ABSTRACT
The school and teaching traditions built up over the years have ways of facilitating accommodation. However, the indications are that pressures are increasing. Contributing towards institutional momentum is institutional development, reformist educational theory and much teaching tradition. The sacrifice of alternative careers and the pleasures and profits associated with them is considerable. Once embarked on teaching, few turn back or alter course. Perhaps the large demands in commitment that teaching makes help explain why so many opt out at training stage. Teachers accommodate by developing and using survival strategies. Official means of control enshrined in the punishment structure are quite inadequate. They are after all devised for ideal children. It is the kind of control one needs in order to teach. And survival, of course, involves more than simply control, though that is an important part of it.
