This paper explains what great teaching looks like when it is defined as a set of consistent classroom practices supported by a coherent system. It focuses on high-quality instruction that combines explicit teaching with responsive assessment within a positive learning culture. The analysis compares Singapore with the USA, the UK (England), and the UAE using the same practical indicators: clear learning intentions, success criteria, modelling and scaffolding, purposeful questioning that reveals student thinking, cognitive challenge supported by metacognition, and formative assessment with feedback for learning that is used to improve performance. Singapore shows the most systematic integration of these principles through alignment across recruitment, pre-service preparation, induction, ongoing professional development, appraisal, and career pathways, alongside curriculum coherence designed for depth over breadth. The USA, UK, and UAE show more fragmented or developing versions of the same ideas, with variable implementation and uneven support structures. The paper synthesizes meta-analytic evidence and system descriptions to show that great teaching is not a single method. It is a strategic blend of explicit instruction and student agency, strengthened by coherent curriculum design and sustained through mentoring, protected professional learning time, and routines that enable inclusive practice and high expectations for all learners.