The objectives of the study were: (1) To compare the verbal and non-verbal interaction patterns of English teachers. (2) To compare the verbal and non-verbal interaction patterns of English teachers teaching through direct method. (3) To compare the verbal and non-verbal interaction patterns of English teachers teaching through translation method. (4) To compare the verbal and non-verbal interaction patterns of English teachers teaching English prose through direct method and translation method. (5) To compare the verbal and non-verbal interaction patterns of English teachers teaching English poetry through direct method and translation method. (6) To compare the verbal and non-verbal interaction patterns of English teachers teaching English grammar through direct method and translation method.

The hypotheses of the study were: (1) Verbal interaction patterns are more effective than non-verbal interaction patterns of English teachers. (2) The male English teachers are more effective in comparison to female English teachers in using verbal and non-verbal interaction patterns. (3) Direct teaching method is more effective than translation method. 

The sample was comprised of 120 teachers of Firozabad and Mainpuri district selected by purposive sampling technique.

Flander’s system for Interaction Analysis, Gallnoary French Verbal and non- verbal Interaction Technique and Observation Schedule developed by researcher were used for data collection

Inter observer reliability was established by Scott’s Index.  The data was analyzed by chi-square, and t-test.

The findings of study were: (1) There was a significant difference between English teachers teaching through direct method and translation method for encouragement and directness. English teachers teaching through direct method were more encouraging and direct non-verbally. (2) There was a significant difference between male and female English teachers teaching through direct method for encouragement and restrictiveness behavior components. Female teachers were more encouraging and less restrictive in comparison to male English teachers teaching through direct method. (3) Same finding was found for translation method. (4) English teachers teaching prose and poetry through direct-method did not differ significantly with respect to any behavior components. (5) There was a significant difference between English teachers teaching prose and grammar through direct method for encouragement and restrictiveness behavior component. (6) There was a significant difference between English teachers teaching prose and poetry through translation method for in directive behavior components. (7) There was significant difference between English teachers teaching prose and grammar through translation method for encouragement, restrictiveness and in directive behavior components. (8) There was a significant difference between English teachers teaching poetry and grammar through translation method for encouragement behavior components.