Students' questions are essential to help teachers in assessing their understanding and adapting their pedagogy. However, in a flipped classroom context where many questions are asked online to be addressed in class, selecting questions can be difficult for teachers. To help them in this task, we present here three alternative ways of organizing questions: one based on pedagogical needs, one based on estimated students' profiles and one mixing both approaches. Results of a survey filled by 37 teachers in a flipped classroom pedagogy show no consensus over a single organization. A cluster analysis based on teachers' flipped classroom experience allowed us to distinguish two profiles, but they were not associated with any particular question organization preference. Qualitative results suggest the need for different organizations may rely more on a ped-agogical philosophy and advocates for differentiated dashboards.