Asking questions in class can be a routine effort for some students, but many find this particular act to be an extraordinary task. Research demonstrates that at least 15 to 20% of all students suffer from debilitating apprehension when speaking. The number who experience moderate nervousness may be even higher. As a result of not asking questions, students may remain content with ambiguous information; seek clarification from a classmate; approach the instructor after class; or never think in different ways about the phenomenon under discussion. None of the choices fosters effective classroom learning. All things considered, an instructor's behavior plays a large part in determining whether students will open up when they do not understand or when they want more insight. The following four areas form a framework for handling classroom questions supportively: 1) the creation of supportive classroom climates; 2) the importance of listening; 3) confrontational questions and ways of managing them; and 4) additional suggestions and caveats for handling student questions. (RAE)