The article deals with a teacher’s strategy in the process of teaching Russian as a foreign language on its different stages. On the beginning stage the interaction is formed onto the lines: a teacher – students, a teacher – a student, students – a student, a student – a student, and by this method it will be possible to diagnose abilities of all the group and everyone. It helps teachers to create a strategy, using in the further teaching, when the diagnostical and test lessons will be replaced by the regular stable lessons including the lessons of regular intermediate control; during the transition to the concluding phase of teaching – the lessons of the pre-concluding period. On the basis of the findings will be created the conditions for the full-fledged adoption of the material – from the moment of preparation for its adoption to the moment of its active using. At that, the teacher always, on each phases of the teaching is the main informer and the person who directs the cognizing activity of students, but it does not cancel in the educational process the importance of the independent working of students, which accompanies the lecturing at all length of learning.