A portable minicomputer collected data about elementary and secondary social studies teachers' oral questions and the subsequent verbal behaviors of the teachers and the students. Data indicated that literal types of questions were posed most often by teachers at the rate of l.5 per minute, and the duration of the students' answers was associated with the cognitive levels of the questions asked by the teachers. After students answered the questions, teachers repeated students' answers and asked for additional responses. Teachers spent an average of 40 percent of the lesson time giving direct instruction to students and 20 percent on noninstructional activities. The teaching style used by teachers influenced the amount of time they spent on instruction and noninstructional activities. Teachers asked low level questions, despite the fact that this practice influenced the verbal behaviors of both teachers and students. The skills of asking higher thinking questions should be practiced by student teachers, or teachers in a classroom setting, and feedback and coaching by other teachers and associates should be made available to them to help increase these skills. (Author/JD)