摘要：This research was guided by disruptive behavior in students of the third year of Secondary Education General into an educational institution of the State. By the nature of the problem was necessary to interview students and teachers involved in such circunstances in order to investigate the causes, consequences and teaching strategies used for reducing these behaviors. This research defines this as a qualitative approach to design descriptive field. After analyzing the data, general conclusions were that disruptive acts are in order to disrupt the teaching and learning process are caused by various reasons among them: problems of adolescence age, lack of interest in areas of learning, fatigue, boredom, teacher training weaknesses. And, from the students perspective: insults, vulgarity , taunting, teasing , insults , hand games , hitting, kicking and shoving that cause pain and fear in those who are victims, but also can generate feelings of anger, revenge or retaliation . The impact resulting in physical and verbal violence, presence of anti-values , low student achievement, poor interpersonal relationships. In such actions teachers react with expressions of aggression ( yelling ) , intimidating actions (lifting records , subpoenas , lower grades ) monotonous punishment ( calligraphy ) or delegated to another authority ( call the director or pre - military teachers ) . This reflects the lack of diverse pedagogical elements that do not provide adequate attention to the various disruptive events present in the classroom.
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