The objectives of the study were: (1) To study the initial Classroom Questioning Behaviour of student Teachers in respect of the Incidence of Questions, Questions, Structural Characteristics of Questions, Question Delivery Behaviour, Question Distribution Behaviour, and Pupils Response Management Behaviour of student teachers. (2) To study at the end of training the Classroom Questioning Behaviour of student teachers in respect of the Incidence of Questions, Questions, Structural Characteristics of Questions, Question Delivery Behaviour, Question Distribution Behaviour, and Pupils Response Management Behaviour of student teachers. (3) To study the change in Classroom Questioning Behaviour of student teachers after Classroom Questioning Behaviour training in respect of the Incidence of Questions, Questions, Structural Characteristics of Questions, Question Delivery Behaviour, Question Distribution Behaviour, and Pupils Response Management Behaviour of student teachers. (4) To compare the Classroom Questioning Behaviour of student teachers before and after the Classroom Questioning Behaviours training in respect of the Incidence of Questions, Questions, Structural Characteristics of Questions, Question Delivery Behaviour, Question Distribution Behaviour, and Pupils Response Management Behaviour of student teachers with student-Teachers without such training. (5) To compare the Teaching Competence of student teachers with and without Classroom Questioning Behaviour training. (6) To compare Self - concept of student teachers with and without Classroom Questioning Behaviour training.

The sample consisted of 40 Social Science student teachers studying in Education in Sonepat. 20 student teachers of one college were allotted to the Experimental Group and 20 student teachers of other college were allotted to Control Group.

The following tools were used: (1) Teaching Competency Scale developed by Jangira, Passi and Lalita; (2) Classroom Questioning Behaviour Observation System developed by Jangira; and (3) Self - Concept Test developed R.K. Saraswat.

The findings of the study were: (1) The Classroom Questioning Behaviour Training (CQBT) helps in increasing the Incidence of Classroom Questions as is clear from the significant difference at 0.01 level  of significance in the scores of the Control and Experimental Groups. (2) The Classroom Questioning Behaviour Training helps to improve the Structural Characteristics e.g. relevance, precisions, grammatical correctness and clarity of Questions used by the student teachers in the Classroom. (3) There is no effect of CQBT on the Incidence of Classroom Questions at memory Level  because there was found no significant difference between the scores of Control and Experimental Groups. (4) CQBT was found effective in increasing the Incidence of Questions at level s higher than Cognitive Memory Level  i.e. at Convergent, Divergent and Evaluation Level s. Thus, CQBT has been found as an effective Teaching Model. (5) The study had revealed that CQBT improves the Delivery Behaviour of student teachers pertaining to Classroom Questions. Significant effect was found on speed, voice and pause of student teachers that underwent training in Classroom Questioning Behaviour as compared to those who did not undergo such training. (6) The CQBT helps in improving the Question Distribution Behaviour of student teachers with regard to space, volunteers and non-volunteers. (7) The CQBT improves the Pupil Response patterns in the Experimental Group as compared to the Control Group. (8) The Pupil Response Management Behaviour viz. Acceptance, Rejection, prompting and seeking further information etc., of student teachers was found as improved though CQBT. Adequate and appropriate Management of Pupil’s Response helps in enhancing the percentage of correct response in the Classroom. (9) The Classroom Questioning Behaviour Training helps in enhancing the Teaching Competence of student teachers of the Experimental Group as compared with the Control Group of student teachers. (10) The Classroom Questioning Behaviour Training helps in enhancing the Self - concept of student teachers of the Experimental Group as compared with the Control Group of student teachers.