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I think that there's been an unfortunate tendency for right wing think tanks to dominate these discussions. They often produce very shoddy studies and policy recommendations, which are nevertheless taken very seriously.

quote by Juan Cole
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poem by Rwetewrt Erwtwer
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

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

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

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

METHODOLOGY

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

RESULTS

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

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

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

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

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

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

Negative impacts of poverty on education

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

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

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

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

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

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

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

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

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

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poem by Innocent Masina Nkhonyo
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On the other side of the Lomba river

There are flashes hitting in the distance,
bad weather hanging on the other side of the Lomba river
with tanks standing ablaze

nothing can stop the war clouds
(while the shots of enemy tanks resound)
or stop the slaughter of the angel of death

and Fapla, Cubans and Russians perish
and we also receive deadly shots.
There are flashes hitting in the distance,

where we teach them a final lesson in Africa
when the enemy appear
but olifant tanks and Ratel armoured cars are stuck in a landmine field

and howitzer canons fire
at the beginning of the slaughter
with tanks standing ablaze

and there are olifant tanks and Ratel armoured cars disappearing in the bush
with rockets raining down
when the enemy appear

which rip enemy weaponry into pieces
and division after division comes under restraint.
There are flashes hitting in the distance,

and the canons of howitzers, tanks and armoured cars fire continuously
while the smell of death is everywhere
with rockets raining down

with few enemy being still alive,
with some leaving intact tanks, fleeing to survive
with tanks standing ablaze

and I am conscious of the inhumanity
and feelings of powerlessness
while the smell of death is everywhere

and the slaughter goes on and on
and human life isn’t important.
There are flashes hitting in the distance,
with tanks standing ablaze

and whatever you do or mean
nothing can stop the war clouds
and feelings of powerlessness
or stop the slaughter of the angel of death.

poem by Gert Strydom
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The Battle of Cuito Cuanavale

I. Outnumbered by armour (A reply to William Shakespeare)

Outnumbered by armour
and by men we met the enemy,
FAPLA and Cubans under Russian leadership
and the men accompanying me
was very worried
and wished for the whole
of the seventh armoured division
to have been deployed.

I said to the men
in the armoured car with me
that if we must die here in vain,
the fewer men it be
but if we grasp the victory
the world will know
that we are brave and honourable men
capable of destroying whatever faces us.

Weary I told them that our ancestors
faced a outnumbering enemy
against Dingaan and won effectively
as they were in the hand of God
and so were we.

Colonel Deon Ferreira send us straight in,
from Rundu
(heading north-west after crossing the border)
to intercept the 47th enemy FAPLA / Cuban (armoured) brigade.

At the same time UNITA were repulsing
the16th FAPLA (infantry) brigade
north of the Lomba River
that was trying to take Cunjamba.

We were hitting hard directly from the south,
surprising the 47th enemy (armoured) Brigade,
virtually destroying it
at the junction
of the Lomba and Cuzizi Rivers

fighting with armoured cars
against tanks
hitting fast and then driving away at speed,
like on commando our ancestors did
during the Anglo Boer war
fighting day and night
till the field, the air was filled with gore

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poem by Gert Strydom
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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

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poem by Robert Browning from The Ring and the Book
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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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Wings of destiny

I

Ask any parabat that jumped at Cassinga
and he would tell you
that destiny has wings.

While facing a battalion of
Cuban tanks and armoured cars,
out of the blue and as if by magic
a Buccaneer appeared.

There was nothing more beautiful
than to see that jet
making self-sacrificing dives,
before it flew off to disappear
into the blue sky,
but let me tell that heroic story
as I know it.

II

Coming back from a bombing raid on Cassinga
the next target of Captain Dries Marais was
the Swapo camp at Chetequera
and he insisted
on arming the Buccaneer bomber,
with armour penetrating rockets
in addition to the standard
high explosive rockets.

Andries Marais himself
couldn’t explain the reason
for the irregular request,
but kept on insisting
that every third rocket
should be armour piercing.

Even navigator Ernie Harvey
was perplexed with this request
and they were tense,
while preparing for
the strike mission.

The Buccaneer took of
and in a short while
crossed the Angolan border
and just when Ernie Harvey
were going to check in
with Tactical headquarters
things went mad

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poem by Gert Strydom
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Superlative Story

Superlative Story

I Syntaxical Sequence

II Strange Stanza Succession Starts

III Scenario Synopsis

IV Sensuality, sense, sensibility,

V Substitute Spousal Suggestions

VI Seesaw Simplicity: Seraglio Simularities Spurned

VII Solution

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

I SYNTAXICAL SEQUENCE

Special scansion ‘S’ syllabic
specious solicisms scraps,
solo solving sounds strabismic,
syllogistic systole scraps.
Syllables spring, shuffle, scuttle,
skittle syntax, scintillate
syntonically sans snuffle, shuttle –
synonyms shake sides, spine straight.

Stanza stanza swift succeeding
senses sweeps, song swifter swims,
succulent succession seeding
substitutions, surface skims.
Scrupulous semantics subtle
switchback spiral, summarize,
seek solutions smart, scrolled, supple,
solve set spectrum's smallish size.

Synonymous synchronising
sympathetic symphony
scores - Socratic symbolizing –
swivelling sonority.
Scansion salvo salvo scansion
strong succeeds, succeeding sends
successors streamlined sampling surging –
sanction seems so slight, scourge spends.

Systematic symbol spreading
'sses something sacred, seeks, -

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poem by Jonathan Robin
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Benefits of 1995 Fish Trash Policy

policy no policy
policy of indifference
policy of stupidity

now reaps rewards

use “trash fish”
policy as animal feeds
and in fish farming means

bycatch
is increasingly
financially

attractive to fishers
fishers of world oceans
policy bad policy

1995 one study
showed 27 million tonnes
of fish being discarded

every year but
2005 an investigation found
figure had dropped

to recorded
only 7 million tones
good news

no amount
of bycatch
did dropp not

just deleted
from records
off hot books

policy of greed

a Bermuda Triangle mystery?
a mystery of 20 million tonnes
20 million tonnes of missing fish?

20 million tonnes
were being sold
but control without

what hope in fisheries
of achieving sustainability

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poem by Terence George Craddock
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Cheek

When PHARAOH chased the chosen Jew, and perished in the sea,
Things seemed to hint at failure in the PHARAOH policy.
For 'tis written that the Opposition leader had his way;
But we've never been enlightened on what PHARAOH had to say.
But probably before the wave came over him he swore:
'This is the naval policy I've always battled for!'
And continued to enlarge upon his policy's success,
Till a mouthful of the salt Red Sea cut short his brief address.

For there's nothing like a cool, calm cheek;
And there's wisdom in a big bold bluff.
If you find you've made a blunder,
And your policy goes under,
You've a chance if you can bellow loud enough.
That's the time you need a brass-bound cheek;
When your theory to smithereens is blown,
Seize the other fellow's notion
In the subsequent commotion
And declare, by all the gods, it is your own.

When BRUTUS punctured CAESAR in his quaint old Pagan way,
A lot of folk were almost sure that BRUTUS won the day.
'Twas the popular opinion, and was backed by solid facts;
But we are not told what CAESAR thought about these ancient acts.
For it was not 'Et tu BRUTE' that he murmured as he fell,
But 'I'm charmed to see my policy is carried out so well.'
And if we are allowed to make a sporting sort of guess,
He's skiting still in Hades of that policy's success.

For there's nothing like a hard-boiled cheek;
And there's virtue in assurance when its strong;
In claiming a11 the credit,
And declaring that you said it
Would occur just as it happened all along.
No, there's nothing like a steel-shod cheek;
And there's something in a tall, tough skite
Should it be the white you back,
And the winner turn out black,
Buck up, and say you meant a blackish white.

0, ye proud and haughty Britons, quondam rulers of the waves,
Have you ever once reflected why it is ye are not slaves?
Nay, the glorious foundation Britain's freedom stands upon
Is the firm and fearless policy of glorious King JOHN!
For when the Barons waited on him, asking him to sign
The grand old Magna Charta, did he hesitate and whine?
No! Spake that grand old monarch, with a rather bitter smile:-

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poem by Clarence Michael James Stanislaus Dennis
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Tennants Anster Fair

I.

'TIS the middle watch of a summer's night -
The earth is dark, but the heavens are bright;
Nought is seen in the vault on high
But the moon, and the stars, and the cloudless sky,
And the flood which rolls its milky hue,
A river of light on the welkin blue.
The moon looks down on old Cronest,
She mellows the shades on his shaggy breast,
And seems his huge gray form to throw
In a sliver cone on the wave below;

His sides are broken by spots of shade,
By the walnut bough and the cedar made,
And through their clustering branches dark
Glimmers and dies the fire-fly's spark -
Like starry twinkles that momently break
Through the rifts of the gathering tempest's rack.

II.

The stars are on the moving stream,
And fling, as its ripples gently flow,
A burnished length of wavy beam
In an eel-like, spiral line below;
The winds are whist, and the owl is still,
The bat in the shelvy rock is hid,
And nought is heard on the lonely hill
But the cricket's chirp, and the answer shrill
Of the gauze-winged katy-did;
And the plaint of the wailing whip-poor-will,
Who moans unseen, and ceaseless sings,
Ever a note of wail and wo,
Till morning spreads her rosy wings,
And earth and sky in her glances glow.

III.

'Tis the hour of fairy ban and spell:
The wood-tick has kept the minutes well;
He has counted them all with click and stroke,
Deep in the heart of the mountain oak,
And he has awakened the sentry elve
Who sleeps with him in the haunted tree,
To bid him ring the hour of twelve,
And call the fays to their revelry;
Twelve small strokes on his tinkling bell -
('Twas made of the white snail's pearly shell:- )
"Midnight comes, and all is well!

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poem by Joseph Rodman Drake
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The Culprit Fay

'TIS the middle watch of a summer's night -
The earth is dark, but the heavens are bright;
Nought is seen in the vault on high
But the moon, and the stars, and the cloudless sky,
And the flood which rolls its milky hue,
A river of light on the welkin blue.
The moon looks down on old Cronest,
She mellows the shades on his shaggy breast,
And seems his huge gray form to throw
In a sliver cone on the wave below;

His sides are broken by spots of shade,
By the walnut bough and the cedar made,
And through their clustering branches dark
Glimmers and dies the fire-fly's spark -
Like starry twinkles that momently break
Through the rifts of the gathering tempest's rack.

II.

The stars are on the moving stream,
And fling, as its ripples gently flow,
A burnished length of wavy beam
In an eel-like, spiral line below;
The winds are whist, and the owl is still,
The bat in the shelvy rock is hid,
And nought is heard on the lonely hill
But the cricket's chirp, and the answer shrill
Of the gauze-winged katy-did;
And the plaint of the wailing whip-poor-will,
Who moans unseen, and ceaseless sings,
Ever a note of wail and wo,
Till morning spreads her rosy wings,
And earth and sky in her glances glow.

III.

'Tis the hour of fairy ban and spell:
The wood-tick has kept the minutes well;
He has counted them all with click and stroke,
Deep in the heart of the mountain oak,
And he has awakened the sentry elve
Who sleeps with him in the haunted tree,
To bid him ring the hour of twelve,
And call the fays to their revelry;
Twelve small strokes on his tinkling bell -
('Twas made of the white snail's pearly shell:- )
'Midnight comes, and all is well!
Hither, hither, wing your way!
'Tis the dawn of the fairy day.'

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poem by Joseph Rodman Drake
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Cassinga

Just like spring when the blue sky is full of falling leaves,
there are three hundred and seventy parachutes that decent,
on a ominous day
with enemy AA-guns reporting
and the enemy are more
than a thousand and a half in number.

The barrels of the enemy AA-guns are lowered,
to break us
and the enemy tries to sow havoc
and to decimate us.

Enemy snipers are shooting from trees
and from everywhere
there are shots being fired,
that munches pieces from us

From behind ruins
we fire almost endlessly
at trenches where some enemy soldiers hide
and launch mortar bombs
all over the place,
while bullets are coming down like rain.

We return heavy fire
to the enemy at the AA-guns,
while other soldiers replace them
which keeps the battle hanging in balance

Shot after shot are being fired
and the smell of death
is strong in the air
and there’s nowhere
for the enemy to escape to.

The last resistance disappears
and there’s apparent peace
and dead enemies everywhere
and some of the bats,
get into pumas
and the rest of us wait
with nowhere to go.

The border is too far to walk
and there’s nothing to drive away with,
when Cuban tanks and armoured cars
find us there.
.
With RPG-7 iron fists
four tanks are destroyed

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poem by Gert Strydom
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Tale XXI

The Learned Boy

An honest man was Farmer Jones, and true;
He did by all as all by him should do;
Grave, cautious, careful, fond of gain was he,
Yet famed for rustic hospitality:
Left with his children in a widow'd state,
The quiet man submitted to his fate;
Though prudent matrons waited for his call,
With cool forbearance he avoided all;
Though each profess'd a pure maternal joy,
By kind attention to his feeble boy;
And though a friendly Widow knew no rest,
Whilst neighbour Jones was lonely and distress'd;
Nay, though the maidens spoke in tender tone
Their hearts' concern to see him left alone,
Jones still persisted in that cheerless life,
As if 'twere sin to take a second wife.
Oh! 'tis a precious thing, when wives are dead,
To find such numbers who will serve instead;
And in whatever state a man be thrown,
'Tis that precisely they would wish their own;
Left the departed infants--then their joy
Is to sustain each lovely girl and boy:
Whatever calling his, whatever trade,
To that their chief attention has been paid;
His happy taste in all things they approve,
His friends they honour, and his food they love;
His wish for order, prudence in affairs,
An equal temper (thank their stars!), are theirs;
In fact, it seem'd to be a thing decreed,
And fix'd as fate, that marriage must succeed:
Yet some, like Jones, with stubborn hearts and

hard,
Can hear such claims and show them no regard.
Soon as our Farmer, like a general, found
By what strong foes he was encompass'd round,
Engage he dared not, and he could not fly,
But saw his hope in gentle parley lie;
With looks of kindness then, and trembling heart,
He met the foe, and art opposed to art.
Now spoke that foe insidious--gentle tones,
And gentle looks, assumed for Farmer Jones:
'Three girls,' the Widow cried, 'a lively three
To govern well--indeed it cannot be.'
'Yes,' he replied, 'it calls for pains and care:
But I must bear it.'--'Sir, you cannot bear;
Your son is weak, and asks a mother's eye:'
'That, my kind friend, a father's may supply.'

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poem by George Crabbe
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Unfortunate Thing

Breaking out of school
Aint really fooling no one
I was sure Id get my reward in time
Backing uo the street
With the smell of sweet sensation
Didnt want to be another dime
Hidden in the pocket
Of some unfortunate nation
Didnt have no money, sure didnt have the time
Chorus:
Unfortunate thing, such an unfortunate thing
Unfortunate thing, such an unfortunate thing
But I fought with nothing
But I fought with nothing
Laughing at the rumor
That youve been screwing someone
Laugh better cry
It could be your turn next time
Brother what a lover beyond the fourth dimesion
Hes got an ego
Thats bigger than yours and mine
(chorus)
Dont call me bwana
Let it settle in your heart
We move from children
Into a business counterpart
Your head was shaking as I walked into the room
A spirit breaking
Thats why I feel this way
Breaking out of school
Aint really fooling no one
I was sure Id get my reward in time
Backing up a street
With a smell of sweet sensation
Didnt want to be another dime
(chorus)

song performed by Culture Club
Added by Lucian Velea
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Sadness Traps The Unfortunate

Sadness traps the unfortunate.
Those who will never be honest with themselves.
And live for things to comfort them.
To fulfill empty lives committed to hiding.

These are the ones who compare themselves to others.
These are the ones who feel significant,
If they can impress.
If their conversations express,
An interest that is common with pretensions addressed.

Sadness traps the unfortunate.
Those who will never be honest with themselves.
And live for things to comfort them.
To fulfill empty lives committed to hiding.

And those glass ceilings crack.
Precious plastic cards lose appeal.
Credit ratings plummet.
And those living leased lives are revealed.

Sadness,
Traps...
The unfortunate.

And looking back floods the tears,
From those who could not show compassion.
Now it is something that seems to flow.
But not from those doors padlocked and foreclosed.

Sadness,
Traps...
The unfortunate,
In minds where fear is found.
With compassion for others.
But no one is around to notice or care.
Since a cold indifferentness had always been there.
From those who exposed,
Their wishes just to feed their greed.
And egos.

Sadness traps the unfortunate.
Those who will never be honest with themselves.
And live for things to comfort them.
To fulfill empty lives committed to hiding,
Lieing and deceit.

poem by Lawrence S. Pertillar
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Flawed Fidelity

‘Life is a great disappointment, ' mused
The sailor on the quay,
And he sighed again, and frowned, and then
Looked sadly out to sea,
‘We start by thinking it wonderful
With a whole wide world out there,
But the world is thin, and it hems you in
If you have no love to share! '

The man he'd met on the promenade
Stood silent by his side,
The sun dipped into the ocean on
Its slow but stately ride,
The Moon, the queen of the evening rose
To light the Milky Way,
‘I shouldn't have gone to sea, but then
She'd have left me anyway! '

The man in the cheap and shoddy suit
Had nodded in the gloom,
His thoughts were locked in the high rise block,
That he'd left that afternoon,
She'd pushed him out on the balcony
Still dressed in her negligée,
‘You'd better not come around again,
He's coming home today! '

‘I thought I could go and roam, while she
Sat patient, waited here,
The love in her eyes had gone, when I
Came back, the following year,
We muddled along for two more years,
She couldn't look in my eyes,
When I asked her who she was seeing
All I got was a pack of lies! '

The man in the cheap and shoddy suit
Thought of his wife at home,
He'd told her about some meeting, but
He'd wandered the streets alone,
Hoping she'd keep their rendezvous
Continue their brief affair,
And he thought of her long and shapely legs
And the fragrance of her hair.

‘Marriage can be a terrible bind,
We think it will last for life, '
He said to the sailor, dredging up
Some thoughts of his faithful wife,
‘But wives get dull with the passing years

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poem by David Lewis Paget
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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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On A Wing & A Prayer

She sits in the dark
Quietly cursing him and this love
While shes rehearsing every line
Shes gonna say when she walks away
On a wing and a prayer
Looking back at her in the mirror is a stranger
Years that have passed, how they seemed to change her
A woman once able to stand on her own
Searches for strength to stand on her own
On a wing and a prayer
On a wing and a prayer
Shes leaving tonight
Holding her heart in her hands
Somewhere out there she knows that shell find a love that understands
Why she left there on a wing and a prayer
She held on to maybe as long as she could, knowing he wouldnt
Believeing he would, give her a single reason to stay
To keep her from breaking away on a wing and a prayer
On a wing and a prayer
Shes leaving tonight
Holding her heart in her hands
Somewhere out there she knows that shell find a love that understands
Why she left there on a wing and a prayer
Somewhere out there she knows that shell find a love that understands
Why she left there on a wing and a prayer
Oh, why she left there on a wing and a prayer

song performed by Jo Dee Messina
Added by Lucian Velea
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The Four Seasons : Spring

Come, gentle Spring! ethereal Mildness! come,
And from the bosom of yon dropping cloud,
While music wakes around, veil'd in a shower
Of shadowing roses, on our plains descend.
O Hertford, fitted or to shine in courts
With unaffected grace, or walk the plain
With innocence and meditation join'd
In soft assemblage, listen to my song,
Which thy own Season paints; when Nature all
Is blooming and benevolent, like thee.
And see where surly Winter passes off,
Far to the north, and calls his ruffian blasts:
His blasts obey, and quit the howling hill,
The shatter'd forest, and the ravaged vale;
While softer gales succeed, at whose kind touch,
Dissolving snows in livid torrents lost,
The mountains lift their green heads to the sky.
As yet the trembling year is unconfirm'd,
And Winter oft at eve resumes the breeze,
Chills the pale morn, and bids his driving sleets
Deform the day delightless: so that scarce
The bittern knows his time, with bill ingulf'd,
To shake the sounding marsh; or from the shore
The plovers when to scatter o'er the heath,
And sing their wild notes to the listening waste
At last from Aries rolls the bounteous sun,
And the bright Bull receives him. Then no more
The expansive atmosphere is cramp'd with cold
But, full of life and vivifying soul,
Lifts the light clouds sublime, and spreads then thin,
Fleecy, and white, o'er all-surrounding heaven.
Forth fly the tepid airs: and unconfined,
Unbinding earth, the moving softness strays.
Joyous, the impatient husbandman perceives
Relenting Nature, and his lusty steers
Drives from their stalls, to where the well used plough
Lies in the furrow, loosen'd from the frost.
There, unrefusing, to the harness'd yoke
They lend their shoulder, and begin their toil,
Cheer'd by the simple song and soaring lark.
Meanwhile incumbent o'er the shining share
The master leans, removes the obstructing clay,
Winds the whole work, and sidelong lays the glebe
While through the neighbouring fields the sowe stalks,
With measured step, and liberal throws the grain
Into the faithful bosom of the ground;
The harrow follows harsh, and shuts the scene.
Be gracious, Heaven! for now laborious Man
Has done his part. Ye fostering breezes, blow!
Ye softening dews, ye tender showers, descend!

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poem by James Thomson
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