In this article I intend to outline a strategy for supporting trainee teachers on Certificate in Education (Cert Ed) and Postgraduate Certificate in Education (PGCE) courses in developing their ability to deal with disruptive student behaviour in their classes. I describe a particular class-based, peer-reflective practice and demonstrate how this has been effective in impacting on helping trainees to deal with teaching disruptive or challenging groups.
The rationale for exploring this issue, and the problematic national context in which disruptive student behaviour takes place, is outlined. I then explore a strategy for offering trainee support and peer reflection by sharing a case study of two trainees’ classes where students were particularly disruptive. I examine how this reflective strategy helped support these trainees to improve their practice. Before concluding, some epistemological questions are raised as to the problematics of how teachers know whether improvements took place.
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