A lot of poets too live on the margins of social acceptance, they certainly aren't in it for the money. William Blake - only his first book was legitimately published.
quote by Jim Jarmusch
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Social Netowrking Of Robots
end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
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end of world war 2 wikipedia
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end of worled war 2
end of world wide ii
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end of ww1 treaty of versailles
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end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11
[...] Read more
poem by Rwetewrt Erwtwer
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0005 Totally Boring Poem
I’m totally bored by:
poems that sound like other poems
poems that try to sound unlike any other poems
poets who never take risks
poets who think that taking risks
makes them good poets
poems with 'meaning'
poems with no meaning
poets who slag off other poets
as if that achieves something
poets that tell you that rhyme
is not for an age but for all time
poets that tell you that rhyme is outmoded and boring
poets who think that the poetry of 'the past'
is greater than that of 'the present'
poets who think that the poetry of 'the present'
is greater than that of 'the past'
poems that tell you the poet's the first to discover sex
poets that tell you they’re the best sex you’ll ever have
although you’ll never meet them to find out
poets that tell you they’ve been dumped
poets who've never known love and being dumped
poets who are ambitious
poets who are unambitious
poets who tell you all about higher things
poets who reject higher things
poets who think life’s just a joke
poets who think life’s no joke
[...] Read more
poem by Michael Shepherd
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Fifth Book
AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Carmen Seculare. For the Year 1700. To The King
Thy elder Look, Great Janus, cast
Into the long Records of Ages past:
Review the Years in fairest Action drest
With noted White, Superior to the rest;
Aera's deriv'd, and Chronicles begun
From Empires founded, and from Battels won:
Show all the Spoils by valiant Kings achiev'd,
And groaning Nations by Their Arms reliev'd;
The Wounds of Patriots in their Country's Cause,
And happy Pow'r sustain'd by wholesom Laws:
In comely Rank call ev'ry Merit forth:
Imprint on ev'ry Act it's Standard Worth:
The glorious Parallels then downward bring
To Modern Wonders, and to Britain's King:
With equal Justice and Historic Care
Their Laws, Their Toils, Their Arms with His compare:
Confess the various Attributes of Fame
Collected and compleat in William's Name:
To all the list'ning World relate
(As Thou dost His Story read)
That nothing went before so Great,
And nothing Greater can succeed.
Thy Native Latium was Thy darling Care,
Prudent in Peace, and terrible in War:
The boldest Virtues that have govern'd Earth
From Latium's fruitful Womb derive their Birth.
Then turn to Her fair-written Page:
From dawning Childhood to establish'd Age,
The Glories of Her Empire trace:
Confront the Heroes of Thy Roman Race:
And let the justest Palm the Victor's Temples grace.
The Son of Mars reduc'd the trembling Swains,
And spread His Empire o'er the distant Plains:
But yet the Sabins violated Charms
Obscur'd the Glory of His rising Arms.
Numa the Rights of strict Religion knew;
On ev'ry Altar laid the Incense due;
Unskill'd to dart the pointed Spear,
Or lead the forward Youth to noble War.
Stern Brutus was with too much Horror good,
Holding his Fasces stain'd with Filial Blood.
Fabius was Wise, but with Excess of Care;
He sav'd his Country; but prolonged the War:
While Decius, Paulus, Curius greatly fought;
And by Their strict Examples taught,
How wild Desires should be controll'd;
And how much brighter Virtue was, than Gold;
They scarce Their swelling Thirst of Fame could hide;
And boasted Poverty with too much Pride.
Excess in Youth made Scipio less rever'd:
[...] Read more
poem by Matthew Prior
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Lord William
No eye beheld when William plunged
Young Edmund in the stream,
No human ear but William's heard
Young Edmund's drowning scream.
Submissive all the vassals own'd
The murderer for their Lord,
And he, the rightful heir, possessed
The house of Erlingford.
The ancient house of Erlingford
Stood midst a fair domain,
And Severn's ample waters near
Roll'd through the fertile plain.
And often the way-faring man
Would love to linger there,
Forgetful of his onward road
To gaze on scenes so fair.
But never could Lord William dare
To gaze on Severn's stream;
In every wind that swept its waves
He heard young Edmund scream.
In vain at midnight's silent hour
Sleep closed the murderer's eyes,
In every dream the murderer saw
Young Edmund's form arise.
In vain by restless conscience driven
Lord William left his home,
Far from the scenes that saw his guilt,
In pilgrimage to roam.
To other climes the pilgrim fled,
But could not fly despair,
He sought his home again, but peace
Was still a stranger there.
Each hour was tedious long, yet swift
The months appear'd to roll;
And now the day return'd that shook
With terror William's soul.
A day that William never felt
Return without dismay,
For well had conscience kalendered
Young Edmund's dying day.
[...] Read more
poem by Robert Southey
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Tiger's Rumour and other Parodies William Blake - The Tyger
Tyger’s Rumour
Rumour rushing rampant right
round faithless forests of wraith night,
what immoral hand or eye
could frame fly tearless symmetry?
In what deep and dark disguise
spread irking libel, lurking lies?
on what wasp wings dare they aspire –
e’er slander sting tongues air fame liar?
What woeful infamous black art
wrung toxic sinews, tocsin heart
rung when sin heart broke cheating beat,
what sleight of hand to greet deceit!
What wrong's hammer, what strong chain?
in what furnace forged? What brain
fed wily worms sly envy's [g]rasp,
bred spiteful deadly [t]errors’ [g]asp?
11 December 1991 revised 18 September 2009 robi3_0504_blak1_0003 PXX_JXX for previous version see below
Parody William BLAKE 1757_1827 The Tyger
Tyger’s Rumour
Rumour rushing rampant right
round faithless forests of wraith night,
what immortal hand or eye
could frame fly tearless symmetry?
In what deep and dark disguise
spread irking libel, lurking lies?
On what wasp wings dare they aspire –
e’er slander sting tongues air fame liar?
What woeful infamous black art
wrung toxic sinews, tocsin heart
rung when sin heart broke cheating beat,
what sleight of hand to greet deceit!
What wrong's hammer, what strong chain?
In what furnace forged? What brain
fed wily worms sly envy's [g]rasp,
bred them deadly, errors’ [g]asp?
[...] Read more
poem by Jonathan Robin
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Tyger's Eye - after William Blake
Tyger's Eye
Tyger Tyger, once again
we'll praise your uncontested reign
where golden eye implies rebirth,
of jungle lord's word none constrain.
From distant deeps of tropic skies.
to forests sparse where eagle flies,
your power ripples round world's girth -
how could it e'er be otherwise?
Strength in each and every part
needs no paltry poet's art
to illustrate your peerless worth
which rhymes through time in class apart.
Neither hammer, chain, may blind
furnace features, anvil mind,
you represent upon this Earth
both force and freedom none may bind.
[c] Jonathan Robin - parody William Blake written 27 June 2008 robi3_1775_blak1_0003 PXX_CNX
___________
The Tyger
Tyger Tyger, burning bright,
In the forests of the night;
What immortal hand or eye,
Could frame thy fearful symmetry
In what distant deeps or skies.
Burnt the fire of thine eyes!
On what wings dare he aspire?
What the hand, dare sieze the fire!
And what shoulder, and what art.
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand! and what dread feet!
What the hammer! what the chain,
In what furnace was thy brain
What the anvil, what dread grasp,
[...] Read more
poem by Jonathan Robin
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Good Poets and Bad Poets
Some poets get awards and think they are good poets.
Some poets never get awards and think they are bad poets.
Some poets think they are good poets only in their own mind
Some poets think they are bad poets in somebody's else mind.
Some poets think they are good poets in somebody else mind.
Some poets think others think they are good poets but they don't in their hearts.
Some poets think they are good poets in their hearts but not in anyone else's mind.
All are insecure, except those who get security from the opinions of others and that, alas, doesn't last and isn't real.
Some poets have left the entire scene and live only in their mind.
Some poets take criticism and don't mind.
Some poets avoid criticism and do mind.
Some poets write poetry to get love.
Some poets love to write poetry.
Some poets are ahead of their time, in their mind
Some poets spend a lifetime feeling like failures in their mind
Some poets live only after they die.
Some poets have much to say but can't articulate
Some poets retreat, believing others don't understand
So which one of these am I?
I guess I am all of these and none of these
and no matter what my description
I intend to keep doing what I do:
Write. Right
poem by Lonnie Hicks
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Eighth Book
ONE eve it happened when I sate alone,
Alone upon the terrace of my tower,
A book upon my knees, to counterfeit
The reading that I never read at all,
While Marian, in the garden down below,
Knelt by the fountain (I could just hear thrill
The drowsy silence of the exhausted day)
And peeled a new fig from that purple heap
In the grass beside her,–turning out the red
To feed her eager child, who sucked at it
With vehement lips across a gap of air
As he stood opposite, face and curls a-flame
With that last sun-ray, crying, 'give me, give,'
And stamping with imperious baby-feet,
(We're all born princes)–something startled me,–
The laugh of sad and innocent souls, that breaks
Abruptly, as if frightened at itself;
'Twas Marian laughed. I saw her glance above
In sudden shame that I should hear her laugh,
And straightway dropped my eyes upon my book,
And knew, the first time, 'twas Boccaccio's tales,
The Falcon's,–of the lover who for love
Destroyed the best that loved him. Some of us
Do it still, and then we sit and laugh no more.
Laugh you, sweet Marian! you've the right to laugh,
Since God himself is for you, and a child!
For me there's somewhat less,–and so, I sigh.
The heavens were making room to hold the night,
The sevenfold heavens unfolding all their gates
To let the stars out slowly (prophesied
In close-approaching advent, not discerned),
While still the cue-owls from the cypresses
Of the Poggio called and counted every pulse
Of the skyey palpitation. Gradually
The purple and transparent shadows slow
Had filled up the whole valley to the brim,
And flooded all the city, which you saw
As some drowned city in some enchanted sea,
Cut off from nature,–drawing you who gaze,
With passionate desire, to leap and plunge,
And find a sea-king with a voice of waves,
And treacherous soft eyes, and slippery locks
You cannot kiss but you shall bring away
Their salt upon your lips. The duomo-bell
Strikes ten, as if it struck ten fathoms down,
So deep; and fifty churches answer it
The same, with fifty various instances.
Some gaslights tremble along squares and streets
The Pitti's palace-front is drawn in fire:
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Virginia's Story
Elizabeth Gates-Wooten is my Grand mom.
She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.
When she was old enough she got married.
First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.
Agnes was my mother.
Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.
Then they moved to West Virginia in the United States.
Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.
Anna was a maid and cook.
She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth
They were both good cooks
They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.
My moms name was Agnes Barrie Gates.
She married James Wright and moved to Cleveland.
[...] Read more
poem by Talile Ali
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An Ode - In Imitation of Horace, Book III. Ode II.
How long, deluded Albion, wilt thou lie
In the lethargic sleep, the sad repose
By which thy close thy constant enemy
Has softly lull'd thee to thy woes?
Or wake, degenerate isle, or cease to own
What thy old kings in Gallic camps have done,
The spoils they brought thee back, the crowns they won,
William (so Fate requires) again is arm'd,
Thy father to the field is gone,
Again Maria weeps her absent lord,
For thy repose content to rule alone.
Are thy enervate sons not yet alarm'd?
When William fights dare they look tamely on,
So slow to get their ancient fame restored,
As not to melt at Beauty's tears nor follow Valour's sword?
See the repenting isle awakes,
Her vicious chains the generous goddess breaks;
The fogs around her temples are dispell'd;
Abroad she looks, and sees arm'd Belgia stand
Prepared to meet heir common lord's command,
Her lions roaring by her side, her arrows in her hand,
And blushing to have been so long withheld,
Weeps off her crime, and hastens to the field:
Henceforth her youth shall be inured to bear
Hazardous toil and active war:
To march beneath the dogstar's raging heat,
Patient of summer's drought and martial sweat,
And only grieve in winter's camp to find
Its days too short for labours they design'd:
All night beneath hard heavy arms to watch,
All day to mount the trench, to storm the breach,
And all the rugged paths to tread
Where William and his virtue led.
Silence is the soul of war;
Deliberate counsel must prepare
The mighty work which valour must complete:
Thus William rescued, thus preserves the state,
Thus teaches us to think and dare:
As, whilst his cannon just prepared to breathe
Avenging anger and swift death,
In the tried metal the close dangers glow,
And now, too late, the dying foe
Perceives the flame, yet cannot ward the blow;
So whilst in William's breast ripe counsels lie,
Secret and sure as brooding Fate,
No more of his design appears
Than what awakens Gallia's fears,
And (though Guilt's eye can sharply penetrate)
[...] Read more
poem by Matthew Prior
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If It Was About A Lot Of Money
If it was about a lot of money...
My mind would be,
Trimmed in dollar bills.
With-my-thoughts-on a million of them,
And a caring less of my fellowman.
And if it was about a lot of money...
I'd ignore,
Every two cents made.
By anybody wanting to deliver to me,
Any consciousness attached to common sense.
If it was about a lot of money.
If it was about a lot of money.
If it was about a lot of money...
I wouldn't be concerned about the suffering seen.
And if it was about a lot of money.
If it was about a lot of money.
And if it was about a lot of money...
My eyes wouldn't cry when I see these scenes.
If it was about a lot of money...
My mind would be,
Trimmed in dollar bills.
With-my-thoughts-on a million of them,
And a caring less of my fellowman.
If it was about a lot of money...
I'd ignore,
Every two cents made.
By anybody wanting to deliver to me,
Any consciousness to instigate.
If it was about a lot of money.
If it was about a lot of money.
If it was about a lot of money...
I wouldn't be concerned about the suffering seen.
I'd fill my pockets and get away!
If it was about a lot of money.
I'd fill my pockets each and everyday.
If it was about a lot of money.
I'd fill my pockets and get away!
If it was about a lot of money.
I'd fill my pockets up and run the other way.
If it was about a lot of money.
If it was about a lot of money.
If it was about a lot of money.
[...] Read more
poem by Lawrence S. Pertillar
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Money, Money
My baby gives me the finance blues, tax me to the limit of my revenues.
Here she comes finger-poppin, clickety-click
She says furs or diamonds, you take your pick.
She wants money, what she wants, she wants money, what she wants,
She wants money, what she wants, she wants money, what she wants,
Money money, money money money. money money, money money money.
She say, money, honey, Id rob a bank,
I just load my gun and mosey down to the bank.
Knockin off my neighborhood savings and load,
To keep my sweet chiquita in eau de cologne.
She wants money, what she wants, she wants money, what she wants,
Money money, money money money. money money, money money money.
Mama dont send me down to rob that bank again,
I got a notion that your leadin me to sin.
Wont you relax, wont you lay way back,
Dont you bug your honey bout no cadillac.
Its only bucks, you dont need no jack.
So wont you please relax and lay way back.
My babys lovin gives me such a thrill;
It gives me inspiration makin counterfeit bills.
Now some folks say the best things in life are free,
She wants money, what she wants, she wants money, what she wants,
Money money, money money money. money money, money money money.
Lord made a lady out of adams rib, next thing you know, you got womens lib.
Lovely to look upon, heaven to touch;
Its a real shame that they got to cost so much.
song performed by Grateful Dead
Added by Lucian Velea
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Epitaph on an Unread Verse after William Carlos Williams' Red Wheelbarrow
This is just to play on plum phrases
hibernating in your brainbox,
which your neurones were probably waiting for
to break free fast.
Forgive me their taste is delicious,
so neat and so bold.
An agèd poet with hollow laughter
swiftly sprayed her incisive syllables
in consonant activity and, yearning,
paid [s]lip service:
so much depends
upon lifelong learning's expectations,
an unread verse [s]pokes for comments,
reigns above lily-livered chicken-hearted critics
before a blank screen.
so much more depends
upon monochromatic ash clouds
glazed with silicates
beside Icelandic
eruptions.
Life is verse role-reversing uninclined ignorance
shadowing dis...inclined ink lined page.
(Revised 3 October 2009 and19 Aptil 2010)
This is Just to Say
I have eaten
the plums
that were in
the icebox
and which
you were probably
saving
for breakfast
Forgive me
they were delicious
so sweet
and so cold
William Carlos Williams 1883_1963
Variation on a Theme by William Carlos Williams
1 I chopped down the house that you had been saving to live in next summer. I am sorry, but it was morning, and I had nothing to do and its wooden beams were so inviting.
[...] Read more
poem by Jonathan Robin
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Spectator ab Extra
As I sat in the Café I said to myself,
They may talk as they please about what they call pelf,
They may sneer as they like about eating and drinking,
But help it I cannot, I cannot help thinking
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.
I sit at my table en grand seigneur,
And when I have done, throw a crust to the poor;
Not only the pleasure itself of good living,
But also the pleasure of now and then giving:
So pleasant it is to have money, heigh-ho!
So pleasant it is to have money.
They may talk as they please about what they call pelf,
And how one ought never to think of one’s self,
How pleasures of thought surpass eating and drinking—
My pleasure of thought is the pleasure of thinking
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.
II
Le Diner
Come along, ‘tis the time, ten or more minutes past,
And he who came first had to wait for the last;
The oysters ere this had been in and been out;
Whilst I have been sitting and thinking about
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.
A clear soup with eggs, voilà tout; of the fish
The filets de sole are a moderate dish
A la Orly, but you’re for the red mullet, you say:
By the gods of good fare, who can question today
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.
After oysters, sauterne; then sherry; champagne,
Ere one bottle goes, comes another again;
Fly up, thou bold cork, to the ceiling above,
And tell to our ears in the sound that they love
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.
I’ve the simplest of palates; absurd it may be,
But I almost could dine on a poulet-au-riz,
Fish and soup and omelette and that – but the deuce –
There were to be woodcocks, and not Charlotte Russe!
So pleasant it is to have money, heigh-ho!
[...] Read more
poem by Arthur Hugh Clough
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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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Sprinkle drinkle in the bar
Sprinkle drinkle in the bar
how I wonder what side car
I’ll rush into as some knight
whets my blurry appetite.
Drinkle, twinkle, little bar –
only hope you’re up to par!
When to blazes one is gone
ten more line up for the fun,
can I, canned, quite see the light,
can I dream of selenite?
Drinkle drinkle nothing bar –
spare a dropp for grandmama!
When rich traveller in the dark
thanks one for the little lark
two play at in dark car park,
take him for a ride stripped stark.
One should thank that lucky star
and save a tip[ple] for mamma!
But – night’s curtains rise – still keep
all Tom’s change to pay for peep,
one should never shut an eye
till its time to say goodbye!
Drinkle’s cost? - what’s lost won’t count
[hope it is a large amount] J
As his drooping tiny spark
stands not on ceremony, mark,
one should heave par[s]ting remark -
“ciao” then leave him in the dark!
Drinkle, drinkle little bar
Closing time’s the best by far!
When at last Night’s curtain falls
Knight takes no more curtain calls,
see his bark grow[l] worse than bite –
both, if witnessed, could indict –...
Help I’m summoned to the bar
no-contest? judgement won by star?
19 March 2005 Parody Ann & Jane TAYLOR The Star, William Blake Tyger
'The Star'
Twinkle, twinkle, little star,
How I wonder what you are!
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poem by Jonathan Robin
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I. The Ring and the Book
Do you see this Ring?
'T is Rome-work, made to match
(By Castellani's imitative craft)
Etrurian circlets found, some happy morn,
After a dropping April; found alive
Spark-like 'mid unearthed slope-side figtree-roots
That roof old tombs at Chiusi: soft, you see,
Yet crisp as jewel-cutting. There's one trick,
(Craftsmen instruct me) one approved device
And but one, fits such slivers of pure gold
As this was,—such mere oozings from the mine,
Virgin as oval tawny pendent tear
At beehive-edge when ripened combs o'erflow,—
To bear the file's tooth and the hammer's tap:
Since hammer needs must widen out the round,
And file emboss it fine with lily-flowers,
Ere the stuff grow a ring-thing right to wear.
That trick is, the artificer melts up wax
With honey, so to speak; he mingles gold
With gold's alloy, and, duly tempering both,
Effects a manageable mass, then works:
But his work ended, once the thing a ring,
Oh, there's repristination! Just a spirt
O' the proper fiery acid o'er its face,
And forth the alloy unfastened flies in fume;
While, self-sufficient now, the shape remains,
The rondure brave, the lilied loveliness,
Gold as it was, is, shall be evermore:
Prime nature with an added artistry—
No carat lost, and you have gained a ring.
What of it? 'T is a figure, a symbol, say;
A thing's sign: now for the thing signified.
Do you see this square old yellow Book, I toss
I' the air, and catch again, and twirl about
By the crumpled vellum covers,—pure crude fact
Secreted from man's life when hearts beat hard,
And brains, high-blooded, ticked two centuries since?
Examine it yourselves! I found this book,
Gave a lira for it, eightpence English just,
(Mark the predestination!) when a Hand,
Always above my shoulder, pushed me once,
One day still fierce 'mid many a day struck calm,
Across a Square in Florence, crammed with booths,
Buzzing and blaze, noontide and market-time,
Toward Baccio's marble,—ay, the basement-ledge
O' the pedestal where sits and menaces
John of the Black Bands with the upright spear,
'Twixt palace and church,—Riccardi where they lived,
His race, and San Lorenzo where they lie.
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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Goody Blake and Harry Gill
Oh! what's the matter? what's the matter?
What is't that ails young Harry Gill?
That evermore his teeth they chatter,
Chatter, chatter, chatter still!
Of waistcoats Harry has no lack,
Good duffle grey, and flannel fine;
He has a blanket on his back,
And coats enough to smother nine.
In March, December, and in July,
'Tis all the same with Harry Gill;
The neighbours tell, and tell you truly,
His teeth they chatter, chatter still.
At night, at morning, and at noon,
'Tis all the same with Harry Gill;
Beneath the sun, beneath the moon,
His teeth they chatter, chatter still!
Young Harry was a lusty drover,
And who so stout of limb as he?
His cheeks were red as ruddy clover;
His voice was like the voice of three.
Old Goody Blake was old and poor;
Ill fed she was, and thinly clad;
And any man who passed her door
Might see how poor a hut she had.
All day she spun in her poor dwelling:
And then her three hours' work at night,
Alas! 'twas hardly worth the telling,
It would not pay for candle-light.
Remote from sheltered village-green,
On a hill's northern side she dwelt,
Where from sea-blasts the hawthorns lean,
And hoary dews are slow to melt.
By the same fire to boil their pottage,
Two poor old Dames, as I have known,
Will often live in one small cottage;
But she, poor Woman! housed alone.
'Twas well enough when summer came,
The long, warm, lightsome summer-day,
Then at her door the 'canty' Dame
Would sit, as any linnet, gay.
But when the ice our streams did fetter,
Oh then how her old bones would shake!
You would have said, if you had met her,
'Twas a hard time for Goody Blake.
Her evenings then were dull and dead:
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poem by William Wordsworth
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People Everywhere: Social Music (Original 11 03 2009)
PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009
People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.
Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.
poem by Lee B. Mack
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