The first chapter in this booklet about teaching and the art of questioning defines educative questions which advance pedagogical purposes, classroom processes, and educational ends and facilitate student thinking and class participation. Examples throughout the publication are in the form of recorded and transcribed actual classroom discourse, with identification of the nature of questions posed and the type of student response given, and an analysis of negative effects of questions. In the second and third chapters, a review is presented of two broad categories of classroom conversation--recitation and discussion. The characteristics of each category are highlighted by excerpts from classroom discussions, and it is pointed out how questions function within the framework of the discourse. Alternative approaches that may enhance the goals of recitation are proposed: preparation, review, quiz, and evaluation. In the final chapter, seven alternatives for stimulating student thought and response, for encouraging participation, and for teaching appropriate discussion behavior are presented. The use of the declarative statement, the reflective statement, expressing confusion, inviting elaboration, aiding students to formulate a question, encouraging inquiry, and promoting student-student interaction, and the deliberate use of silence by the teacher are discussed. (JD)