First introduced by Peter Woods in 1979, teacher’s survival strategies involve ways for a teacher to make teaching more pleasant — in other words to cope with the reality of schools. These strategies incorporate a dual nature, meaning that they form through teacher’s professional role as an advocator of state’s interests but also by personal ideals, which are based on teacher’s own history and experience as a pupil. The aforementioned clash of profiles results in teacher’s survival strategies.
Let’s check out some of them.
Socialisation means that a teacher tries to evoke certain ideals for ‘good pupils’. In practice a teacher shapes pupils to meet her/his ideals, which consist of e.g. proper behaviour and language.
Then there’s domination, meaning that a teacher may use varied degrees of power over the classroom. Domination is described as an easy survival method, due to the fact that pupils are subjected to teacher’s control both being underaged (and therefore under guardianship with limited rights) and due to their institutional position as pupils.
Teacher may also utilize trading, i.e. a teacher might get pupils to promise to remain quiet for certain period of time by promising they can see a movie in the classroom.
Fraternization means that a teacher could seek to come in good terms with pupils through e.g. similar humor. And young teachers might try crossing generations by utilising cultural identification, e.g. using references from popular culture.
Exiting means that a teacher could completely exit situations which involve conflicts or difficult problems. Teachers could for instance ignore identifying learning disabilities.
Routines and rituals are used for instance to ensure peaceful classes. A school could be traditionally seen as peaceful and that’s then used as an argument for demanding peacefulness from pupils.
Professional therapy means that a teacher could see teaching first and foremost as a therapeutic activity. It’s then enough seeing pupils working on something appearing busy and enthusiastic and to think that the therapeutic, pupil-centric teaching is that way being realised.
Morale boosting occurs when a teacher justifies the importance of teaching, for instance after a bad day. This could happen along with discussions and professional humor shared in the senior common room with other teachers as well as by seeking their approval for methods used in teaching.
Comments and thoughts welcome!