We may define good teaching as instruction that leads to effective learning, which in turn means thorough and lasting acquisition of knowledge, skills and values taught by an instructor or institution. The education literature presents a variety of good teaching strategies and research studies that validate them (Campbell and Smith 1997, Johnson 1998; McKenzie 1999). The following strategies are known to be particularly effective; (1) Knowledge (2) Comprehension (3) Application (4). Analysis (5) Synthesis (6) Evaluation. The six given categories are the cognitive domain of educational objectives. The last three categories - synthesis, analysis, and evaluation - are often referred to as the "higher level thinking skills'. Well-formulated instructional objectives can help instructors prepare lectures and assignment schedules and facilitate construction of in-class activities, out-of-class assignments, and tests. Perhaps the greatest benefit comes when the objectives cover all of the content and skills the instructor wishes to teach and they are handed out as study guides prior to examinations. The more explicitly students know what is expected of them, the more likely they will be able to meet the expectations. -QURATULAIN ANJUM, Sargodha, June 3.