Classroom incidents in which teachers have to exhibit their expertise at managing a class is a commonplace in teachers´ daily routines; though sometimes some of those classroom incidents turn into critical moments. However, ordinary disruptive classroom situations are not as catastrophic as when teachers themselves provoke them. On top of this, when some teachers have to face any sort of classroom disruption, most of them are unable to come up with any immediate and effective solution. In this paper, we will describe how we combined both, the critical incident technique and the cooperative development theory, so as to reflect upon a critical moment of each of us, and be able to improve our viewpoints regarding the potential solutions that can emerge to cope with those critical moments in our own classrooms. The findings show that we strengthened our professional ties, we invigorated our teaching skills and developed from our own insights into new perspectives in relation to how to better tackle classroom management difficulties. Finally, in the conclusions we share how profound were the changes which, by the way, were not only in the pedagogical sense.

中文翻译：

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在教师的日常活动中，教师必须表现出自己的专业知识来管理课堂事件是司空见惯的；尽管有时其中一些课堂事件会变成关键时刻。但是，普通的破坏性课堂环境并不像教师自己挑起那样严重。最重要的是，当一些教师不得不面对任何形式的课堂干扰时，他们中的大多数人都无法提出任何立即有效的解决方案。在本文中，我们将描述如何将关键事件技术和合作开发理论相结合，以反思我们每个人的关键时刻，并能够改善我们对可能出现的潜在解决方案的看法。应付我们教室中的关键时刻。调查结果表明，我们加强了专业联系，激发了我们的教学技能，并从自己的见识发展为与如何更好地解决课堂管理难题有关的新观点。最后，在结论中，我们分享了改变的深刻程度，顺便说一下，这些改变不仅在教学意义上。