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I have learnt silence from the talkative, toleration from the intolerant, and kindness from the unkind; yet strange, I am ungrateful to these teachers.

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Strange Things Happen

She believes in god
And karma too
Paranormal powers
You know some people do
Got scorpio risin
Uh huh
Tell you whats in your stars
She was down in rio
Turn the heads of state
Got em into makin
This planet a better place
On copacabana
Uh huh
Oh yeah she radiate better go meditate
Everytime I touch my baby
Strange things happen
Strange things happen
Everytime I touch my baby
Strange things happen to me
Strange things happen
Oh ohhh ohhhh
Oh oh strange things happen
Everytime I touch my baby
Strange things happen to me
Met a pshycic reader
With a crystal ball
Had a vision
Said we could have it all
I caught her gazin
Uh huh
At our destiny cosmically
Everytime I touch my baby
Strange things happen
Oh ohhh ohhhh
Oh oh strange things happen
Everytime I touch my baby
Strange things happen to me
Strange things happen
Oh ohhh ohhhh
Oh oh strange things happen
Everytime I touch my baby
Strange things happen to me
Strange strange strange strange strange strange strange strange strange
Strange strange strange strange strange strange strange strange strange
Strange strange strange
Strange strange strange strange strange strange strange strange strange
Strange strange strange strange strange strange strange strange strange
Strange strange strange
Strange strange strange strange strange strange strange strange strange
Strange strange strange strange strange

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Happy Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

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Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

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Picking Teachers For Their Leader

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

My steps cease to seek a quickened pace.
There is no wish for leaving.
I am told in my mind I should stay.
Soft voices dance within rainbowed light!
Sparkling to convince...
I should pray with faith.
And they would make my life right!

Picking teachers for their Leader.
For the One never shown.
The One who through scriptures...
Repeated to make appear,
But left still for them to go unknown.

Picking teachers for their Leader.
How they do it like it's done...
When they come,
Nobody knows.

Their picking teachers for their Leader.
They say He's number One.
Like none other like He,
Upon me with gifts bestowed!

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

Their picking teachers for their Leader.
As God demands.
Their picking teachers for their Leader.
As God Commands.
Their picking teachers for their Leader.
And I understand...

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Strange

Start making sense
Of everything Ive seen before, well, um
Somewhere in my life
Been paying the price
But that aint enough anymore, well
Dont get me wrong now baby
Dont get me wrong baby
Strange, strange, strange
Things that happen to me
I dont know if Im coming or going, baby, well
Strange, strange, strange
Things you keep on doing
Somethings getting outta control
Cant help myself
To everything Im looking for
No, no, no
Sometimes I cant explain
Why I go insane
It just isnt fun anymore, well
Dont get me wrong now baby
Dont get me wrong baby
Strange, strange, strange
Things that happen to me
I dont know if Im coming or going, baby, well
Strange, strange, strange
Things you keep on doing
Somethings getting outta control
Outta control
Yeah
Shame on you
Dont get me wrong now baby
Dont get me wrong baby
Strange, strange, strange
Things that happen to me
I dont know if Im coming or going, baby, well
Strange, strange, strange
Things you keep on doing (keep on doing)
Somethings getting outta control
Yeah, yeah, yeah, yeah, well
Strange, strange, strange
Things that happen to me
I dont know if Im coming or going, baby, well
Strange, strange, strange
Things you keep on doing (keep on doing)
Somethings getting outta
Somethings getting outta
Somethings getting outta control
Outta control
Yeah, yeah, yeah, yeah, yeah
Strange, strange, strange

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Strange Magic

Youre sailing softly through the sun
In a broken stone age dawn.
You fly so high.
I get a strange magic,
Oh, what a strange magic,
Oh, its a strange magic.
Got a strange magic,
Got a strange magic.
Youre walking meadows in my mind,
Making waves across my time,
Oh no, oh no.
I get a strange magic,
Oh, what a strange magic,
Oh, its a strange magic.
Got a strange magic,
Got a strange magic.
Oh, Im never gonna be the same again,
Now Ive seen the way its got to end,
Sweet dream, sweet dream.
Strange magic,
Oh, what a strange magic,
Oh, its a strange magic.
Got a strange magic,
Got a strange magic.
Its magic, its magic, its magic.
Strange magic,
Oh, what a strange magic,
Oh, its a strange magic.
Got a strange magic.
Strange magic strange magic
Oh, what a strange magic strange magic
Oh, its a strange magic.
Got a strange magic.
Strange magic strange magic
Oh, what a strange magic strange magic
Oh, its a strange magic.
Got a strange magic,
Got a strange magic,
You know I got a strange magic,
Yeah, I got a strange magic,
Oo-o-o-oo, strange magic. (fade)

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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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Cruel Young Lover

Do you hear me?
Do you hear me?
Do you hear me?
Do you hear me?
Do you hear me?
Do you hear me?
Just because you can
You treat me like a fool
But just because you can
Dont make it right
Can it be so hard
To be a little kind
And you could be here
With me tonight
Ive got feelings
Dont be unkind
Feelings
Dont be unkind
Feelings
Stay with me tonight
Youve been stealing
Thats so unkind
Stealing
A heart, a mind
Stealing
Stay with me tonight
Cruel young lover
Blow your mind out
Time will come when
You will find out
Time will take your cruel power away
Cruel young lover
Try to stand out
Will it always pay
To bland out?
Time will take your cruel power away
Do you hear me?
Do you hear me?
Do you hear me?
Do you hear me?
Do you hear me?
Do you hear me?
Do you hear me?
Once again youre gone
Somewhere in the night
Disappearing
Leaving me alone
The lure of city streets
The pull of unknown souls
The overpowering draw

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The Victories Of Love. Book II

I
From Jane To Her Mother

Thank Heaven, the burthens on the heart
Are not half known till they depart!
Although I long'd, for many a year,
To love with love that casts out fear,
My Frederick's kindness frighten'd me,
And heaven seem'd less far off than he;
And in my fancy I would trace
A lady with an angel's face,
That made devotion simply debt,
Till sick with envy and regret,
And wicked grief that God should e'er
Make women, and not make them fair.
That he might love me more because
Another in his memory was,
And that my indigence might be
To him what Baby's was to me,
The chief of charms, who could have thought?
But God's wise way is to give nought
Till we with asking it are tired;
And when, indeed, the change desired
Comes, lest we give ourselves the praise,
It comes by Providence, not Grace;
And mostly our thanks for granted pray'rs
Are groans at unexpected cares.
First Baby went to heaven, you know,
And, five weeks after, Grace went, too.
Then he became more talkative,
And, stooping to my heart, would give
Signs of his love, which pleased me more
Than all the proofs he gave before;
And, in that time of our great grief,
We talk'd religion for relief;
For, though we very seldom name
Religion, we now think the same!
Oh, what a bar is thus removed
To loving and to being loved!
For no agreement really is
In anything when none's in this.
Why, Mother, once, if Frederick press'd
His wife against his hearty breast,
The interior difference seem'd to tear
My own, until I could not bear
The trouble. 'Twas a dreadful strife,
And show'd, indeed, that faith is life.
He never felt this. If he did,
I'm sure it could not have been hid;
For wives, I need not say to you,

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Elizabeth Barrett Browning

First Book

OF writing many books there is no end;
And I who have written much in prose and verse
For others' uses, will write now for mine,–
Will write my story for my better self,
As when you paint your portrait for a friend,
Who keeps it in a drawer and looks at it
Long after he has ceased to love you, just
To hold together what he was and is.

I, writing thus, am still what men call young;
I have not so far left the coasts of life
To travel inland, that I cannot hear
That murmur of the outer Infinite
Which unweaned babies smile at in their sleep
When wondered at for smiling; not so far,
But still I catch my mother at her post
Beside the nursery-door, with finger up,
'Hush, hush–here's too much noise!' while her sweet eyes
Leap forward, taking part against her word
In the child's riot. Still I sit and feel
My father's slow hand, when she had left us both,
Stroke out my childish curls across his knee;
And hear Assunta's daily jest (she knew
He liked it better than a better jest)
Inquire how many golden scudi went
To make such ringlets. O my father's hand,
Stroke the poor hair down, stroke it heavily,–
Draw, press the child's head closer to thy knee!
I'm still too young, too young to sit alone.

I write. My mother was a Florentine,
Whose rare blue eyes were shut from seeing me
When scarcely I was four years old; my life,
A poor spark snatched up from a failing lamp
Which went out therefore. She was weak and frail;
She could not bear the joy of giving life–
The mother's rapture slew her. If her kiss
Had left a longer weight upon my lips,
It might have steadied the uneasy breath,
And reconciled and fraternised my soul
With the new order. As it was, indeed,
I felt a mother-want about the world,
And still went seeking, like a bleating lamb
Left out at night, in shutting up the fold,–
As restless as a nest-deserted bird
Grown chill through something being away, though what
It knows not. I, Aurora Leigh, was born
To make my father sadder, and myself
Not overjoyous, truly. Women know
The way to rear up children, (to be just,)

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I have learnt silence from the talkative, toleration from the intolerant, and kindness from the unkind yet strange, I am ungrateful to these teachers.

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Hymns To The Silence

Oh my dear, oh my dear sweet love
Oh my dear, oh my dear sweet love
When Im away from you, when Im away from you
Well I feel, yeah, well I feel so sad and blue
Well I feel, well I feel so sad and blue
Oh my dear, oh my dear, oh my dear sweet love
When Im away from you, I just have to sing, my hymns
Hymns to the silence, hymns to the silence
Hymns to the silence, hymns to the silence
Oh my dear, oh my dear sweet love its a long, long journey
Long, long journey, journey back home
Back home to you, feel you by my side
Long journey, journey, journey
Yeah in the midnight, in the midnight, I burn the candle
Burn the candle at both ends, burn the candle at both ends
Burn the candle at both ends, burn the candle at both ends
And I keep on, 'cause I cant sleep at night
Until the daylight comes through
And I just, and I just, have to sing
Sing my hymns to the silence
Hymns to the silence, hymns to the silence
My hymns to the silence
I wanna go out in the countryside
Oh sit by the clear, cool, crystal water
Get my spirit, way back to the feeling
Deep in my soul, I wanna feel
Oh so close to the one, close to the one
Close to the one, close to the one
And thats why, I keep on singing baby
My hymns to the silence, hymns to the silence
Oh my hymns to the silence, hymns to the silence
Oh hymns to the silence, oh hymns to the silence
Oh hymns to the silence, hymns to the silence
Oh my dear, my dear sweet love
Can you feel the silence? can you feel the silence?
Can you feel the silence? can you feel the silence?
Hymns to the silence, hymns to the silence
Hymns to the silence, hymns to the silence
Hymns to the silence, hymns to the silence
Hymns to the silence, hymns to the silence
Hymns to the silence, hymns to the silence.

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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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I have learned silence from the talkative, toleration from the intolerant, and kindness from the unkind; Yet strange, I am ungrateful to those teachers.

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Khalil Gibran

I have learned silence from the talkative, toleration from the intolerant, and kindness from the unkind; yet, strange, I am ungrateful to those teachers.

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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.

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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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Silence...

Often i stand and stare
into the diminishing light of the day
horizon gradually fading into nothingness
willow and pine piercing the night
the earth ruptures into a song;
accompanied with shrill whistles in the dark
the howling of the wolves and brisk blaring of the wind
Silence enters into the serene beauty of the dusk.

Silence that invites me to come and see
Silence that asks me to reveal
Silence that wants me to make unwanted promises
Silence that does nothing but ruptures a wound deep within

Silence that drags along unwanted pain
Silence that emulsifies unspoken words of love and gain
Silence that was till then pressed within my lips
Silence that now has emerged as a giant affliction.

Silence that comes as a sorrow
Silence that makes me loathe my tommorows
Silence that demads i submit all my emotions
Silence that is eager to make me weak and fragile

Silence that commands i dropp a tear
Silence that dictates me to get lost in the dark
Silence that brings love as a foe
silence that wants to bind hatered deep within my soul

Silence that hurts me for no rhyme and reason
Silence that makes me feel so forlon
Silence that has so much bitterness
Silence that washes away all my hopes and pray

Silence that makes me go week
Silence that unearths agonizing memories
Silence that came so unnvited
Silence that fails to unbreak any Silence.............

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So Little Kindness

I cant believe it after so long
How can the memories really be gone
Now I dont deny its over
But why must you be so cold
I cant believe it
So little kindness
Yeah baby thats too bad
Saw you this evening out on the town
You went outta your way just to put me down
Now why got this chip on your sholder
When I dont even love you no more
I cant belive it
So little kindness
Baby its sad
cause we cont even talk about the little things
After this love we had
So little kindness
Baby thats too bad
So sad child child
Dont worry baby
Im not gonna stand in your way
Now that its gone
Our love is strong
No matter what you say
So little kindness
Youre so blind
That you cant even recognize a real thing
When it was yours and mine
So little kindness
After all this time
So little kindness
Baby its sad
Cause we cant even talk about anything
After what we once had
So little kindness
So little kindness
So little kindness
Im looking for some kindness
I need some kindness
Can I just have some kindness
Give me some kindness

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Manifesto

Blues are falling like showers of rain, but I dont feel like crying
Death himself is abroad this day, but I dont feel like dying
I learnt how to sustain myself
I learnt how to sustain myself in storms
The enemy has the biggest tanks, and he sure knows how to use them
Our best, and only, chance, is to thoroughly confuse him
I learnt how to sustain myself in storms
Her tongue was like a scythe and all her bones were haunted
A scapegoat for her life was all she ever wanted
I learnt how to sustain myself in storms
Sir bedivere slept in a field, his armour strewn around him
Curled foetus-like beneath his shield, still weeping when we found him
I learnt how to sustain myself in storms
I teetered on the edge of doom, degenerate and broken
She washed the blood out of my wounds, and spoke the great unspoken
I learnt how to sustain myself in storms
His monstrous ego whipped and driven raged beneath his clothing
The complement he paid was given not with grace but loathing
I learnt how to sustain myself in storms
Deliverance is at the gate with arms and gold in store
He apologises for being late, but I dont need him anymore
I learnt how to sustain myself
I learnt how to sustain myself in storms
Scoured and stripped of all pretence, shorn of all illusion
I offer nothing in my defence, you can draw your own conclusions
I learnt how to sustain myself in storms
(trans. sean miller - sean_miller@mindless.com)

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