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Today, children are watching more and more television, and are bombarded over and over with images and content that have the potential to dramatically influence their behavior.

quote by Tim Murphy
Added by Lucian Velea
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Watching Me Watching You

I sit by the cutting on the beaconsfield line.
Hes watching me watching the trains go by.
And they move so fast --- boy, they really fly.
Hes still watching me watching you watching the
Trains go by.
And the way he stares --- feel like locking my door
And pulling my phone from the wall.
His eyes, like lights from a laser, burn
Making my hair stand --- making the goose-bumps crawl.
Hes watching me watching you watching him
Watching me
Im watching you watching him watching me
Watching stares.
At the cocktail party with a bucks fizz in my hand
I feel him watching me watching the girls go by.
And they move so smooth without even trying.
Hes still watching me watching you watching the
Trains go by.
And the crowd thins and he moves up close but he doesnt speak.
I have to look the other way.
But curiosity gets the better part of me and I peek:
Got two drinks in his hand --- see his lips move ---
What the hells he trying to say.
Hes watching me watching you watching him
Watching me.
Im watching you watching him watching me
Watching stares.
Hes watching me watching you watching him
Watching me.
Hes watching me watching you watching
The trains go by.
Hes watching me watching you watching him
Watching me.
Hes watching me watching you watching him watching me.
Hes watching me watching you watching him watching me watching him watching.

song performed by Jethro Tull
Added by Lucian Velea
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Images

I think images are worth repeating
Images repeated from a painting
Images taken from a painting
From a photo worth re-seeing
I love images worth repeating
Project them upon the ceiling
Multiply them with silk screening
See them with a different feeling
Images, oh, images
Images, oh, images
Some say images have no feeling
I think theres a deeper meaning
Mechanical precision or so its seeming
Instigates a cooler feeling
I love multiplicity of screenings
Things born anew display new meanings
I think images are worth repeating
And repeating and repeating
Images, oh, images
Images, images
Im no urban idiot savant
Spewing paint without any order
Im no sphinx, no mystery enigma
What I paint is very ordinary
I dont think Im old or modern
I dont think I think Im thinking
It doesnt matter what Im thinking
Its the images that are worth repeating
And repeating, oh, images
Images
If youre looking for a deeper meaning
Im as deep as this high ceiling
If you think technique is meaning
You might find me very simple
You might think that images boring
Cars and cans and chairs and flowers
You might find me personally boring
Hammer, sickle, mao tse tong
Mao tse tong
Ooohhh, images, images
Images
I think that it bears repeating
The images upon the ceiling
I love images worth repeating
And repeating and repeating
Images, images
Oh, images, oh, images

song performed by Lou Reed
Added by Lucian Velea
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Telemaniaco / Tele Maniac

Un cavernícola golpea a su amada / A caveman hits his lover
y se la lleva de los pelos a la cueva / and it takes it to him from the hair to the cave
no se preocupe no ha pasado nada / don't worry it has not passed anything
el noticiero de las nueve lo comprueba / the news report of nine o'clock checks it

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Me siento bién definitivamente / I feel so good definitively
necesitaba esa dosis de novelas / I really needed that dosis of novels
ya he llorado por cuatro horas y media / I´ve been crying for four hours and a half
ahora cambio para ver una comedia / and now I´m change to see some comedy

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Los dibujitos animados son lo máximo / The cartoons are the maximum thing
me gusta verlos una y otra vez / I like to see them an and another time
luego con mis amigotes los imito / later with my pals I imitate them
y hacemos gala de nuestra inmadurez / and we make Gallic of our immaturity

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Las heroínas buscando chicos malos / The heroines looking for bad boys
los chicos malos buscando diversión / the bad boys looking for amusement
los superhéroes volando por los cielos / the superheros flying for the skies
las chicas pierden sus ligas en el bronx / the girls lose their suspenders in the bronx

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

Cómo me aburro estudiando y trabajando / How I get bored studying and working
con mis papeles y con el profesor / with my papers and with the professor
tan solo quiero volver corriendo a casa / all I want is to return running home
para sentarme frente al televisor / to sit down in front of the television

Es un telemaníaco / He is a tele maniac
ama la televisión ama la televisión / He loves to watch the TV, he loves to watch the TV

[...] Read more

poem by Ramiro 2 Burgos
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The Anger Behind The Swing Of This Axe

With every swing of this well worn axe.
I'm thinking of you.
The anger burns right through.
Images flash across my brain.
It's like I'm watching the most hated reruns on television.
And no matter what I do they just keep playing.

I wish I never meant you.
I wish for something sweet instead of something so bitter.
I've been told the taste will fade.
Well I'm still waiting.

With every swing of this well worn axe.
I'm thinking of you.
The anger burns right through.
Images flash across my brain.
It's like I'm watching the most hated reruns on television.
And no matter what I do they just keep playing.

I wish I never meant you.
I wish for something sweet instead of something so bitter.
I've been told the taste will fade.
Well I'm still waiting..

I did everything right and it still went so wrong.
Perfection in the moment and now its gone.
If I only knew what I know now.
I would have ran for the hills.
Never looked back.
Like a ghost completely disappeared.
Across the hemisphere.
Above the highest atmosphere.
Mind you they are limitation I grant you.
But still I don't think it's that far of an exaggeration.

With every swing of this well worn axe.
I'm thinking of you.
The anger burns right through.
Images flash across my brain.
It's like I'm watching the most hated reruns on television.
And no matter what I do they just keep playing.

I wish I never meant you.
I wish for something sweet instead of something so bitter.
I've been told the taste will fade.
Well I'm still waiting.

With every swing of this well worn axe.
I'm thinking of you.
The anger burns right through.

[...] Read more

poem by Ace Of Black Hearts
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Let The Children Speak

Time - way out of line
A whole nation waits outside
The rhythm of tomorrow
They can dance away their sorrows tonight
Lost - broken and scarred
Prisoner waits outside with his lone heart beating
Let the children, let the children
Let the children, let the children speak
Let the children - let the children speak
Aims - dangerous games
Their mother says one false move and we all get hurt
I feel this sense of power I feel it every hour tonight
Lets not get lazy tonight
Things could get crazy cos
One more kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Let the children, let the children
Let the children, let the children
Power to the powerless strength unto the weak
Let the children, let the children
Let the children, let the children speak
Im begging you now let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Lets not get lazy tonight
Things could get crazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Things could get crazy tonight
Lets not get lazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Im begging you now
Let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
The language of this world
Lets not get lazy cos
One false move and we all get hurt
Let the children, let the children

[...] Read more

song performed by Simple Minds
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Kahlo-Christ Conjunctions - Sacrificed Flesh, Broken Bread, Emmaus Vision

[The curious or, better, interested reader may view the images alluded to in this essay at this website: http: //falconwarren.blogspot.com/2011/01/kahlo-christ- conjunctions-sacrificed.html]

Kahlo Strophes

As with love, also the bellows.

Calavera*, the Future stands
hand to mouth, fingers to forehead
unfolding before still instatic shapes.
Hold desperately to frames before
these quaking perceptions.

She could not stop there,
had to flare out, dry paint,
and the dryer flesh peel down
to bone, a sexless esqueleto**,
skull no longer mustached,
a calavera, nothing more,
curved calcium reliant forever
upon canvas, what is congealed
there to fan and burn,
a 'cauda pavonis'***.

- the author, from the text below

*Skull
**Skeleton
***Peacock's Tail (an image in alchemy) .

'Poetry such as this attempts not just a new syntax of the word. Its revolution is aimed at the syntax of the mind itself. Its structuring of experience is purposive, not dreamlike. We are dealing with a self-induced, or naturally or mysteriously come by, creative state from which two of the most fundamental human activities diverge, the aesthetic and the mystic act. The creative matrix is the same in both, and it is that state of being that is most peculiarly and characteristically human, as the resulting aesthetic and mystic experience is the purist form of human act. There is a great deal of overlapping, today especially, when art is all the religion most people have and when they demand of it experiences that few people of the past demanded of religion....A visionary poem is not a vision. The religious experience is necessitated and ultimate.' - Kenneth Rexroth, World Outside the Window, the Selected Essays of Kenneth Rexroth, pg.255-256

Rexroth's words are pertinent to the images used in this essay, Kahlo's painting above is visionary, Grunewald's are religious, and several photos are both, and all are 'aimed at the syntax of the mind itself.. Its restructuring of experience is purposive, not dreamlike.' The images included in this essay, which is more a prose poem than regular prose, are meant to convey equally or more, at least as as much as, the words in their incantatory formations which may induce entrance into 'imaginal' spaces where word and image meet in a practical magic, inspire a felt understanding and perhaps gain a view or actual entrance into what ecstatic poet, Rainer Maria Rilke, calls 'the Greater Relation.'

I've decided to publish this piece-in-progress as it unwinds in spirals 'aimed at the syntax of the mind itself...its restructuring of experience' with the understanding that it may later appear in greatly altered form. In a real sense this writing writes itself; I try to heed, copy, then hone to the bone what might be wanting to be sung, for what is below, and often what I write, is more akin to music, a vocal/verbal lilt beyond a particular solid tilt of view of a world absolute, static logos.

Heraclitus noted thousands of years ago, 'All is flux.'

To this I would only add, and perhaps this is what all of my writing amounts to,

'All is reflux.'

Selah. WF

NYC,1/31/11

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poem by Warren Falcon
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Images Presented

The image that's presented,
Determines how impressive...
Those pretentious rush to protect.
And the image that's presented,
Has less to do with intellect.
Or competence and its effect,
Upon those expecting...
Much more than an image projected to accept.

Images old have molded.
Although repeatedly they have been sold!

Those images presented,
Represent times gone.
Those images presented,
Have been rusted so long.
Those images presented,
Do not feed!
Those images presented,
No one needs now!

Those images presented represent a decadence.
And they represent with evidence pretentions that are meant.
Those images presented do not feed.
Those images presented no one needs,
Now.

Those images presented represent a decadence.
And they represent with evidence pretentions that are meant.
Those images presented do not feed.
Those images presented no one needs,
Now.

Those images presented,
Represent times gone.
Those images presented,
Have been rusted so long.
Those images presented do not feed.
Those images presented no one needs,
Now.

Those images presented represent a decadence.
And they represent with evidence pretentions that are meant.
Images old have molded.
Although repeatedly they have been sold!

poem by Lawrence S. Pertillar
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Watching For Pa

Three little forms in the twilight gray,
Searching the shadows across the way;
Two pair of black eyes, and one of blue --
Brimful of love, and of mischief too;
Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

May, with her placid and thoughtful brow,
Beaming with kindness and love just now;
Willie the youngest, in anguish did lay,
Stealing sly kisses from sister May,
Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Nellie, with ringlets of sunny hue,
Cosily nested between the two;
Pressing her cheeks to the window pane,
Wishing the absent one home again.
Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Watching for Pa!
Watching for Pa!
Sitting by the window,
Watching for Pa!

Now there are shouts from the window seat;
There is a patter of childish feet;
Gaily they rush through the lighted hall --
"Coming at last" is the joyful call.
Watching for Pa!
Watching for Pa!
Standing on the doorstep,
Watching for Pa!

[...] Read more

poem by Henry Clay Work
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

[...] Read more

poem by Gert Strydom
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Why Do Children Of The Poor

Why do children of the poor die so readily?
By the age of five
they're already disarmed for life.
Is money a gene they're missing?
Or is their suffering
just a diminished immunity to the rest of us?
The gluttons of knowledge
discuss James Joyce in a loud voice
in well-lit universities.
With great nuance and finesse
they enumerate the seven kinds of ambiguity
and the mean diameter of the vowel O
in the context of neo-Chicago Aristotelianism
in the latter plays of Shakespeare
where the commas fall like worms
out of every page of his art
as if he couldn't punctuate
the death-rage in his heart
with the subtler points
of the neo-critical literati.
I think Shakespeare would have seen
the sterling irony
of debating proto-Nostratic linguistics
while living children all around him
can't read their names in their own mother-tongue.
If the same word for oak
was the word we used for door
when we all learned to speak the same language
milennia ago
it's not hard to imagine
given modern advances in communication
that the word for child
that we used way back then
is the root of the word we use for atrocity today.
Why do the children of the poor die so readily?
Nature or nurture?
Is it because the children of the rich
are taught that wealth is longevity
and the children of the poor
who can't read the fine print
bleed to death like expired medical plans?
Why do the rich think that the poor
are the reason their children suffer
and the best thing to do is make orphans of them
by sending the poor of one nation
to war against another
to keep the economy growing
and cut back on the unemployed
like deer culled from a budget in hunting season?
If you're a child born from this womb

[...] Read more

poem by Patrick White
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Green Spanish Eyes

Ah Consuela! Surveying vast vistas for visions of green Spanish eyes,
I discern them again where she left me back then, when we kissed as she parted, my friend.
So I'm daring to tread towards the klieg lights ahead, where I'll wait and I'll watch her ascend.

Ah Consuela! I'm watching, she teases the mirror with green Spanish eyes;
Her serape entangles her ebony bangles like lace on the sorcerer's looms,
And her capes of the night, she drapes tight to excite, and her fan is embellished with plumes.

Ah Consuela! I'm watching as spectators savour her green Spanish eyes;
Taming wild concertinas, the dark ballerina performs on the concert hall stage,
But she shies from the sound of ovation unbound like a timorous bird in a cage.

Ah Consuela! I'm watching, she quickens the pit with her green Spanish eyes,
As the cymbals shake, clashing, the floodlights wake, flashing, igniting the wild fireflies,
And the piccolo piper's inviting the vipers to coil in the cold caldron skies.

Ah Consuela! I'm watching the shimmering shadows in green Spanish eyes
As I rise from my chair and converge to the stair with a hesitant sip of my wine.
Though she doesn't deny me, she wanders right by me with neither a look nor a sign.

Ah Consuela! I'm watching, she waves to the stage with her green Spanish eyes,
(For her senses scoff, scorning the biblical warning of kisses of Judas that sting,
With her pierced ears defeating the echoes repeating) and smiles at the bluebird that sings.

Ah Consuela! I'm watching faint embers a' stir in her green Spanish eyes,
For a soft spoken stranger enveloping danger has captured the rhyme in the room
As he slips into sight through the scent of the night and the breath of her heavy perfume.

Ah Consuela! I'm watching, she gauges his guise through her green Spanish eyes
- From his gypsy-like mane, to his diamond stud cane, to the raven engraved on his vest -
For a faraway form, a tempestuous storm, lurks and heaves neath the cleav'e of her breasts.

Ah Consuela! I'm watching the caravels cruise in her green Spanish eyes;
With the castanets clacking upon the deck cracking, he whips 'round his cloak with a whiz
And without sacrificing, at mien so enticing, she floats with her face facing his.

Ah Consuela! I'm watching, the vertigo veiling her green Spanish eyes,
While the drumbeat pounds, droning, the rhythm sounds, moaning, of jungles Jamaican entwined
In the valleys concealing the vineyards revealing the vaults in the caves of her mind.

Ah Consuela! I'm watching, while carnivals call to her green Spanish eyes,
And with paused palpitations the tom-tom temptations come taunting her tremulous feet
With her toe tips a' tingle while jute boxes jingle for jesters that jive on the street.

Ah Consuela! I'm watching, she rides with the tides in her green Spanish eyes,
And her silhouette's travelling on ripples unravelling and shaking the shivering shores,
As she strides from the light to the taste of the night through the candlelit cabaret doors.

Ah Consuela! I'm watching, she dances till dawn with her green Spanish eyes,
With her movements adorning a trickle of morning as sipped by the mouth of the moon,

[...] Read more

poem by Terry O'Leary
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Television Man

Im looking and Im dreaming for the first time
Im inside and Im outside at the same time
And everything is real
Do I like the way I feel?
When the world crashes in into my living room
Television man made me what I am
People like to put the television down
But we are just good friends
(Im a) television man
I knew a girl, she was a macho man
But its alright, I wasnt fooled for long
This is the place for me
Im the king, and youre the queen
Chorus
Take a walk in the beautiful garden
Everyone would like to say hello
It doesnt matter what you say
Come and take us away
The world crashes in, into my living room
The world crashes in, into my living room
The world crashes in, into my living room
The world crashes in, into my living room
And we are still good friends...(television man)
Im watching everything...(television man)
Television man...(television man)
Im watching everything...(television man)
Television man...and Im gonna say
We are still good friends...and Im trying to be
Watchin everything...and I gotta say
We are still good friends...you know the way it is
Television man...Ive got what you need
We are still good friends...i know the way you are
Television man...i know what youre tryin to be
Watchin everything...and I gotta say
Thats how the story ends.

song performed by Talking Heads
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Book IV - Part 02 - Existence And Character Of The Images

But since I've taught already of what sort
The seeds of all things are, and how distinct
In divers forms they flit of own accord,
Stirred with a motion everlasting on,
And in what mode things be from them create,
And since I've taught what the mind's nature is,
And of what things 'tis with the body knit
And thrives in strength, and by what mode uptorn
That mind returns to its primordials,
Now will I undertake an argument-
One for these matters of supreme concern-
That there exist those somewhats which we call
The images of things: these, like to films
Scaled off the utmost outside of the things,
Flit hither and thither through the atmosphere,
And the same terrify our intellects,
Coming upon us waking or in sleep,
When oft we peer at wonderful strange shapes
And images of people lorn of light,
Which oft have horribly roused us when we lay
In slumber- that haply nevermore may we
Suppose that souls get loose from Acheron,
Or shades go floating in among the living,
Or aught of us is left behind at death,
When body and mind, destroyed together, each
Back to its own primordials goes away.

And thus I say that effigies of things,
And tenuous shapes from off the things are sent,
From off the utmost outside of the things,
Which are like films or may be named a rind,
Because the image bears like look and form
With whatso body has shed it fluttering forth-
A fact thou mayst, however dull thy wits,
Well learn from this: mainly, because we see
Even 'mongst visible objects many be
That send forth bodies, loosely some diffused-
Like smoke from oaken logs and heat from fires-
And some more interwoven and condensed-
As when the locusts in the summertime
Put off their glossy tunics, or when calves
At birth drop membranes from their body's surface,
Or when, again, the slippery serpent doffs
Its vestments 'mongst the thorns- for oft we see
The breres augmented with their flying spoils:
Since such takes place, 'tis likewise certain too
That tenuous images from things are sent,
From off the utmost outside of the things.
For why those kinds should drop and part from things,
Rather than others tenuous and thin,

[...] Read more

poem by Lucretius
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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poem by Nyein Way
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Affirmations(2002-2004)

Today, I will get up before my alarm
Today, I won't close my eyes until dusk
Today, I will not get a speeding ticket
Today, I will count this day as a first
Today, I will enjoy the life that has been left to me
Today, I won't frown over the may-have-beens
Today, I won't cry over the should-have-beens
Today, I won't wonder about the could-have-beens

Today, I'll smile.......Today, I'll Laugh.... Today, I'll relax

Today, I won't feel alone because I don't see you
Today, I'll find something new that wasn't true of you
Today, I won't be afraid to look upon a new face
Today, I'll step up and take my place
Today, I won't think about what I've lost
Today, I'll look forward instead of behind
Today, I'll find some piece of mind

Today, I'll hope.... Today, I'll pray... Today, I'll believe

Today, I'll dream as if I always did
Today, I'll wish on a star the way I used to
Today, I'll reach for the heavens and sigh
Today, My heart will start to heal
Today, the biggest miracle is ME.
Today, Yesterday's problems ceased to be
Today, the rain has stopped and the sun has returned
Today, the breath of kindness is found in words

Today, I wonder.... Today, I am a child.

poem by Lillian B. Rose
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[9] O, Moon, My Sweet-heart!

O, Moon, My Sweet-heart!
[LOVE POEMS]

POET: MAHENDRA BHATNAGAR

POEMS

1 Passion And Compassion / 1
2 Affection
3 Willing To Live
4 Passion And Compassion / 2
5 Boon
6 Remembrance
7 Pretext
8 To A Distant Person
9 Perception
10 Conclusion
10 You (1)
11 Symbol
12 You (2)
13 In Vain
14 One Night
15 Suddenly
16 Meeting
17 Touch
18 Face To Face
19 Co-Traveller
20 Once And Once only
21 Touchstone
22 In Chorus
23 Good Omens
24 Even Then
25 An Evening At ‘Tighiraa’ (1)
26 An Evening At ‘Tighiraa’ (2)
27 Life Aspirant
28 To The Condemned Woman
29 A Submission
30 At Midday
31 I Accept
32 Who Are You?
33 Solicitation
34 Accept Me
35 Again After Ages …
36 Day-Dreaming
37 Who Are You?
38 You Embellished In Song

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poem by Mahendra Bhatnagar
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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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Television Is Not Your Friend (Television)

Television is hypnotic and addictive
You become mezmorized and hypnotized
Your TV manufactured from pixels of
Red, green and blue
It flickers high rates of speed
You're bombarded with
Fast moving electrons
It siezes your brain away from you
These subliminal waves seal your eyes
Transmitting cerebellum broadcasts
That decieve
you get an epilectic-type reaction
This high rate of TV flashes
Effects the mind
You become reposed
And there's less brain activity
You're not wrecked by visible rays
But invisible radiation
'It's the best control mechanism
You can think of '
Quoted of why television
Is furnished in a prison
Your intellect responds to what the screen displays
You'r not alive, you are dead
You fail to keep in touch with your body
You intellect eventually will play
It's never percieved at an ordinary plane of awareness
Therefore, the viewer assume truth is in the television
It's initiated in your childhood
parents seat the child in front of this evilness
Exploiting their minds in their early existence
Tuned into the cartoons
Cartoons becomes their reality
Some of the cartoons brings forth violence
Characters recieve wallops upon their flesh
A breif time following they seem to be intact
Soon after, on the playground, it's acted out
Parents pondering where it's attained from
Kids confused why it won't function on themselves
These kids seated staring entranced upon the couch
Violence, sex, hatred, fear and clichés
It's what they respire me to speculate about
With my feeble mind viewing excessively
Upon the tube
Cemented upon this TV continuously
Wasting my life
This is what they desire to regulate me
Once caught, all things that isn't I concieve as true
Poison disperse from this TV set
Emits into my veins

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poem by R.K. Cowles
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Children Of Persia

Children of persia
Some are the brothers of human kind
And own them, whatsoever their estate;
And some for, for sorrow and self- scorn
Man's enmity with unguarded fate
Feel the love tonight
I will cherished you children of persia
Children of persia I put a smile on the faces of you all
So show your smile for me in return
I give you praises
For being the children of persia
I light up your life children of persia
I share this music that fills my heart with you children of persia
This is your song children of persia
So let's sing it along
The magic comes along
God will lift up your spirit children of persia
If you need to cry children of persia
I will understand
Go ahead and cry
If you want to laugh
Laugh your heart out children of persia
I won't let you fall
Children of persia
I will never abandon you children of persia
This is your song
Let all your fears die children of persia
I am your friend children of persia
What are you going to do at the end?
Children of persia I believe you all could fly
Won't you light the way God for the children of persia?
Children of persia believe in your dreams
Don't give up your hopes children of persia
When tears are in your eyes children of persia I will dry them
I am on your side children of persia when times are rough
Children of persia
I believe that somewhere in the darkest night a candle glows
Children of persia
I believe that the prayers you are saying will be answered
Children of persia
Children of persia you all live from day to day
And you children of persia don't borrow from the sunshine
Children of persia your future is written in the stars
Children of persia I don't want to watch you all drown
Children of persia don't worry about tomorrow
Because tomorrow will worry for it's self
I don't want to hurt you children of persia
This is true
I am being honest with you all children of persia

poem by Aldo Kraas
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Angels

Take this man to prison, the man heard herod say,
And then four squads of soldiers came and carried him away.
Chained up between two watchmen, peter tried to sleep,
But beyond the walls an endless prayer was lifting for his keep.
Then a light cut through the darkness of a lonely prison cell,
And the chains that bound the man of God just opened up and fell,
And running to his people before the break of day,
There was only one thing on his mind, only one thing to say:
Angels watching over me, every move I make,
Angels watching over me!
Angels watching over me, every step I take,
Angels watching over me!
God only knows the times my life was threatened just today.
A reckless car ran out of gas before it ran my way.
Near misses all around me, accidents unknown,
Though I never see with human eyes the hands that lead me home.
But I know theyre all around me all day and through the night.
When the enemy is closing in, I know sometimes they fight
To keep my fight from falling, Ill never turn away.
If youre asking whats protecting me then youre gonna hear me say:
Got his angels watching over me, every move I make,
Angles watching over me!
Angels watching over me, every step I take,
Angels watching over me....
Angels watching over me....
Angels watching over me.
Got his angels watching over me, every move I make,
Angels watching over me!
Angels watching over me, every step I take,
Angels watching over me!
Angels watching over me,
Angels watching over me,
Angels watching over me,
Angels watching over me!
Though I never see with human eyes the hands that lead me home....

song performed by Amy Grant
Added by Lucian Velea
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