| Summary: | This article makes a comparative analysis of teachers’ classroom management practices in four different sociocultural realities: Brazil, New Zealand, Greece and the united states. The applied form is divided into two parts: first, teaches should point out which actions were taken when lack of discipline occurred in the classroom; following this, they should position themselves in relation to the measures taken when the situation of indiscipline remained. Although many similar points are present, the results indicate that some of the action taken by Brazilian teachers may be connected to the actual little authority in the classroom they hold today.
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