Marching Up and Down the Square

Obviously not a model for teacher-student interactions, this sketch does make for some cringe-worthy memories in most learners. Questions can be used as setup, as we know from Socrates.
There’s also that notion of how one comes across to students. Here, the obvious way in which the aggressive officer caves to the answers is sort of the point, but in many classrooms, that register of interaction can be off. Who responds to what differs–even from period to period in a day, so that a lesson which works well with some learners fails with others. Or a given student could be having a bad-enough day that an interaction is perceived as aggressive.
At the college level, this dynamic can be complicated by traditional and nontraditional students, whose communication and activity level preferences may differ markedly.