If I admit that A is B, and realize in advance that B is C, and C is the contrary to my original thesis I have gained the benefit of dialectic as a game, and have played the game well, i.e., without a contentious spirit. The dialectician who cannot see such consequences will still lose the thesis but it cannot be said that they have gained any understanding. In dialectic there are probably many such embarrassments; unable to see implications the novice loses countless debates until finally having an insight connecting the question to its implications.
Now, I happen to think that I am not a personal assistant to students, or their intern, but rather their teacher; and without any sense of personal self-aggrandizement I do believe that I (along with many others) lead (educate) them.
In addition to the sense of the propriety of what respect a student owes a teacher, I suspect as well that making a student wait is good for them. If the current time forms them into believing that each and every impulse and curious thought should be entertained, followed, sated, and quickly, then making them wait might just be good for their souls, and for my own.