The title, “You simply must own your classroom”, is taken from a quote from one of my informants. After review of earlier research on how teachers handle their leadership in the meeting with disturbing pupils and which strategies they use to solve problems in the classroom, interesting questions developed. What experiences do teachers have of disturbing situations in the classroom? Which strategies do they use to solve the problems? What kind of support do the teachers consider necessary in teaching? Are there any differences in teachers’ experiences and strategies between the two selected schools? The study is supported by earlier research that deals with pupils’ and teachers’ perspective and strategies in different classroom cultures in terms of norm-breaking behaviour of pupils. The study is also supported by three different theoretical perspectives such as power structure, social order/disorder and support strategies. I conducted the study through interviews with sex teachers who work in the same municipality but in two separate schools. All teachers work in Secondary School. The study is meant to be deepening in order to gain a broader understanding of which strategies teachers use to solve problems. In my study I came to the conclusion that all teachers are most disturbed by the pupils who speak straight out and discard comments that do not even affect the substance, pupils who talk too much, do not listen and throw erasers at each other. Furthermore, I have concluded that all teachers in this study place great emphasis on social communication and individual conversation with the pupil to solve a problem. To solve the problem, the teacher should possess certain communication skills. The results have shown that all six teachers create a relationship with their pupils to counter the social disorder in the classroom. Furthermore, I concluded that teachers want to solve problems on their own, but that sometimes “extreme cases” require special support from parents, the counselor and principal at the school. Finally I concluded that the teachers call for training in leading science and conflict management, since it is missing in their teacher education.

Kollektiv styrka baseras på sammanhållningen och viljan hos invånarna att ingripa för bostadsområdets säkerhet. Viljan att ingripa påverkas av denna ömsesidiga tillit och de förväntningarna på att ingripa som delas inom området. Detta arbete är en kvantitativ studie baserat på enkäter från 691 respondenter som besvarat frågan ”Vad är bra respektive dåligt med ditt bostadsområde?”. Denna fråga har undersökts för att ta reda på hur den individuellt upplevda kollektiva styrkan påverkar vilka positiva och negativa faktorer man ser hos sitt bostadsområde. Resultaten visar att respondenter med låg upplevd kollektiv styrka oftare anger den sociala oordningen och den fysiska oordningen som negativa faktorer med bostadsområdet. De med hög kollektiv styrka tenderar att ange den sociala strukturen som positiv faktor med sitt bostadsområde. / Collective efficacy is based on the willingness of the residents to intervene for the neighborhoods sake. The willingness to intervene is affected by the mutual trust between the residents and the expectations that is shared for others to intervene. This quantitative study is based on a survey answered by 691 respondents. They’ve answered the question: ”What is good and what is bad with your neighborhood?” This question has bin examined to learn how the individual perception of collective efficacy tends to affect what positive and negative aspects of their neighborhood the respondents see. The results of the study show that respondents with a low perception of collective efficacy more often tend to see the social- and physical disorder as negative factors with their neighborhood. Those with a greater perception of collective efficacy tend to see the social structure as a positive factor with their neighborhood.