The purpose of this study was to analyse the gender differentiating verbal teachingrnbehaviour of teachers reflected during classroom interaction in region three secondaryrnschools.rnTo this end, descriptive survey method was employed in the study. Fourteenrnteachers and 564 male and 516 female students were taken as samples of the study fromrnfourteen secondary schools se lected on the basis of criteria. A slightly modified Flanders'rnInteraction Analysis Technique was employed in the data collection process so that notesrncould be taken for boys and girls separately during pupil-teacher classroom in teractions.rnThe data obtained using FIAT were analysed by using percentile, ratio, and differentrnstatistical methods like t-test and chi-square.rnResults of the data analysis indicated that the teachers accepting of pupil feelingsrnand using their ideas, response, questioning, giving directions, criticizing and justifingrnauthority, pupil-talk response, and pupil-talk initiation showed significant difference inrnrelation to boys and girls in the classroom interaction. The analysis of teachersrnapplication of FIe also indicated significant variations in relation to students sex.rnOn the basis of the findings, therefore, it was recommended that schools andrnconcerned people should sensitize teachers and female students about the genderrndifferentiation reflected in secondary school teachers' verbal teaching behaviour duringrnclassroom interaction. Evaluating and revising pedagogical and psychologycal courses,rnin-service training, and further research work were important measures to be given duernconsideration in addressing the problem.