Thesis (M.A.) from the year 2013 in the subject Pedagogy - School Pedagogics, grade: A, National University of Modern Languages, Islamabad, language: English, abstract: The purpose of this study was to identify that the variation in speeches of male and female teachers affects the student and his responses vary accordingly at secondary school level. Researchers made some hypotheses before initiating this research work. To measure the hypotheses an instrument was devised by the researcher. A questionnaire was the instrument used by the researcher for data collection. It is obvious and widely acknowledged that discourses of male and female teachers are different and that this affects the learning of students in a language classroom mostly at secondary level. It is important for the teacher to be conscious of gender differences in code, for example in language use, as they will be confronted in the classroom. At the same time the teacher should be well informed with the ways to respond to the language of boys and girls, taking gender differences into account in teaching and learning. Gender is something that can be constructed in the classroom, as the language classroom plays a vital role in constructing gender. On the other hand many studies have revealed various ways that gender bias is kept in a language classroom, for instance boys seems more blunt even though there are students who are quiet in both sexes. In addition, the teachers also distinct between the gender with its discourse sometimes for motivating the learner or otherwise, but if he stops this kind of behavior towards the language the students will be equally participating in the conversation. In this way the teacher unconsciously supports the gender discrimination among the students. So it is suggested that teachers themselves should monitor all the aspects (activities, behaviors, texts and language etc.) of classroom interaction, and also take help from the strategies available in order to create equ