Most teachers are well aware that verbal questioning can aid student learning. Asking questions can stimulate students to think about the content being studied; connect it to prior knowledge consider its meanings and implications; and explore its applications. A common problem with many teachers' use of verbal questioning is a lack of knowledge about questioning taxonomies and sequencing, knowledge essential for productive verbal questioning. In this article, the author compares different question taxonomies, recognizes the importance of knowing the right question to ask and when to ask it, and discusses that verbal questioning is a skill that must be practiced before it can be effectively used. Next, the author reviews relevant research on question sequencing and patterns. Finally, he presents an activity using colleague classroom observations to improve teachers' verbal question sequencing.