The purp se of this tudy i to appraise the extent which would - be teacher teach in the teachingrnpractice effectively 'hen Cell in the light of the fi'e key behaviors. i,e" lesson clarity,rnin tructional variety. teachers ta k orientati n and engagement in the learning process and studentrnucce s rat , To thi end. two data gathering instruments (observation scales and que tionnaire)rnweI' employed. while three Amharic and five English teachers teaching and one hundred sixtyrneight tudent-teacher iQ training vere used as the subjects of the study, Percentage was employedrnto analyze the data,rnFinding made clear that the behaviors of clarity such as informing learners about the kssonrnobjective and pro iding them 'ith an ad'ance organizer are not performed properly, The beha'iorsrnof c1arit such a checking for task-relevant prior learning at begirming of the les on. gi'ingrndirecti'es slowly and distinctly. etc, are performed in a medium level by teachers and 'ould-bernteachers, Would-be teachers perform the behavior that is knowing ability levels and teaching atrnslightly abO e learners' current level of functioning in a low marmer.rn ith r gard to variety. some of its beha'iors such as showing enthusiasm and animation throughrnvariation in eye contact voice and gesture . etc,. are better done, Wherea the beha'iors such asrnusing attention-gaining de ices, using a mix of rewards and reinforcers. u ing various types ofrnquestions and using various mode of presentation are badly done,rnRegarding task orientation. behaviors such as de'eloping unit and lesson plans and teaching inrnaccordance v,ith text and curriculum guide. etc,. are performed in a medium level. 'h reas thernbehaviors such as selecting the most appropriate instructional method for the objecti' s beingrntaught and establishing schedule in which major classroom acti'ities begin and end 'ith clearlyrn'isible events are performed in a 10 manner by would-be teachers,rn:s regards engagement. the behaviors such as providing for guided practic . pro'iding c rrcctivesrnfor guided practic in a non- e'aluative atmosphere, u ing meaningful 'erbal praise are not benerrndone, Amharic and English teachers better do the behavior that is using group and indi'idualrnactivities as motivational aids when necessary, 'hereas it i done in low I vel by ould-brnteachers of Amharic and English, On the other hand. the behavior that is monitoring at' rk byrncirculating and frequently checking progress is performed by a medium level.rnConcerning modcrate-to-high success rate, beba'i r sucb a e tablishing unit and k onrnorganization that reflects task-relevant prior learnino ' etc .. are performed in a medium Ie' I.rnWhereas the behaviors such as administering COlT cti'e immediately after initial re pOll ' e andrnestablishing momentum arc badly done,rnFinally. giving due emphasi to organizing a series f eminars /workshops to familiariz and tornrefresh the language teachers of TTl in particular and the staff in general v ith modern principks,rntheories and m thods of teaching by im'iting resource per ons 'ith diflerent fields orrnspecialization. and arranging continuous hort-term in- ervice education for tcacher ' r LHtld-bt.:rnteachers in particular and for fir t cycle primary chool teach I' in gcneral art: the majorrnrecornm ndations in order to improve t aching ef~ cti'cncss