FORTY years ago, my grammar school education afforded me the opportunity to witness first hand how teachers ‘transformed conflict’ in the classroom.

In the case of the PE teacher, it was to pick up a bolshy little oik by the scruff of the neck and hang him by the back of his shirt collar from a changing room peg.

In the case of the Latin teacher, it was to take the eight-foot aluminium pole he was swinging inches from our heads as we recited our declensions and ‘accidentally’ connect with an errant pupil’s skull.

At no stage, did either display compassion or sensitivity. They most certainly did not ask themselves: “ I wonder what unmet needs are informing the behaviour I am seeing.”

Granted, I am not a teacher in the 21st century and teachers like mine could never have been allowed to act in such a robust way.

But I don’t remember ‘cheeking’ any of them, threatening to punch their lights out or pulling a knife on them. So where did all this conflict come from? When did pupils take control of the classroom?

Well, they haven’t. Visit most schools these days and they’re being run with different levels of discipline and control, but achieving the same kind of success as 40 years ago.

But the ones who would disrupt lessons, yet get short shrift has grown to the point where teaching can be a nightmare.

Perhaps parents should read our feature too.