“…In classroom climate management, this notion is linked to the pedagogical approach that the teacher uses to develop the lesson, which may be centered around the teacher’s authority to impose what and how to learn ( Trigwell et al, 1999 ) or on the students’ interest and abilities to construct knowledge, guided by the teacher ( Reigeluth et al, 2017 ). Teachers regarded the use of an effective teaching method as a prerequisite to cope with inappropriate behaviors while managing their classes ( Martínez et al, 2020 ; Özen and Yildirim, 2020 ). The first approach, a teacher-centered classroom, as evidenced in Case A “The tale of a digital book,” leads to reactive strategies geared toward resolution and characterized by domination or avoidance; the second approach, student-centered learning, as observed in Case B “The tale of the local parish priest,” results in proactive strategies based on dialog, such as the integration of viewpoints and compromise with new ways of acting to overcome conflict, in the short and long term.…”