This study investigates the pattern of teacher questioning regarding three elements: sequence, student respondent, and cognitive process. The rationale for this type of teaching rests on the claims for teaching students the process of critical (reflective) thinking. In this type of teaching it is necessary to have data before the students. Only then is the teacher to ask the students for conclusions. Six cognitive processes, which the respondent is to perform as solicited by the question, are identified: (1) defining; (2) interpreting; (3) fact stating; (4) explaining; (5) opining; and (6) justifying. Classroom observation indicates that teachers are more likely to have a question and answer exchange with one student at a time rather than broadening the interaction into group discussion. The implications of this study are that teachers need help in creative questioning in order to elicit thoughtful reasoning and response from students. (JD)