In a larger environment, you'd only end up knowing students who came to law school comfortable with seeking people out and asserting a claim on a professor's time. You make an impact deeper in the class. In class, I move the conversation forward by asking questions. Sometimes that connotes an antagonistic or adversarial sort of context, and I try to avoid that. I do think that the core idea of asking people to test themselves about what they read by asking questions, first simple and descriptive questions, and then moving to a real level of analysis, is valid.
Students grow incredibly.
They hit their stride in their second and third years, they come to know what they care about in the law. You see what can happen in those three years. That ease of access, and the willingness and desire of faculty members to spend time with students, is our best attribute.