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I choose my roles carefully.

quote by Catherine Deneuve
Added by Lucian Velea
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Anyway, Anyhow, Anywhere

I can go anyway, way I choose
I can go anyway, way I choose
I can live anyhow, win or lose
I can live anyhow, win or lose
I can go anywhere, for something new
I can go anywhere, for something new
Anyway, anyhow, anywhere I choose
Anyway, anyhow, anywhere I choose
I can do anything, right or wrong
I can do anything, right or wrong
I can talk anyhow, and get along
I can talk anyhow, and get along
Dont care anyway, I never lose
Dont care anyway, I never lose
Anyway, anyhow, anywhere I choose
Anyway, anyhow, anywhere I choose
Nothing gets in my way
Nothing gets in my way
Not even locked doors
Not even locked doors
Dont follow the lines
Dont follow the lines
That been laid before
That been laid before
I get along anyway I dare
I get along anyway I dare
Anyway, anyhow, anywhere
Anyway, anyhow, anywhere
I can go anyway, way I choose
I can go anyway, way I choose
I can live anyhow, win or lose
I can live anyhow, win or lose
I can go anywhere, for something new
I can go anywhere, for something new
Anyway, anyhow, anywhere I choose
Anyway, anyhow, anywhere I choose
Anyway
Anyway
Anyway I choose, yeah
Anyway I choose, yeah
Anyway I wanna go, I wanna go n do it myself,
Anyway I wanna go, I wanna go n do it myself,
Do it myself
Do it myself
Do it myself, yeah
Do it myself, yeah
Anyway, way I choose
Anyway, way I choose
Anyway I choose
Anyway I choose

[...] Read more

song performed by Who
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I Choose You

(r palmer)
I choose you
When love comes along you go with the flow
You should trust your feelings on it
When you get hit by the arrow youll know
Cupids aim is always on it
Its half past two now
Your face is lovely
Its only lit by candlelight
Just me and you here
Our room is quiet
Only our sighs and whispers
You dont choose who you fall in love with
You dont mess with the gods of love
You cant choose who you fall in love with
So I choose you
When love comes along you go with the flow
You should trust your feelings on it
When you get hit by the arrow youll know
Cupids aim is always on it
You mesmerise me
My head is spinning
This is much more than fantasy
Lost in your kisses
My senses tingle
We lose our inhibitions
You dont choose who you fall in love with
You dont mess with the gods of love
You cant choose who you fall in love with
So I choose you
Ohohohah
I choose
I choose you
I choose
I choose you
I choose
Oh babe I choose you
I choose
I choose you
Whooo
You dont choose who you fall in love with
You dont mess with the gods of love
You cant choose who you fall in love with
So I choose you
Whoo
You dont choose who you fall in love with
You dont mess with the gods of love
You cant choose who you fall in love with
So I choose you

song performed by Robert Palmer
Added by Lucian Velea
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Doodles

I've got plenty made doodles.
Some done and some new doodles too.
I've got plenty made doodles.
And doing those doodles is what I choose,
When doing those doodles I choose to do.

I've got plenty made doodles.
Some done and some new doodles too.
I've got plenty made doodles.
And doing those doodles is what I choose,
When doing those doodles I choose to do.

I've got plenty made doodles.
Some done and some new doodles too.
I've got plenty made doodles.
And doing those doodles is what I choose,
When doing those doodles I choose to do.

I've got plenty made doodles.
Some done and some new doodles too.
I've got plenty made doodles.
And doing those doodles is what I choose,
When doing those doodles I choose to do.

I've got plenty made doodles.
And doing those doodles is what I choose,
When doing those doodles I choose to do.

I've got plenty made doodles.
And...
Doing those doodles is what I choose,
When doing those doodles I choose to do.

I've got plenty made doodles.
And...
Doing those doodles is what I choose,
When doing those doodles I choose to do.
Doing those doodles is what I choose,
When doing those doodles I choose to do.
Doing those doodles is what I choose,
When doing those doodles I choose to do.
I've got plenty made doodles
I've got plenty made doodles.
And...
Doing those doodles is what I choose,
When doing those doodles I choose to do.
I've got plenty made doodles.
I've got plenty made doodles.
I...
Do all my doodles with doodles done.

[...] Read more

poem by Lawrence S. Pertillar
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Raincheck

Its not high finance, its called heart and soul
If its rock and roll, got to go, go, go, go, go
Gonna keep moving on up to the higher ground
Gonna keep on moving on up, I got to stand my ground
Gonna keep on moving on up, I wanna stick around
Wont let the bastards grind me down
Wont let the bastards grind me down
Wont let the bastards grind me down
Call me raincheck in the afternoon
Call me raincheck, need a shot of rhythm and blues
Call me raincheck, on a golden autumn day
Call me raincheck, I wont fade away, I wont fade away
I dont fade away, I dont fade away, unless I want to
Cant take my love away, ah cause its here to stay
If it fades away, come back another day
Gonna keep on moving on up to the higher ground
Gonna keep on moving on up, I wanna stick around
Gonna keep on moving on up, oh gonna stand my ground
Wont let the bastards grind me down
Wont let the bastards grind me down
Wont let the bastards grind me down
My name is raincheck in the afternoon
My name is raincheck, need a shot of rhythm and blues
My name is raincheck, on a golden autumn day
My name is raincheck, and I dont fade away, I dont fade away
I dont fade away, I dont fade away, unless I want to
Move it up, move it up, move it up, move it up
Move it up, move it up, move it up, move it up
Move it up, move it up, move it up, move it up, move it up
Grind me down, grind me down, grind me down
My name is raincheck in the afternoon
My name is raincheck, need a shot of rhythm and blues
My name is raincheck, on a golden autumn day
My name is raincheck, and I dont fade away, I dont fade away
I dont fade away, I dont fade away, unless I want to
Put on your dancing shoes, dance away your blues
When Im feeling like this, I got nothing to lose
Wanna keep on moving on up to the higher ground
Wanna keep on moving on up and Ill stick around
Wanna keep on moving on up, got to stand my ground
Wont let the bastards grind me down
Wont let the bastards grind me down
Oh, wont let the bastards grind me down
My name is raincheck in the afternoon
My name is raincheck, need a shot of rhythm and blues
My name is raincheck, on a golden autumn day
My name is raincheck, and I dont fade away, I dont fade away
I dont fade away, I dont fade away, unless I choose
I choose, I choose, I choose
No, I dont fade away, I dont fade away, I dont fade away

[...] Read more

song performed by Van Morrison
Added by Lucian Velea
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The Black Angels Death Song

(reed, cale)
The myriad choices of his fate
Set themselves out upon a plate
For him to choose
What had he to lose
Not a ghost bloodied country
All covered with sleep
Where the black angel did weep
Not an old city street in the east
Gone to choose
And wanderings brother
Walked on through the night
With his hair in his face
On a long splintered cut from the knife of g.t.
The rally mans patter ran on through the dawn
Until we said so long
To his skull-shrill yell
Shining brightly red-rimmed and
Red-lined with the time
Infused with the choice of the mind
On ice skates scraping chunks
From the bells
Cut mouth bleeding razors
Forgetting the pain
Antiseptic remains cool goodbye
So you fly
To the cozy brown snow of the east
Gone to choose, choose again
Sacrificials remains make it hard to forget
Where you come from
The stools of your eyes
Serve to realize fame, choose again
And rovermans refrain of the sacrilege recluse
For the loss of a horse
Went the bowels and a tail of a rat
Come again, choose to go
And if epiphanys terror reduced you to shame
Have your head bobbed and weaved
Choose a side to be on
If the stone glances off
Split didactics in two
Leave the colors of the mouse trails
Dont scream, try between
If you choose, if you choose, try to lose
For the loss of remain come and start
Start the game I che che che che i
Che che ka tak koh
Choose to choose
Choose to choose, choose to go

song performed by Velvet Underground
Added by Lucian Velea
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Black Angel's Death Song

The myriad choices of his fate
Set themselves out upon a plate
For him to choose
What had he to lose
Not a ghost bloodied country
All covered with sleep
Where the black angel did weep
Not an old city street in the east
Gone to choose
And wandering's brother
Walked on through the night
With his hair in his face
On a long splintered cut from the knife of G.T.
The rally man's patter ran on through the dawn
Until we said so long
To his skull-shrill yell
Shining brightly red-rimmed and
Red-lined with the time
Infused with the choice of the mind
On ice skates scraping chunks
From the bells
Cut mouth bleeding razor's
Forgetting the pain
Antiseptic remains cool goodbye
So you fly
To the cozy brown snow of the east
Gone to choose, choose again
Sacrificials remains make it hard to forget
Where you come from
The stools of your eyes
Serve to realize fame, choose again
And roverman's refrain of the sacrilege recluse
For the loss of a horse
Went the bowels and a tail of a rat
Come again, choose to go
And if Epiphany's terror reduced you to shame
Have your head bobbed and weaved
Choose a side to be on
If the stone glances off
Split didactics in two
Leave the colors of the mouse trails
Don't scream, try between
If you choose, if you choose, try to lose
For the loss of remain come and start
Start the game I che che che che I
Che che ka tak koh
Choose to choose
Choose to choose, choose to go

song performed by Velvet Underground
Added by Lucian Velea
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Sonnet: Choose The Things in Your Life

0 choose your friend who must be good as you;
And choose your spouse better than you; make sure;
And choose the one best as your Teacher too;
And choose ambitions that suit your nature.

0 choose the profession thats truly best;
And choose the hobbies that ne'er interfere;
And choose your Time to begin work, take rest;
And choose your enemies, you surely fear.

0 choose your food that gives extended health;
And choose your garments -comfortable wear;
And choose the honest way to added wealth;
And choose the burden right, body can bear.

0 choose the people who deserve help most;
And choose good principles, yet never boast.

poem by John Celes
Added by Poetry Lover
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Choose a Removal of Delusions

If you choose to save face,
With a haste...
That leaves a pacing done,
In waste.
Eliminate,
The pacing!
And do,
What it takes.

It takes reflection,
Done.
It takes reflection to overcome.
It takes reflection,
Done...
To remove delusions.

It takes reflection,
Done.
It takes reflection to overcome.
It takes reflection,
Done...
To remove delusions,
Of the one that runs.

Sit back.
Choose a removal of delusions.
Sit back.
Choose a removal of delusions.
Sit back.
Choose a removal of delusions and include,
A completion of truth you do.

Just sit back,
Choose a removal of delusions.
Sit back.
Choose a removal of delusions.
Sit back.
Choose a removal of delusions and include,
A completion of truth you do.

Relax and...
Choose a removal of delusions.
Sit back.
Choose a removal of delusions.
Sit back.
Choose a removal of delusions and include,
A completion of truth you do.

If you choose to save face,
With a haste...

[...] Read more

poem by Lawrence S. Pertillar
Added by Poetry Lover
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Choose To Fly

Choose to fly!
Choose to soar...
Above the clouds,
And touch the sky.
Choose to spread your wings.
And with praises choose to sing...
To end limitations.
And what to you those limits bring.
Choose to fly.
Energize with the Sun.
Have fun.
Begin what is wished.
Do not undo that which has begun.
Choose to fly.
Look up.
Around and down!
Can accustomed conflict mixed with confusion...
Be heard from anyone?
Can it be found?
As you lift your disconnectedness,
Higher off the ground?
Can you feel a peace?
As you release...
From tensions that decrease.
Choose to fly.
Let go of that madness...
Grabbing to entrap.
To have you slapped with unhappiness.
Choose to fly.
Declare your fresh air...
Is absent of dispair.
And all boundaries have cleared for your arrival.
Choose to fly!
Choose to soar...
Above the clouds,
And touch the sky.
Let go...
And take hold of the atmosphere there.
Choose to fly.
Choose to soar.
Choose to live the life you adore,
Even more!
Choose to fly.
And break free to live your dreams.

poem by Lawrence S. Pertillar
Added by Poetry Lover
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Refuse To Be Muted

Do choose.
And, select your steps.
Do choose.
Don't second guess to be a wreck.
Do choose.
Reach and see yourself the best.
Seek to want nothing else less...
Since there's no time to sit and rest,
With folded arms against your chest.

Do choose.
Don't pity pat your own back.
Do choose.
Decide to be better than that.
Do choose.
Unstrap from shackles that trap.
You are much more than that.
Put some heat under your feet...
Know your destiny is yours,
To meet and greet.

Do choose.
Don't pity pat your own back.
Know you're better than that!
Refused to be muted.
Refute this to be booted!

Do choose.
And, select your steps.
Do choose.
Don't second guess to be a wreck.
Do choose.
Reach and see yourself the best.
Seek to want nothing else less...
Since there's no time to sit and rest,
With folded arms against your chest.

Refuse to be muted.
Refute this to be booted.

Do choose.
Refuse to be muted.
Refute this to be booted!

Do choose.
Refuse to be muted.
Refute this to be booted!
And, select your steps.
Reach and seek the best.

[...] Read more

poem by Lawrence S. Pertillar
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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

[...] Read more

poem by Robinson Jeffers
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Choose

Tell me
What you gonna do
Where you gonna go
Youre running out of time.
Hey baby
Whats it gonna be
Are you gonna stay
Do you wanna be free.
Choose what ya gonna do
Choose do what you gotta do
Choose whats ya gonna be
Choose, do what ya gotta do.
New day
The time is right
Ya make the move
You do what you gotta do.
Youre free
If you wanna be
Youll see
Aint nothing gonna stop you.
Choose whats ya gonna do
Choose, do what ya gotta do
Choose whats ya gonna be
Choose, I believe to my soul that ya gotta be free.
New day
Time is right
Ya make the move
Do what ya gotta do.
Youre free
If you wanna be
Youll see
Aint nothin gonna stop you.
Choose what you gonna do
Choose do what you gotta do
Choose what you gonna do
Choose do what you gotta do.

song performed by Santana
Added by Lucian Velea
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If Only Wishes Were Horses, Part 3

I wish to wish the wish you wish to wish
But if you wish to wish the wish the witch wishes,
I won't wish to wish the wish you wish to wish.
I'd wish like you - like you do
and the wishes of ours would surely come true
If only wishes were horses!

I dream to dream the dream you dream to dream
But if you dream to dream the dream the dead dream,
I won't dream to dream the dream you dream to dream.
I'd dream like you - like you do
and the dreams of ours would thus come true
If only wishes were horses!

I desire to desire the desire you desire to desire,
But, if you desire to desire the desire the deer desires
I won't desire to desire the desire you desire to desire.
I'd desire like you - like you do
and our desires would really come true
If only wishes were horses!

I choose to choose the shoes you choose to choose,
But, if you choose to choose the shoes the Jews choose,
I won't choose to choose the shoes you choose to choose.
I'd walk in your shoes - your shoes of success
And then I'd have no stress,
If only wishes were horses!

I love to love the love you love to love,
But if you love to love the love the losers love
Then I won't love to love the love you love to love.
I'd love you and the world,
I'd love you more than itself the word,
If only wishes were horses!

I would, anyway, wish or dream or desire or choose or love like you do
BUT it surely would come true
If only, if only, if only wishes were horses!

poem by Comfort Ndlovu
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Heaven On A Sunday

Peaceful, like heaven on a sunday.
Wishful, not thinking what to do
Weve been calling it love
But its a dream were going through
And if I only had one love
Yours would be the one Id choose.
If I only had one love
Yours would be the one Id choose.
Restful, like devon on a monday
Cooling my fingers in the bay
Weve been learning a song
But its a long and lonely blues
If I only had one love,
Yours would be the one Id choose
If I only had one love
Yours would be the one Id choose
Its peaceful, like heaven on a sunday
Wishful, not thinking what to do
Weve been calling it love
But its a dream were going through
And if I only had one love
Yours would be the one Id choose
If I only had one love
Yours would be the one I choose
If I only had one love
Yours would be the one I choose
If I only had one love
Yours would be the one I choose
If I only had one love
Youd be the one I choose
If I only had one love
Yours would be the one I choose
If I only had one love
Youd be the one I choose
If I only had one love

song performed by Paul McCartney
Added by Lucian Velea
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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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Second Book

TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Stop That Copying Of Me That You Do

Stop your copping on my duty,
That your are trying to scoop.
Stop your snooping to excuse it too,
Boo!

Stop your copping on my duty,
That your are trying to scoop.
'Cause I choose not to get moody,
Showing attitude.

And while you're at it,
Choose somebody else to boost.
And while you're at it,
Choose somebody else to use,
Boo.

And while you're at it,
Choose somebody else to boost.
And...
Stop that copying of me that you do.

And while you're at it,
Choose somebody else to boost.
And while you're at it,
Choose somebody else to use,
Boo.

And while you're at it,
Choose somebody else to boost.
And...
Stop that copying of me that you do.

Stop your copping on my duty,
That your are trying to scoop.
Stop your snooping to excuse it too,
Boo!

Stop your copping on my duty,
That your are trying to scoop.
'Cause I choose not to get moody,
Showing attitude.

And while you're at it,
Choose somebody else to boost.
And while you're at it,
Choose somebody else to use,
Boo.

poem by Lawrence S. Pertillar
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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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Soap Opera

Do the Devil
And God switch
Roles in becoming
The writer, creator
Director of our roles?

If not,
What pleasure
Does God get
In making us
Enact the roles
Of a Rapist,
Murderer,
Paedophile
In this life's
Soap Opera?

Is HE a sadist
Relishing the agony
Of helpless victims
Or for such roles
Does Devil the
Writer-Creator-Director
Remain the all-powerful
Producer of such a
Hedonistic, Voyeuristic
Masochistic Thriller?

poem by Aparna Chatterjee
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Thurso’s Landing

I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.

II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,

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poem by Robinson Jeffers
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