I have long experience with tabletop roleplaying games such as Dungeons & Dragons (D&D), and I make frequent comparison between D&D and teaching, and draw skills and techniques from D&D to use in teaching.
For example:
Old-school gamers, of the bygone era when Gygax and Arneson invented the genre, often subscribe to the school of thought that D&D is, and should be, adversarial: the Dungeon Master (DM) seeking to kill and destroy the player characters; the players seeking to survive the DM's depredations and emerge victorious.
The newer school of thought, in which I am a believer, is that D&D is collaborative: the DM seeks to challenge the players without killing their characters; the players seek to overcome those challenges; and through this everyone cooperatively has fun and tells a story.
Similarly, many students (and, if you believe those students, some teachers) think that school is adversarial: the teacher's goal is to fail the students, and the students' goal is to put forth the minimum effort possible to pass. In fact, school is, or should be, collaborative: the teacher's goal is to help students grow into more complete human persons, by, among other things, putting surmountable challenges in their way; the students' goal should be to overcome those challenges and thereby grow as persons.
For another example:
As a DM, I have often espoused a technique of "Yes, And" (a technique itself yoinked from improv comedy, where it is used to always build and never impede the momentum of a scene). Whenever a player asks if they can do something, telling them "yes, and" if possible -- giving them a positive answer and building on it -- it is most fun and interesting for everybody; a straight "yes" is fine, and "yes, but" (you can do it, if you succeed at this dice roll, or else at some cost) can also be interesting; any variety of "no" is to be frowned upon, but "no, but" -- you can't do it, but here's what you can do that's close -- is least bad.
Similarly, building on everything students say ("yes, and") boosts engagement and makes class more fun and productive for everybody; finding a way to point out something good or correct in anything a student says, even if what they're saying is not overall correct ("no, but"), boosts confidence and builds rapport.