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The mocked may grow up to dignity, but the mocker will never outgrow his juvenile behaviour.

Finnish proverbs
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Juvenile Delinquent

(robert segarini)
Published by robertunes/slalom publishing co. - bmi
Yeah, her mama says shes lazy
But her mama drives her crazy, every day and night
Yeah (yeah), shes a juvenile exciter
And her daddy was a writer, for the tv guide
And shes so bad now, shes so hot, and everyone knows it
Well we know, well we know it, yeah yeah
Yeah, hes a juvenile delinquent
Been in trouble bout as frequently, as he can be
Yeah, he said his father was a sailor
His mother was his tailor, till he turned 16
Hes so bad now, hes so hot, and everyone knows it
Hes so bad now, hes so hot, and everyone knows it
Well we know, well we know it, every day
They wanna put the dude away
Well its worth it just to hear you say, theres something wrong
Were all juvenile delinquent
Juvenile delinquent, thats what we all are
Were all juvenile delinquent, were
Juvenile delinquent, thats what we all are
And everybody knows, my babys got new clothes
And she aint changed, she aint changed none
So go on and be the same, you know you cant escape
Its all the same, its all the same
Well its worth it just to hear you say, you wanna put us all away
Well you should have done it yesterday, cause its too late, yeah
Were all juvenile delinquent
Juvenile delinquent, thats what we all are, yeah
Were all juvenile delinquent, you and me
Juvenile delinquent, thats what we all are
Were all juvenile delinquent, everybody
Juvenile delinquent, thats what we all are

song performed by April Wine
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Dignity

Fat man lookin in a blade of steel
Thin man lookin at his last meal
Hollow man lookin in a cottonfield
For dignity
Wise man lookin in a blade of grass
Young man lookin in the shadows that pass
Poor man lookin through painted glass
For dignity
Somebody got murdered on new years eve
Somebody said dignity was the first to leave
I went into the city, went into the town
Went into the land of the midnight sun
Searchin high, searchin low
Searchin everywhere I know
Askin the cops wherever I go
Have you seen dignity?
Blind man breakin out of a trance
Puts both his hands in the pockets of chance
Hopin to find one circumstance
Of dignity
I went to the wedding of mary-lou
She said i dont want nobody see me talkin to you? br> said she could get killed if she told me what she knew
About dignity
I went down where the vultures feed
I wouldve got deeper, but there wasnt any need
Heard the tongues of angels and the tongues of men
Wasnt any difference to me
Chilly wind sharp as a razor blade
House on fire, debts unpaid
Gonna stand at the window, gonna ask the maid
Have you seen dignity?
Drinkin man listens to the voice he hears
In a crowded room full of covered up mirrors
Lookin into the lost forgotten years
For dignity
Met prince phillip at the home of the blues
Said hed give me information if his name wasnt used
He wanted money up front, said he was abused
By dignity
Footprints runnin cross the sliver sand
Steps goin down into tattoo land
I met the sons of darkness and the sons of light
In the bordertowns of despair
Got no place to fade, got no coat
Im on the rollin river in a jerkin boat
Tryin to read a note somebody wrote
About dignity
Sick man lookin for the doctors cure
Lookin at his hands for the lines that were
And into every masterpiece of literature

[...] Read more

song performed by Bob Dylan
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Grow

Grow.
Difficult it is.
And in the doing,
It is magical too.
If you,
Allow yourself to grow.
And not gloat upon your sensitivities.
With emotions on your sleeve to show.

Slow and determine,
To acquire knowledge.
And not upon it sit.

Become more inquisitive...
About life as it exists.

Don't permit,
Given criticisms to stop your quest.
The more that is learned,
The more of them...
May just manifest.

Grow.

It will become easy to be embittered,
By all that appears stagnant.
But a patience that develops,
Will within you begin to navigate...
Over obstacles and things that irritate.

You can and will,
Grow.
Show it with defined purpose.
Grow.
Don't fear ignorance.
Grow.
Overcome it like hopping a fence.
You can and will,
Grow.
Don't sit and bemoan your fate.
Grow.
Ignorance is not bliss.
Grow,
Ignorance can twist,
An unconscious mind into bits!

You can and will,
Grow.
Like a flower that blooms.
And reaches towards the sky.

[...] Read more

poem by Lawrence S. Pertillar
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The Juvenile

The juvenile
In a time where the night is so cold
The juvenile
Has the key to the end
The juvenile in the end
That is why we are here
The road will take us to the end
Tomorrow's foe is now a friend

Why don't we do it
Like they used to do it all so long ago
They kept together till the bitter end (Old and young)
Today we don't care
Either but the youth or but the old
They cannot rise their voices yet
But later on they will do

The juvenile
In a time where the night is so cold
The juvenile
Has the key to the end (always believe in)
The juvenile in the end
That is why we are here
The road will take us to the end
Tomorrow's foe is now a friend

No education
We don't need no education
Telling us the right to choose
If we have no choice (No

song performed by Ace Of Base from Da Capo
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Dignity

Dignity is what we want,
As human beings on this earth;
Dignity is what we can’t,
Give up anyway since birth.

Dignity is innate right,
God has bestowed man, He made;
Dignity is cause to fight
When employees get under-paid.

Dignity, all need always
At home, at school and one’s work-place;
Dignity for human race,
Men must guarantee all days.

Dignity in livelihood,
Receive should all citizens;
Dignity in dying too,
World must assure everyone.

Dignity is what we need
In life on earth and when we die;
Dignity is good indeed
For creatures born under the sky.

Dignity for man and beast
Is a must for all, west / east;
Dignity for anyone
Shouldn’t be denied, any time!
Copyright by Dr John Celes 12-26-2006

poem by John Celes
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Now That Youre Gone

(bernard edwards/nile rodgers)
My nights grow long
My nights grow long
Now that youre gone
My nights grow long
Now that youre gone
Now that youre gone
My nights grow long
Now that youre gone
Now that youre gone
Im living my life all alone
Or hit by a blow
To my pride
But Im doing ok
I wont let you see
What this has done to me
I guess Ill just take it in stride
Come what may
My nights grow long
My nights grow long
Now that youre gone
My nights grow long
Now that youre gone
Now that youre gone
My nights grow long
Now that youre gone
How can one do what should be done by two
I guess thats a crazy question to ask
I might seem happy
But dont be fooled by my appearance
Make no mistake
Im just wearing a mask
My nights grow long
My nights grow long
Now that youre gone
My nights grow long
Now that youre gone
Now that youre gone
My nights grow long
Now that youre gone
My nights grow long
My nights grow long
Now that youre gone
My nights grow long
Now that youre gone
Now that youre gone
My nights grow long
Now that youre gone
My nights grow long
My nights grow long

[...] Read more

song performed by Diana Ross
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Psychological Warfare

This above all remember: they will be very brave men,
And you will be facing them. You must not despise them.

I am, as you know, like all true professional soldiers,
A profoundly religious man: the true soldier has to be.
And I therefore believe the war will be over by Easter Monday.
But I must in fairness state that a number of my brother-officers,
No less religious than I, believe it will hold out till Whitsun.
Others, more on the agnostic side (and I do not contemn them)
Fancy the thing will drag on till August Bank Holiday.

Be that as it may, some time in the very near future,
We are to expect Invasion ... and invasion not from the sea.
Vast numbers of troops will be dropped, probably from above,
Superbly equipped, determined and capable; and this above all,
Remember: they will be very brave men, and chosen as such.

You must not, of course, think I am praising them.
But what I have said is basically fundamental
To all I am about to reveal: the more so, since
Those of you that have not seen service overseas—
Which is the case with all of you, as it happens—this is the first time
You will have confronted them. My remarks are aimed
At preparing you for that.

Everyone, by the way, may smoke,
And be as relaxed as you can, like myself.
I shall wander among you as I talk and note your reactions.
Do not be nervous at this: this is a thing, after all,
We are all in together.

I want you to note in your notebooks, under ten separate headings,
The ten points I have to make, remembering always
That any single one of them may save your life. Is everyone ready?
Very well then.

The term, Psychological Warfare
Comes from the ancient Greek: psycho means character
And logical, of course, you all know. We did not have it
In the last conflict, the fourteen-eighteen affair,
Though I myself was through it from start to finish. (That is point one.)
I was, in fact, captured—or rather, I was taken prisoner—
In the Passchendaele show (a name you will all have heard of)
And in our captivity we had a close opportunity
(We were all pretty decently treated. I myself
Was a brigadier at the time: that is point two)
An opportunity I fancy I was the only one to appreciate
Of observing the psychiatry of our enemy
(The word in those days was always psychology,
A less exact description now largely abandoned). And though the subject

[...] Read more

poem by Henry Reed
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Bad Behaviour

I'm heading up to London, sat on a train;
The children, sat near to me, are being a pain.
Two are lounged lengthways across the seats,
And constantly pester their mother for sweets.

The girl, sat behind me, keeps on kicking my seat;
Their belongings are strewn around, far from neat.
The boy is so comfy, that he's removed his shoes;
Their behaviour makes me want to blow a fuse!

The boy happily drops sweet wrappers everywhere,
But, about his behaviour, his mother does not care.
Bored, the boy steals his little sister's teddy bear:
About her being upset, he simply does not care.

Now the children are running round and about;
The children, and their mother, constantly shout.
All three children are constantly whinging:
Their behaviour has me inwardly cringing.

On his seat, the boy, aged about eight, is now stood;
Their behaviour is a galaxy away from being good.
I can't believe the mother lets them act this way:
She really needs to keep their behaviour at bay.

This is not how these children should behave:
About their behaviour, I want to rant and rave.
At Clapham Junction, the family leave the train:
I celebrate inside, as they were driving me insane.

poem by Angela Wybrow
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

[...] Read more

poem by Robert Browning from The Ring and the Book
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King Of Intimidation

Spoken : the women of this family seem to feel that they owe it to the men
Of the family to look relaxed, rested, and attractive at dinnertime.
For you they live in a quiet monastery
For you they wear whatever you want them to as long as it is short
They count to ten when you tell them how to drive
And when theyre afraid they let you speak for them
All hail the king of intimidation
Mocker of good christian behavior
For you we wax, we scale, and chicken our legs
For you we chew our nails if we had any left buy fake ones to do it
We counted to 10 temporarily
And it was somethin about how you talk down to me
All hail the king of intimidation
Mocker of good christian behavior
The roles of compromising for the family, you dont want some
Theres only so much we can do to make your dress short
I am single
I am weary
Youre just jealous
Youre just confused
Youre just hungry
Youre in sin now
Youre not happy
You are petty
All hail the king of intimidation
Mocker of good christian behavior
He knows not of what he has wrongly done
Forgive his ignorant behavior
You are tortured
You are captured
You are busted
We were silent
You were tested
You knew better
You are lonely
Was it worth it?
La,la,la

song performed by Alanis Morissette
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Disturbing Behavior

Disturbing behaviour on the common front;
She wants perfect behviour out of everyone
She's got a bone to pick with you
And you don't know what to do;
She says your cheating days are through
And you know what you can do
Impropriety got the best of me
Impropriety wrote my destiny
Disturbing behaviour on the common front;
She wants perfect behaviour out of everyone
Outrageous behaviour convinces everyone
We want perfect behaviour out of everyone

song performed by Robert Palmer
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Special Needs

Remember me when youre the one whos silver screen
Remember me when youre the one you always dreamed
Remember me when everyones noses start to bleed
Remember me, special needs
Just 19 and suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Remember me when you clinch your movie deal
And think of me stuck in my chair that has four wheels
Remember me through flash photography and screams
Remember me, special dreams
Just 19 this suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Just 19 and suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Remember me...
Just 19 this suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Just 19 and suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Remember me...

song performed by Placebo
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God Has Mocked At Us

GOD HAS MOCKED AT US

God has mocked at us -
Made us so great to ourselves
Made us the center of our worlds
Made us feel as if we are what truly matters-

God has mocked at us -
And taught us how small we really are-
Has made us know the paradox-
Of our being central only to ourselves –

God has mocked at us and exalted us
And enabled us to attribute to God
Our own reservations about ourselves-

God has mocked at us
Do we in mocking ourselves mock God also?

poem by Shalom Freedman
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Fifth Book

AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
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One's Addictive Behaviour

To alcohol he lost his young daughter and wife
He says they were not wrong to walk out of his life
For addictive behaviour the price one must pay
And he is one person who sees it this way.

To keep on drinking alcohol the choice he did make
Though he knew in his heart that this was a mistake
He made the wrong choice with his marriage at stake
One's addictive behaviour can cause others heartbreak.

One's addictive behaviour can come at a huge cost
With abuse of health and broken marriages so much to be lost
An addiction of any sort is not a good thing
And the praises of addictive behaviour you won't hear many sing.

For the break up of his marriage his wife he does not blame
Though that he chose alcohol above her and their daughter does cause him some shame
But at conquering an addiction few seem to succeed
'Tis a human frailty the weakness of need.

poem by Francis Duggan
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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
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Empire State Human

Since I was very young I realised
I never wanted to be human size
So I avoid the crowds and traffic jams
They just remind me of how small I am
Because of this longing in my heart
Im going to start the growing up
Im going to grow now and never stop
Think like a mountain, grow to the top
Tall, tall, tall, I want to be tall, tall, tall
As big as a wall, wall, wall, as big as a wall, wall, wall
And if Im not tall, tall, tall, then I will grow, grow, grow
Because Im not tall, tall, tall, tall, tall, tall, tall, tall
Tall, tall, tall, I want to be tall, tall, tall
As big as a wall, wall, wall, as big as a wall, wall, wall
And if Im not tall, tall, tall, then I will grow, grow, grow
Because Im not tall, tall, tall, tall, tall, tall, tall, tall
With concentration
My size increased
And now Im fourteen stories high
At least!!
Empire state human
Just a bored kid
Ill go to egypt to be
A pyramid
Tall, tall, tall, I want to be tall, tall, tall
As big as a wall, wall, wall, as big as a wall, wall, wall
And if Im not tall, tall, tall, then I will grow, grow, grow
Because Im not tall, tall, tall, tall, tall, tall, tall, tall
Tall, tall, tall, I want to be tall, tall, tall
As big as a wall, wall, wall, as big as a wall, wall, wall
And if Im not tall, tall, tall, then I will grow, grow, grow
Because Im not tall, tall, tall, tall, tall, tall, tall, tall
Brick by brick
Stone by stone
Growing till hes fully grown
Brick by brick
Stone by stone
Growing till hes fully grown
Fetch more water
Fetch more sand
Biggest person in the land
Fetch more water
Fetch more sand
Biggest person in the land

song performed by Human League
Added by Lucian Velea
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BE My Lifes Companion

Be my life's companion, and you'll never grow old
I'll love you so much that you'll never grow old
When there's joy in livin' you just never grow old
You've got to stay young 'cause you'll never grow old
People who are lonely can be old at thirty-three
Don't let it happen to you, it didn't happen to me
Be my life's companion and you'll never grow old
You'll never grow old, no, you'll never grow old
Love and youth and happiness are yours to have and hold
Be my life's companion, and you'll never grow old
I know a man who's lonely, and he's old at thirty-three
No one wants to be - old at thirty-three
Your disposition sours like a lemon on a tree
Don't let it happen to you, and I won't let it happen to me
Be my life's companion and you'll never grow old
I'll love you so much that you'll never grow old
Love and youth and happiness are yours to have and hold
Be my life's companion and you'll never grow old
Be my life's companion and you'll never grow old
Lucille, I'll love you so much that you'll never grow old
Love and youth and happiness are yours to have and hold
Be my life's companion and you'll never grow old

song performed by Louis Armstrong
Added by Lucian Velea
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A Fable For Critics

Phoebus, sitting one day in a laurel-tree's shade,
Was reminded of Daphne, of whom it was made,
For the god being one day too warm in his wooing,
She took to the tree to escape his pursuing;
Be the cause what it might, from his offers she shrunk,
And, Ginevra-like, shut herself up in a trunk;
And, though 'twas a step into which he had driven her,
He somehow or other had never forgiven her;
Her memory he nursed as a kind of a tonic,
Something bitter to chew when he'd play the Byronic,
And I can't count the obstinate nymphs that he brought over
By a strange kind of smile he put on when he thought of her.
'My case is like Dido's,' he sometimes remarked;
'When I last saw my love, she was fairly embarked
In a laurel, as _she_ thought-but (ah, how Fate mocks!)
She has found it by this time a very bad box;
Let hunters from me take this saw when they need it,-
You're not always sure of your game when you've treed it.
Just conceive such a change taking place in one's mistress!
What romance would be left?-who can flatter or kiss trees?
And, for mercy's sake, how could one keep up a dialogue
With a dull wooden thing that will live and will die a log,-
Not to say that the thought would forever intrude
That you've less chance to win her the more she is wood?
Ah! it went to my heart, and the memory still grieves,
To see those loved graces all taking their leaves;
Those charms beyond speech, so enchanting but now,
As they left me forever, each making its bough!
If her tongue _had_ a tang sometimes more than was right,
Her new bark is worse than ten times her old bite.'

Now, Daphne-before she was happily treeified-
Over all other blossoms the lily had deified,
And when she expected the god on a visit
('Twas before he had made his intentions explicit),
Some buds she arranged with a vast deal of care,
To look as if artlessly twined in her hair,
Where they seemed, as he said, when he paid his addresses,
Like the day breaking through, the long night of her tresses;
So whenever he wished to be quite irresistible,
Like a man with eight trumps in his hand at a whist-table
(I feared me at first that the rhyme was untwistable,
Though I might have lugged in an allusion to Cristabel),-
He would take up a lily, and gloomily look in it,
As I shall at the--, when they cut up my book in it.

Well, here, after all the bad rhyme I've been spinning,
I've got back at last to my story's beginning:
Sitting there, as I say, in the shade of his mistress,
As dull as a volume of old Chester mysteries,

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poem by James Russell Lowell
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