Researchers have noted that one of the key skills critical to proficient teaching is verbal questioning. With teachers asking about 300 to 400 questions per day and, depending on the type of lesson, as many as 120 questions per hour, it is essential that they be skilled in using verbal questioning. Unfortunately, researchers studying teachers' use of verbal questioning report that that skill is typically less effective than it could be. A common problem with many teachers' use of verbal questioning is a lack of knowledge about questioning taxonomies and sequencing. In this article, the author compares different question taxonomies and then reviews relevant research on question sequencing and patterns. He also includes an activity based on the use of political cartoons designed to improve verbal questioning.