The essence of education can be found in the classroom which is the field of our daily teaching. Recently the concern about classroom teaching and the field studies for action research are increasing. Most of all, we should pay attention to classroom in order to observe, describe, analyze, interpret, and evaluate it sincerely. Efficiency is not the only key of teaching. If we value the efficiency only, classroom teaching would tumble down as a mechanical process which focuses upon the relationship between input and output. But classroom is not a factory and the teacher is not a factory worker. Instead, the teacher has a very resemblance with the artist, and the text of class can be regarded as an artistic text. If we regard the classroom teaching as a kind of art, expect the alternative to reduce the burden of qualitative study and to be based on the professional knowledge about the subject matter, we would meet the classroom teaching criticism. It could be defined as a critical and creative writing based upon the description, interpretation, and evaluation of the classroom teaching text. It regards the educational text as well as a sort of cultural, artistic text. Particularly, it pursues to be as an action research and a field consulting by studying the quality of classroom teaching concretely and practically with a fully vivid context. This paper tried to practice a kind of classroom teaching criticism in the middle school. This is not only a case study but also a study to find out what the better classroom teaching is. So, I watched, described, analyzed, and evaluated the Korean teaching classroom focused on the subject matter namely Stereotype.