When the teacher is in class (but also during the lunch break, walking in the corridors or in the schoolyard...) he knows that he may find himself, all of a sudden, involved in unexpected situations, in front of which he will have to intervene. What we mean by unexpected situations is a gradation of conducts that are difficult to precise: they can go from a stupid joke, a rude expression or an ironical commentary, going through despise and provocation, up to aggresive or violent behaviours. These are situations, we may like it or not, that are part of our work and thus we must know how to face them in an adequate way. The way to intervene has a clear definite incidence in the teachers' professional security and work satisfaction.
Every teacher develops his/her own competence to face that kind of disruptive situations; that's part of the professional apprenticeship. For some it's something very easy; for others on the contrary it is their biggest worry. Whatever the situation may be, there is always the possibility to improve it. Facing disruptions and hostile situations in class. A basic competence for teachers . (Cáceres, 2004)
The improvement of the competence to face these situations , is a slow process in which we must start from concrete situations that worry the teacher (the ideas that we all have on our own work, class discipline, teacher-students' relationship...); emotional factors (the emotions and feelings that the teacher experiences) and , finally, to question the different behaviour alternatives and the necessary habilities that in practice one has to possess: what to do?, what to say?, how to do it? And how to say it? All this contributes to the Teachers' professional satisfaction (Melilla, 2005) and it has positive effects on the students' learning.
