As I became very defined in my personal politics, I turned down some films that I slightly regret now; I'm not going to say what they were.
quote by Julie Christie
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Related quotes
Personal
Anything you want from me
Ill do
But first
Lets get personal
Personal
Personal
Personal
Lets get personal
Personal
Personal
Personal
Personal with you
Were sittin havin dinner at your parents home
Some of the finest food Ive ever known
But I need some sweetness on my tongue
And it aint a type of sugar oh no
So maybe we can go somewhere
Neighbour room girl I dont care
Wheres the bedroom
(its upstairs)
Ill meet you there in a minute
Girl so we can get
Lets get personal (ooh yeah)
Personal (tight baby)
Personal (maybe we can get)
Personal (just a little, just a little bit)
Lets get personal (ooh yay)
Personal (I wanna get personal)
Personal (come on baby, just trust me)
Personal (I wanna get)
Personal with you
Im behind you in your bedroom with your hands against the wall
But keeping one eye on the door
Got your t-shirt and your panties on
Ooh I feel so right, cant be wrong, no
I know you like it when I touch you there
Girl just keep it quiet or theyll hear
Feel the tremblin all down your leg
Id love to head to your bed
So that we can get
Personal
Shhh
Should I take off my clothes (no)
Put the lock on the door
Let go of your deepest inhibitions
Let me fulfil your fantasies girl
Like me touching you there (yeah)
The way that I play with your hair
Emotions running wild until we stop
Yeah
[...] Read more
song performed by Craig David
Added by Lucian Velea
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Book IV - Part 03 - The Senses And Mental Pictures
Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.
Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see
[...] Read more
poem by Lucretius
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Im Going Slightly Mad
Words and music by queen
When the outside temperature rises
And the meaning is oh so clear
One thousand and one yellow daffodils
Begin to dance in front of you - oh dear
Are they trying to tell you something
Youre missing that one final screw
Youre simply not in the pink my dear
To be honest you havent got a clue
Im going slightly mad
Im going slightly mad
It finally happened - happened
It finally happened - ooh oh
It finally happened
Im slightly mad
Oh dear
Im one card short of a full deck
Im not quite the shilling
One wave short of a shipwreck
Im not my usual top billing
Im coming down with a fever
Im really out to sea
This kettle is boiling over
I think Im a banana tree
Oh dear
Im going slightly mad
Im going slightly mad
It finally happened - happened
It finally happened - uh huh
It finally happened
Im slightly mad
Oh dear
Ooh ooh ah ah
Ooh ooh ah ah
Im knitting with only one needle
Unravelling fast its true
Im driving only three wheels these days
But my dear how about you
Im going slightly mad
Im going slightly mad
It finally happened
It finally happened - oh yes
It finally happened
Im slightly mad
Just very slightly mad
And there you have it
song performed by Queen
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Bang Your Pans If You Wish
Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...
To make your situation,
Like a personal damnation.
Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...
To make your situation,
Like a personal damnation.
You're not the only one,
Who has loaded shoulders.
Today the young and older ones...
Have little to eat.
You're not the only one,
Whose shoulders are bent over.
Who needs to lay their head somewhere,
And get some sleep!
Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...
To make your situation,
Like a personal damnation.
Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...
To make your situation,
Like a personal damnation.
[...] Read more
poem by Lawrence S. Pertillar
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Give Your Heart To The Hawks
1 he apples hung until a wind at the equinox,
That heaped the beach with black weed, filled the dry grass
Under the old trees with rosy fruit.
In the morning Fayne Fraser gathered the sound ones into a
basket,
The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.
Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.
Fayne snatched for it and missed;
Michael stood by rejoicing, his rather small
Finely cut features in a dance of delight;
Fayne with one sweep flung at his face
All the bruised and half-spoiled apples in the pan,
[...] Read more
poem by Robinson Jeffers
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The House Of Dust: Complete
I.
The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.
And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.
'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.
We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .
Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.
Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.
Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.
II.
[...] Read more
poem by Conrad Potter Aiken
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Thurso’s Landing
I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.
II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,
[...] Read more
poem by Robinson Jeffers
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Too Personal
Youre to to to too personal
Youre to to to too personal
Well you keep talking about love -
Well what do you want
We have fun alright - so what do you want
The idea of fate its all in the mind
We are the ones who control our own time
Look dont get me wrong
But if you keep on Im gonna go
Youre to to to too personal
Youre to to to too personal
You say everyones lonely and insecure
All because of living in hate and fear
Well if love is possession baby you better change
No ones gonna keep me in those chains
Look dont get me wrong
But if you keep on Im gonna go
Forget your personal problems
Think about somebody else
Im gonna think about them - right now
Youre to to to too personal
Youre to to to too personal
Youre to to to too personal
Youre to to to too personal
song performed by Billy Idol
Added by Lucian Velea
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Lancelot And Elaine
Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.
How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.
For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares
[...] Read more
poem by Alfred Lord Tennyson
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The Love That I Found Defined In Me
The love that I found defined in me.
Reduced all the fantasies,
I kept deceived.
When I saw you,
That moment I knew...
Mixed reactions disappeared.
I felt a deepness clearing and near,
Flowing to bestow...
Upon me.
The love that I found defined in me.
Removed all desires to be free.
You held the key,
To unlock that need in me...
That kept my secret beliefs,
No one could be there to release..
This in me.
The love that I found defined in me.
Needed no one else to complete.
You had the magic.
Fantastic,
Indeed!
And in me...
What it was you had,
Fixed a piece of mystery...
That teased!
And freed a gladness.
The love that I found defined in me.
Reduced all the fantasies,
I kept deceived.
When I saw you,
That moment I knew...
Mixed reactions disappeared.
I felt a deepness clearing and near.
To forever be here with me,
To grow.
And know together love!
The love that I found defined in me.
Needed no one else to complete.
You had the magic.
Fantastic,
Indeed!
And in me...
What it was you had,
Fixed a piece of mystery...
That rid from me the sadness.
[...] Read more
poem by Lawrence S. Pertillar
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Rage & Then Regret
Was it rage or regret
Or the love I was feeling
In this age - whos perfect... are you?
Wasnt made to forget
This moment worth stealing
Was it rage or regret or the two
Every morning when I wake up
Wake up dreaming then... wake up dreaming
Build a temple from your fragrance
Build a chapel in your heart
Do you really understand
Do you feel the need to try
Do you even care for me
Do you ever wonder why
Rage and then regret
bout as real as real can get
Rage and then regret
Through the violence the angry silence
Does our love, grow strong or die
A parachute or a pilots license
Do we fall in love or fly
Do you really understand
Do you feel the need to cry
Do you even care bout me
Do you ever wonder why
Rage and then regret
bout as real as real can get
Rage and then regret
The harder we come
The harder we fall
The harder it is to stand tall
The more that we fight
The more that we brawl
The more were alike - thats all... thats all
Rage and then regret
bout as real as real can get
Rage and then regret
Rage and then regret
bout as real as real can get
There are things you dont forget
Anger cools to idle threats
song performed by Abc
Added by Lucian Velea
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Rage And Then Regret
Was it rage or regret
Or the love I was feeling
In this age - who's perfect... are you?
Wasn't made to forget
This moment worth stealing
Was it rage or regret or the two
Every morning when I wake up
Wake up dreaming then... wake up dreaming
Build a temple from you fragrance
Build a chapel in your heart
Do you really understand
Do you feel the need to try
Do you even care for me
Do you ever wonder why
Rage and then regret
'Bout as real as real can get
Rage and then regret
Through the violence the angry silence
Does our love grow strong or die
A parachute or a pilot's licence
Do we fall in love or fly
Do you really understand
Do you feel the need to try
Do you even care for me
Do you ever wonder why
Rage and then regret
'Bout as real as real can get
Rage and then regret
The harder we come
The harder we fall
The harder it is to stand tall
The more that we fight
The more that we brawl
The more we're alike - that's all... that's all
Rage and then regret
'Bout as real as real can get
Rage and then regret
Rage and then regret
'Bout as real as real can get
There are things you don't forget
Anger cools to idle threats
song performed by Abc
Added by Lucian Velea
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Second Book
TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Atalanta's Race
Through thick Arcadian woods a hunter went,
Following the beasts upon a fresh spring day;
But since his horn-tipped bow but seldom bent,
Now at the noontide nought had happed to slay,
Within a vale he called his hounds away,
Hearkening the echoes of his lone voice cling
About the cliffs and through the beech-trees ring.
But when they ended, still awhile he stood,
And but the sweet familiar thrush could hear,
And all the day-long noises of the wood,
And o'er the dry leaves of the vanished year
His hounds' feet pattering as they drew anear,
And heavy breathing from their heads low hung,
To see the mighty corner bow unstrung.
Then smiling did he turn to leave the place,
But with his first step some new fleeting thought
A shadow cast across his sun-burnt face;
I think the golden net that April brought
From some warm world his wavering soul had caught;
For, sunk in vague sweet longing, did he go
Betwixt the trees with doubtful steps and slow.
Yet howsoever slow he went, at last
The trees grew sparser, and the wood was done;
Whereon one farewell backward look he cast,
Then, turning round to see what place was won,
With shaded eyes looked underneath the sun,
And o'er green meads and new-turned furrows brown
Beheld the gleaming of King Schœneus' town.
So thitherward he turned, and on each side
The folk were busy on the teeming land,
And man and maid from the brown furrows cried,
Or midst the newly blossomed vines did stand,
And as the rustic weapon pressed the hand
Thought of the nodding of the well-filled ear,
Or how the knife the heavy bunch should shear.
Merry it was: about him sung the birds,
The spring flowers bloomed along the firm dry road,
The sleek-skinned mothers of the sharp-horned herds
Now for the barefoot milking-maidens lowed;
While from the freshness of his blue abode,
Glad his death-bearing arrows to forget,
The broad sun blazed, nor scattered plagues as yet.
Through such fair things unto the gates he came,
And found them open, as though peace were there;
[...] Read more
poem by William Morris
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II. Half-Rome
What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)
Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Personal Attention
Personal attention
a gifted child leads
Personal attention
an average child needs
Personal attention
at risk child pleads
Personal attention
an autistic child deeds
Personal attention
a parent plants the seeds
Personal attention
is what every child needs
Thus..Personal attention
is what every teacher heeds
poem by Robert John Meehan
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Dirty Little Secret
Let me know that I've done wrong
When I've known this all along
I go around a time or two
Just to waste my time with you
Tell me all that you've thrown away
Find out games you don't wanna play
You are the only one that needs to know
I'll keep you my dirty little secret
(Dirty little secret)
Don't tell anyone or you'll be just another regret
(Just another regret, hope that you can keep it)
My dirty little secret
Who has to know
When we live such fragile lives
It's the best way we survive
I go around a time or two
Just to waste my time with you
Tell me all that you've thrown away
Find out games you don't wanna play
You are the only one that needs to know
I'll keep you my dirty little secret
(Dirty little secret)
Don't tell anyone or you'll be just another regret
(Just another regret, hope that you can keep it)
My dirty little secret
Who has to know
The way she feels inside (inside)
Those thoughts I can't deny (deny)
These sleeping dogs won't lie (won't lie)
And now I try to lie
It's eating me apart
Trace this life out
I'll keep you my dirty little secret
(Dirty little secret)
Don't tell anyone or you'll be just another regret
(Just another regret)
I'll keep you my dirty little secret
(Dirty little secret)
Don't tell anyone or you'll be just another regret
(Just another regret, hope that you can keep it)
My dirty little secret
Dirty little secret
Dirty little secret
Who has to know
Who has to know
song performed by All American Rejects
Added by Lucian Velea
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Politics Of Kissing
Shes looking back to see if hes looking at her
They talk without any words
And with a smile hes moving heaven and earth
She dreams of holding him tight
When will the moment be right
Got to be diplomatic, a step at a time
Dont want to blow it baby
Chorus:
Thats the politics of kissing
To know when to show your hand
First thoughts then second guessing
A subtle supply and demand
Balance of power baby
To hold or not to hold
Thats the politics of kissing
Youre finding your way as you go, go, go
How do you know
Head over heels under the moon looking at you
But do you feel it too
And if I move in closer what will you do
Cause Im thinking please hold me tight
Am I the light in your eyes
I wish you had the power for reading my mind
cause Ill never say it to you
(repeat chorus)
Oh-oo-oh-oo-oh, oh-oo-oh-oo-oh
Oh-oo-oh-oo-oh, oh-oo-oh-oo-oh
Oh-oo-oh-oo-oh-oo-oh
Oh-oo-oh-oo-oh, oh-oo-oh-oo-oh
Oh-oo-oh-oo-oh-oo-oh
Hear what Im sayin to ya
Thats the politics of kissing
To know when to show your hand
First thoughts then second guessing
A subtle supply and demand
Balance of power baby
To hold or not to hold
Thats the politics of kissing
Thats the politics of kissing
To know when to show your hand
First thoughts then second guessing
A subtle supply and demand
Balance of power baby
To hold or not to hold
Thats the politics of kissing
song performed by Amy Grant
Added by Lucian Velea
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With No Regrets That Can Take My Breath
Oh...
I am a fighter!
With a decision made long ago,
How it was I will live my life.
On my terms.
Knowing I would have to sacrifice.
I have had no doubts about it.
And will do what I feel is right,
For me.
With a living of my life to be,
My own.
I've turned away from those things I can't use.
I've turned away those things I refuse.
I've turned away from everyday headaches.
I've turned away from anything petty,
To get me fed up and upset.
I've turned away from anything petty.
I've turned away from everyday headaches.
I've turned away those things I refuse.
I've turned away from those things I can't use.
Oh...
I am a fighter!
And will do what I feel is right,
For me.
I've turned away from anything petty.
I've turned away from everyday headaches.
I've turned away those things I refuse.
I've turned away from those things I can't use,
To get me fed up and upset.
Oh...
I am a fighter!
And refuse to be fed up and upset!
Oh I know that I am fighter.
And refuse to be fed up and upset!
I refuse to be fed up and upset,
With regrets that can take my breath.
Oh I know that I am a fighter.
With no regrets that can take my breath,
Away.
With no regrets that can take my breath.
With no regrets that can take my breath,
Away.
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poem by Lawrence S. Pertillar
Added by Poetry Lover
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Sociology Assignment
THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING
INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.
INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .
In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .
In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .
NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.
Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .
TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.
The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.
Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.
A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.
SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .
There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .
CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.
LIST OF REFERENCES.
Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.
Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139
Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14
Harris, S. (1999) . Careers education: contesting policy and practice. Sage
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poem by Innocent Masina Nkhonyo
Added by Poetry Lover
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