Inspired by a Deleuzian focus on a-personal machineries, this discussion focuses on a challenge to conventional pedagogical relationships and presents the possibility to think about pedagogical control differently. The work of Deleuze also underpins the methodological approach. Drawing on an extract constructed from the author's doctoral project and a painting by the Norwegian artist Lars Elling, the article features assemblages of control and silence that fold and unfold in the resonance of each other, working through destabilising and stabilising elements. The movement between these assemblages challenges the idea/ideal of teachers as the ones in control and command, as it opens to a shifting in between the subjects involved, regardless of their age or status. The article concludes by presenting some of the ethical implications involved when pedagogy is pulled into uncertain and unstable terrains. (Contains 2 figures.)