In any social situation, authority is usually more evident in those who are in control of the content and flow of verbal exchanges. Children may probe their teachers’ authority by asking questions (even when not interested in the answers), making unnecessary requests, ignoring questions or instructions, by showing minimal attention or by delaying their responses to the teacher. Handling such behaviours effectively is another key skill. While expert teachers do not necessarily seek to dominate verbal interaction, and are often happy to grant students the initiative, they ensure that all parties recognise who is ultimately in control.
