The results of this research reveal that in the playground,
preventative approaches were employed before conflicts arose or
escalated. Teachers used techniques to suppress and discourage
their development; these consisted of arbitration, strategies such as
using humour and praising the positive in the student’s negative
behavior, withdrawal strategies (particularly avoidance tactics and
ignoring behavior) and many contending strategies. Asserting
authority over students was a common method used both in the
playground and in the classroom. This was done, for example, by
reprimanding without listening, by directing or by separating
students. Findings reveal that when contending strategies were
employed to manage disruptive behavior or escalating conflicts, the
outcome generally involved disciplinary action such as demanding students to be quiet, separating them or giving them time out or
other consequences.