Questions teachers use to elicit responses from students affect the kind of thought process the student will use and subsequently the type of answer he will suggest ways in which behavioral and educational objectives are reflected in teacher questions. Simplified interaction analysis techniques can be useful in diagnosing and assessing the thinking and feeling competencies of students in the classroom. The right kinds of teacher questions can create an environment conducive to developing critical reading skills. Using the levels and categories of these taxonomies as a framework the teacher can classify his own questions and thus determine whether or not he is challenging his students on a variety of cognitive and affective levels. By restating questions, the teacher can easily vary the kinds of responses elicited from his students. Frequently, the change of a key word or phrase in the question is all that is necessary to vary the kinds of response required from the listener. A table indicating the relationships between levels and categories of questions, a table showing possible question restatements for level changes, and references are included. (AL)