The present study is an attempt to determine the interaction analysis patterns of effective and ineffective college of education teachers with special reference to Flanders Fourteen Behavioural Ratios. 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: the effective and ineffective college teachers differ on fourteen behavioural ratios (verbal behaviour). The result of the study reveals that effective college teachers significantly differ on teacher talk (TT), pupil talk (PT), indirect teacher talk (ITT), direct teacher talk (DTT) and silence confusion (S/C) indices of classroom teaching verbal behaviour. The effective and ineffective college teachers differ significantly on Pupil initiative ratio (PIR), Teacher response ratio (TRR), Teacher question ratio (TQR), Content cross ratio (CCR), Indirect/ direct ratio (I/DR), Vicious circle ratio (VCR), Pupil steady state ratio (PSSR), Instantaneous teacher response ratio (ITRR) and Instantaneous teacher question ratio (ITQR) and are significant at 0.01 level.