Perhaps Rabi Papa wishes Rabi Shimi to learn through observations (“do as I do, not what I say”) which may be more beneficial in some cicumstances as educators.
It could be suggested that Rabi Shimi misinterpreted the words of Rabi Papa in prayer. Rabi Shimi perhaps felt that Rabi Papa was asking him to be quiet, whereas Rabi Papa was perhaps just asking for patience and understanding when dealing with the insolence of the pupil. It could be construed in many different ways.
We could understand Rabi Shimis decision as an overreaction to a simple request from Rabi Papa. Rabi Shimi could have perhaps been hurt from the comments on his insolence, but a truly patient and understanding man may have continued to ask valid and important questions of his teacher to try and understand the ways of the Talmud.
Rabi Papa would not have known that Rabi Shimi heard his prayer. He may have felt that his prayer was answered and that it was not this simple overhearing that led to the silence of Rabi Shimi. Rabi Papa may have also felt gratitude that his prayer was answered and become more patient with his pupil thanks to the protection from insolence.
There are many different emotions portrayed in this short piece of text. For one, the teacher seems to have perhaps overreacted and not have the patience that a teacher should. Rabi Papa may have been aggravated or even annoyed at the questioning. He may also have felt relief that the questioning had stopped. There is also a lot of hurt felt on behalf of Rabi Shimi, who may have been insulted or confused as to why his teacher did not welcome his questioning and learning.
There is no clear answer to this, but it could be said that each one may feel shame at their emotions and perhaps this would lead them not to directly ask about the emotions and behavior of their colleagues. There may also be embarrassment at having to ask for help dealing with the insolence of a student Rabi.
This story seems to