Difficult Classroom as Effect of Multi-literacy in the Field

This article investigates the difficult or problem classroom and aims at delineating the Romanian experience as effect of the multi-literacy of situated pedagogical scientific discourse. Our proposal is a qualitative research by interview according to the following purposes: describing the problem class and constructing the communication map in difficult class. To conclude, the measure that should be imposed by the next educative politics is the training of the trainers with the goal of giving them strategies and techniques in order to be prepared to deal with inappropriate behaviours and situations that might arise in the classroom.