as possible in life. There are two basic divisions of didactic strategy: teacher-centered teaching and student-centered teaching. The goal isn’t just to acquire knowledge, but to focus on enabling students to master the learning processes. There are strategies of upbringing (existence, socialization, individualization) and strategies of education (teaching and learning, experiencing, expressing, creating). The teaching process is divided into heuristic teaching (the student must gradually come to a solution), programed teaching (the problem is divided into basic elements), exemplary teaching (limiting to the essential), problem teaching (created as a critique of programed teaching) and mentoring (teaching is kept to a minimum, with occasional consultations). Classroom leadership can be authoritarian, democratic, and spontaneous. Each of these styles has its advantages and disadvantages, including different group productivity and job satisfaction. The types of teaching management are authoritative, authoritarian, lenient, and indifferent. Forms of teaching imply different terms: forms of teaching work, teaching forms, forms of teaching, teaching method, teaching procedures, etc. Forms of teaching are divided into direct and indirect. Immediate forms of work are all forms of work in which the teacher transfers his knowledge, and the teaching process is conducted in the classical way. The teacher is the only one who forms the principle of work; determines the goals, work plan, teaching methods and means to be used. The generally accepted division of forms of work in teaching is as follows: individual work, work in pairs that directs towards partner learning, group work, and frontal work. Individual work implies learning in which the student works independently, is updated, and learns through discovery processes. Working in pairs encourages students to actively learn, raises awareness of the importance of active work, mutual respect, and joint participation in solving tasks. Students are also active; they encourage each other to work; they control and motivate. In this type of teaching, intensive communication is encouraged because both members are forced to participate in the conversation, thus developing critical thinking, opposition (debate). In active learning of music teaching, all previously mentioned forms of work can be used in theoretical subjects, of which frontal work is the most common (especially due to the smaller number of students in music schools) while in teaching of an instrument the individual way of working is used. In this context, the teacher is thought of as a person who teaches how to perform a particular piece of music, who finds a particular piece of music that’s appropriate to the age and technique that the student possesses and leads the student to perform technically, stylistically correct, and interpretively interesting. This type of teaching is related to an authoritarian, teacher-oriented way of teaching. Such way of teaching “was the basis of teaching throughout the nineteenth and twentieth centuries, and often such examples are found in teaching” (Škojo 2016: 261) of playing an instrument where the idea of teaching is such that the teacher serves as a model performing the work while the student imitates his playing. It wasn’t until the end of the twentieth century that new principles were introduced that led to individualization. The focus is on the student's interests, preferences, and abilities, but there’s still the same thinking that the teacher is the one who demonstrates, suggests, corrects, and comments while the student listens, observes, and imitates. When working with beginners, it’s important to dedicate time to proper posture of the tambourine, posture of the right hand, proper grip of the pick, and posture of the left hand. The instruments that are learned to play in tambura classes are: bisernica, brač, bulgaria, cello, čelović and berde. The organization of teaching is an equally important aspect of tambura teaching. At the beginning of the school year, when the teacher gets the final number of students to work with (either individually or in an orchestra), he talks to each child individually and introduces him to the work process. Motivation and school atmosphere (which are interconnected) are equally as important. With good motivation and a positive school atmosphere, anything is possible.