This paper links the problem of questioning and answering in student teacher supervision with teachers' pedagogical thinking. The first section discusses whether asking the right questions or giving the right answers is more important and what is actually involved when the questions and answers are correct. The second section discusses the difference between professional development that follows a set pattern and professional development that promotes reflective thinking. The third section examines direct versus indirect supervision. The fourth section considers whether supervisor advice is actually useful, providing data from research on the advice and guidelines given to Finnish student teachers by their supervisors. The data showed that student teachers asked for, and supervisors gave, advice and guidelines. About 60 percent of the students considered the advice practical, and a small percentage of the students considered it useless. The fifth section concludes that the right questions are "why" questions, which make students justify their actions and which direct students' attention to relevant points regarding successful teaching. The right answers are the guidelines that supervisors give students to help them progress, following a careful evaluation of a situation. (Contains 47 references.) (SM)