ABSTRACT
In this chapter we adopt a case-study approach to the role adopted by a teacher-researcher who, as a member of a Behaviour Support Team, intervened to overcome the specific classroom management difficulties of an experienced but struggling teacher. The teacher-researcher acted as advocate for both the harassed classroom teacher herself and a group of pupils who had, seemingly, opted out of learning and who had become extremely disruptive. The support offered took the form of mediation between and the reconciliation of some conflicting purposes and oppositional approaches, together with the initiation of a series of classroom management strategies.
