This article applies theories of alternative thinking and problem solving to the teaching context. Teachers working in static situations are prone to stagnation leading to a paradigm crisis where they are forced to question the status quo. Techniques for confronting such situations are examined, along with personal management strategies and the concept of emotional intelligence. A number of schools of thought in language teaching have emerged as a result of alternative approaches, and are described. The teacher's box is defined by a number of layers, ranging from previous knowledge structures to the institution and the prevailing education system. Suggestions are made for practical ways in which teachers may deal with their constraints by developing autonomy. A distinction is made between development of the self (personal development) and self-development (professional development).