Schools are facing a new age of disorder given the diversity of students and the uncertainty with regard to leadership and authority. This paper attempts to shed light on this situation. It is based on an empirical study of the teaching profession. Schools today are characterized by the threat of conflicts (some deliberate, some not) started by a student or even the teacher. Such incidents represent a specific form of school disorder, which requires specific analyses. This paper analyzes four types of incidents and the strategies and relational tools teachers use to deal with them.