The aim of this study is to highlight the role of the teacher as a leader in the classroom, andthe usage of questions in order to manage classroom situations. For this purpose, aninvestigation of two lessons, in different classes but with the same teacher, were recorded andobserved. The material consisted of audio recordings, which were transcribed, along withnotes from the observations. The theoretical framework used is Conversation Analysis (CA)and theories of teacher leadership styles. The results show that the teacher alternated betweena democratic and an authoritarian leadership depending on the activities and lesson content.Also, the questions used by the teacher had various functions, connected to the differentactivities. Three main purposes of the questions were outlined; scaffolding, negotiation ofmeaning and calling to attention.