Diego Rayle

Teaching is always a dynamic activity. It unfolds a world of knowledge and information, experience and erudition (Chakrabarti, 1998). Effective teaching requires more than straightforward teaching methods. Teachers need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students. (Elliott et al, 2000). An effective teaching is when the teacher uses what he or she knows of children abilities and applies them to the classroom, having the ability to know what individual students needs in order to encourage and their learning process. In the past a good teacher was considered as having such psychological characteristics, attitude, experience, aptitude and achievement. The measure of the teacher was the performance of the teacher and not the performance of the students. (Borich, 1996).In early 1970s and 1980s psychologist researches identified a set of teaching behaviors that had positive relationships with certain kinds of student learning. Teachers who run businesslike classrooms have been found to be effective in producing certain kinds of student learning (Richard et al, 2001). The research on effective teaching has identified five key behaviors and five helping behaviors that serve as a useful framework for measuring and evaluating teaching effectiveness. The five key behaviors are following:(1) Lesson clarity(2) Instructional variety(3) Teacher task orientation(4) Engagement in learning process(5) Student success rateThere are five helping behaviors related to effective teaching.(1) Using student ideas and contributions(2) Structuring(3) Questioning(4) Probing(5) Enthusiasm The major objective of the study was, to identify teaching behaviors those are ineffective. To achieve the objective 5th class students including girls and boys studying in Beacon house School and The City School located in Islamabad city were the population of the study. A sample of 100 students (50 from each schools) including girls and boys from the population were selected. In order to measure teaching effectiveness a questionnaire consisting of 30 items were prepared, which related mainly to five key behaviors and five helping behaviors in the light of ‘Formative Observation of Effective Teaching Practices Instrument’ by Borich (1996). Each school was visited personally. The data was collected, analyzed and interpreted in the light of objective of the study. The analysis of data is presented in the percentages and Chi square. The level of significance selected for the study was 0.05 levels.