ABSTRACT
Good questions are a teacher's stock in trade. This chapter focuses on exploring facile questions, followed by reframing them to obtain the best results, knowing which kinds of questions to use and when to use them, and knowing the difference between different kinds of questions and their potential for generating the best quality of student thinking. There are several categories of unproductive questions that do little or nothing to promote thoughtful examination of ideas. Ambiguous questions may occur because the teacher lacks practice in formulating precisely worded questions, or if he or she feels under stress. There are some questions that make the mind buzz, some are provocative that they continue to dwell in the mind for years. Productive questions insist on the generation of something new. One of the necessary conditions for using questions effectively in an interactive dialogue is the teacher's ability to resist the tendency to evaluate each student's response.
