Conflicts are a natural part of people's daily lives and we all know that they cannot be avoided. Equally common are conflicts in school as an institution, not at least in the interaction between teachers and students. The purpose of this study is to investigate how teachers think and reflect on the various classroom conflicts that arise with students, and which preventive measures the teachers use. This study intends to answer the following questions;

• What is it that characterizes conflicts between teachers and students in middle school?    
• How do teachers think that these conflicts can be prevented and what solutions can be applied?

I have used in this study a qualitative research method as a tool. This study examines how teachers reflect and discuss about their perceptions of classroom conflicts. My theoretical connection consists of the senior lecturer in pedagogic, Arne Maltén and his ideas of communication theories. He describes different perspectives that teachers can relate to in the prevention of conflicts that may arise.                                                                                                                                                                                                                  

The results of my study reveal that teachers receive a negative view of conflicts while they share different approaches of how conflicts could be prevented. The teachers are aware that conflicts at school are impossible to avoid but at the same time they decide to deal with them with their own methods. There are a number of these which can be applied in dealing with conflicts. Some teachers do not shy away from the conflicts, while others choose to avoid them. In school and in learning environment there should be a constructive approach to prevent conflicts.