The present study is an attempt to determine the interaction analysis patterns of effective and ineffective college teachers. This will have great implications for the Human Resource Manpower at higher stage of education. After knowing the general interaction patterns in case of effective teachers for higher education, and to redirect their training experiences towards accomplishing the desirable interaction patterns inside the classroom. Teacher’s personal qualities, mastery over the subject matter and some other skills are undoubtedly the basic features of effective teaching. However, what a teacher does inside the classroom is equally important. Therefore a classroom is a place where interaction patterns emerge on the basis of Presage-Process-Product criterion. Therefore, it is appropriate that ‘analyzing classroom interaction’ patterns are the best way to understand the effectiveness of a teacher in a classroom and its resultant impact on the quality of the product. The study revealed that: 1. The findings of the research shows that effective college teachers in comparison to ineffective college teachers accept feelings of the pupils; clarify; praise and encourage make lessons interesting, and give positive reinforcement inside the classroom. 2. The study reveals that effective college teachers in comparison to ineffective college teachers accept and develop the ideas expressed by the pupils inside the classroom. 3. The findings of the study reveal that effective college teachers in comparison to ineffective college teachers ask questions about the content, involves thinking and reasoning inside the classroom.4. The study reveals that effective college teachers in comparison to ineffective college teachers ask questions about the content, involves thinking and reasoning inside the classroom. 5. The study reveals that effective and ineffective college teachers in general on verbal teacher behaviour of Flanders 10 categories were found significant on indirect teacher talk and criticising or justifying authority category in direct teacher talk. The effective and ineffective college teachers in general on verbal teacher behaviour of Flanders 10 categories were found significant on pupil talk and silence/confusion.6. Effective and ineffective college teachers in general were insignificant on two categories of direct teacher talk (lecturing, give proper directions). 7. As compared to ineffective college teachers, effective college teacher’s change voice during the run of lecture, encourage student’s initiatives, express jolly mood, makes eye contact, moves across the classroom, and nods head. 8. The effective college teachers as compared to ineffective college teachers were found to be smiling, expressing a jolly mood, patting the students, move to each student inside the classroom for paying individual attention during the conduct of their class. 9. The ineffective college teachers in comparison to effective college teachers were found to move outside the classroom and proceeds towards windows during the conduct of the class.