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Francis Ford Coppola

I remember teachers who really singled me out for their discouragement.

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Happy Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

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Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

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I remember, I remember - Past and Present after Thomas Hood and William Wordsworth - Lucy

I remember, I remember
the house where I was born
before foreclosure took away
the homestead I had sworn
in good faith, all attest 'tis true,
to leave grandchildren three: -
times change, leave little rest, I rue
that difference to me!

It seems so very long ago
the liberating Yanks
found welcome everywhere they'd go -
though some were pita swanks,
but since the Shah announced 'I ran'
our bearings all at sea
became - time reeled again would ban
all difference for me!

I remember, I remember
the sun porch, now in pawn,
proud flag a flying red, white, blue,
which now hangs so forlorn
Sun, moon spun round each priceless day,
or so I seemed to see,
four bucks a gallon gas I pay -
what difference to me!

My mind thought then nostalgic ease
eternally could last,
all my desires, priorities
seemed sated very fast,
The fever on my brow shoots higher
now Sheiks of Araby,
up ante for crude imports, tire -
what difference to me!

I remember, I remember
before Alaskan oil
had spilled upon once pristine shore,
polluting fauna, soil.
With climate change I'm feeling sore,
note each commodity
continues rising more and more -
what difference to me!

Back then I'd travel aimlessly,
cared not I ran Iraq,
from dawn till dark, from sea to sea
could, rising with the lark,
ignore the cost of gasoline

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Picking Teachers For Their Leader

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

My steps cease to seek a quickened pace.
There is no wish for leaving.
I am told in my mind I should stay.
Soft voices dance within rainbowed light!
Sparkling to convince...
I should pray with faith.
And they would make my life right!

Picking teachers for their Leader.
For the One never shown.
The One who through scriptures...
Repeated to make appear,
But left still for them to go unknown.

Picking teachers for their Leader.
How they do it like it's done...
When they come,
Nobody knows.

Their picking teachers for their Leader.
They say He's number One.
Like none other like He,
Upon me with gifts bestowed!

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

Their picking teachers for their Leader.
As God demands.
Their picking teachers for their Leader.
As God Commands.
Their picking teachers for their Leader.
And I understand...

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I Remember You

I remember you
I remember me
I remember
I remember how things used to be
I remember every word that you said
I remember, how could I forget
I remember, I remember you
(I remember, I remember)
I remember you
I remember your old address
And I remember
How could I forget
I remember thinking how my luck changed
I remember being so amazed
I remember, I remember you
(I remember, I remember)
I remember, I remember you
(I remember, I remember)
I remember you
I remember me
I remember
The way things used to be
I remember how it was that we met
I remember, I will never forget
I remember, I remember you
(I remember, I remember)
I remember, I remember you
(I remember, I remember)
I remember, I remember you
(I remember, I remember)
I remember, I remember you
(I remember, I remember)
I remember, I remember you
...

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A Dying Brain

Do you recall how I was once your fire –?
And we, a regal cloud of unity
Meandering through the closing blues of night,
Commanding stars to glitter;
Dawn to blush?

Your answer comes in ever-blanking stares:
A wall that blocks the know,
Damping down the glow that used to emanate
From clear and lucid eyes.
They've lost the will to recognise.

But hear! We are fifty years together –
And once we writhed in pleasure –
Drowning in emotion,
That which was our prime.

You don't recall.
You only lie as vegetation
Scattered on the ground:
A living mound of flesh,
Devoid of any neural mesh
To let you say 'I'm sound.'

Don't worry Dear,
For I'm aware with memory!
I'll tell you how we were.
We have our right of history!

If you could just concur.

Copyright Mark R Slaughter 2009

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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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Remember The Time

Do you remember
When we fell in love
We were young
And innocent then
Do you remember
How it all began
It just seemed like heaven
So why did it end?
Do you remember
Back in the fall
Wed be together
All day long
Do you remember
Us holding hands
In each others eyes
Wed stare
(tell me)
Do you remember the time
When we fell in love
Do you remember the time
When we first met
Do you remember the time
When we fell in love
Do you remember the time
Do you remember
How we used to talk
(ya know)
Wed stay on the phone
At night till dawn
Do you remember
All the things we said like
I love you so
Ill never let you go
Do you remember
Back in the spring
Every morning birds would sing
Do you remember
Those special times
Theyll just go on and on
In the back of my mind
Do you remember the time
When we fell in love
Do you remember the time
When we first met girl
Do you remember the time
When we fell in love
Do you remember the time
Those sweet memories
Will always be dear to me
And girl no matter what was said

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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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Remember

Remember
Remember
Remember
Remember
"walking in the sand"
Seems like the other day
My baby went away
She went away across the sea
It's been two years or so
Since i saw my baby go
And then this letter came for me
Oh it said that we were through
She's found somebody new
Oh baby's gone what can i do
Remember
Remember
Remember
Remember
"walking in the sand"
(remember)
Hey i remember
("walking in the sand")
"walking in the sand"
(remember remember)
("walking in the sand")
Walking hand in hand
("walking in the sand")
"walking in the sand"
(remember remember)
("walking in the sand")
Walking hand in hand
("walking in the sand")
Ahhhhh
Ahhhhhhh
Ahhhhhhhhh
Ahhhhhhhhh
I want to know
What ever happened to
The little girl i once knew
She said that she'd be true
(remember)
(remember)
Remember
Hey i remember
("walking in the sand")
"walking in the sand"
(remember remember)
("walking in the sand")
Walking hand in hand
(remember remember)

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Remember "Walking In The Sand"

Remember
Remember
Remember
Remember
"Walking In The Sand"
Seems like the other day
My baby went away
She went away across the sea
It's been two years or so
Since I saw my baby go
And then this letter came for me
Oh it said that we were through
She's found somebody new
Oh baby's gone what can I do
Remember
Remember
Remember
Remember
"Walking In The Sand"
(Remember)
Hey I remember
("Walking In The Sand")
"Walking In The Sand"
(Remember remember)
("Walking In The Sand")
Walking hand in hand
("Walking In The Sand")
"Walking In The Sand"
(Remember remember)
("Walking In The Sand")
Walking hand in hand
("Walking In The Sand")
Ahhhhh
Ahhhhhhh
Ahhhhhhhhh
Ahhhhhhhhh
I want to know
What ever happened to
The little girl I once knew
She said that she'd be true
(Remember)
(Remember)
Remember
Hey I remember
("Walking In The Sand")
"Walking In The Sand"
(Remember remember)
("Walking In The Sand")
Walking hand in hand
(Remember remember)

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Baby Love

Whoa whoa...you you yeah.
Whoa whoa...yeah yeah yeah yeah yeah. whoa!
Seen your picture.
Called your name.
Cover story teenage magazine.
Wish I could phone you.
Wish you well.
And tell our secrets like we used to tell.
My baby love.
Do you remember me?
My baby love.
I remember.
Baby love.
Do you remember me?
My baby love.
Ummmmm
Youre a star now.
Celebrity.
Have you forgotten how it used to be?
Wed play doctor
In the sand.
Do you remember back in childhood land?
Wish I could hold you
In my arms.
I miss your candy kisses and your charms.
Nobody loves you
The way I do.
Ill never find another girl like you.
My baby love.
Do you remember me?
My baby love.
I remember.
Baby love.
Do you remember me?
My baby love.
Ummmmm
When Im lonely,
I can hear your voice inside,
Inside, cant hide.
And when I look up
Youre not anywhere.
I love you. you know it.
Wish that I could show it to
You you you.
My baby love.
Do you remember me?
My baby love.
I remember.
Baby love.
Do you remember me?

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Tears For The Dying (d0 You Remember)

“Do you remember? ”

I have come to realize that you don’t have a clue
You have not a clue to why I’ve stopped talking to you
It is simply for I have no choice
The pain is too great when I hear your voice
Inside the hunger and the pain is killing me
Knowing you and I will never more be

The mails you write brings me grief
For the hurt there is just no relief
Without you life is too unfulfilling
Distancing now myself I am now willing
Please to these words do not deserve responding
For I cannot stand the thought of us never belonging

This morning I awoke in tears
For me now no one cares
Me lying with arms open wide
Dreaming you were by my side
Reaching out to give you an embrace
But you vanished without even a trace

No longer now can I kiss your face
Between us now such distance and too much space
Sadden eyes dies lacking an opinion
Chances gone now of any chanced reunion
So I try to hide the pain that’s calling
But the tears I cry descends like hurricanes falling

Wishing you were here with me
For all I have now are memories
Thoughts of the time we once shared
Thoughts of the times you once cared
Two birds of the same feather thoughts of us being
Visions of you were all I was ever seeing

How you have forgotten how I stayed with you in the hospital all night
You have forgotten how I held your hands till the morning light
You have forgotten how I prayed that you would feel better
You have forgotten how my love would stand all inclement weather
You have forgotten how to me you were my one and only treasure

Remember how by your side I stayed
Remember how it matter not to me how much you weighted
Remember how I said I loved you the way you are
Remember how I said you were my shining star
Remember how I said you’re beautiful with or without glasses
Remember I attended with you all the lama’s classes

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A moment missed

Remember when I asked you out?
And how you shed a tear.
Remember how I told you.
That I'd stay for all those years.

Remember our first kiss?
Under a moonlit sky.
Remember the fireworks.
That shone in your eyes.

A smeared kiss.
A moment missed.

Remember all the promises?
That we never seemed to keep.
Remember all the times.
I held you when you'd weep.

Remember all the walks we took?
On the beach at midnight.
Remember when we were perfect?
And everything felt right.

A smeared kiss.
A moment missed.

Remember that rose I sent you?
For our schools winter dance.
Remember when we broke up?
And I begged for a second chance.

Remember when you got pregant.
And I stayed right by your side.
Remember how I bought that ring?
And took your hand in mine.

A smeared kiss.
A moment missed.

Remember when I became a dad?
And held my baby girl.
Remember how we fought for names.
And ended up with Pearl.

Remember her first birthday?
And that pretty teddy bear.
Remember her old blankie?
That she carried everywhere.

A smeared kiss.

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The Rain Song

I dont think about us much anymore.
Frankly, the topic has become a bore.
And you dont come up much in my conversations.
And I dont think about you on vacation.
Oh, but when it rains.
When it rains. when it rains.
Thats when I remember. (I remember)
Thats when I remember. (I remember)
I remember you. (oh, I remember you)
I remember you.
I dont think about you when Im sleeping.
Oh, it doesnt even cross my dream-like mind. (oh)
And I dont think I see your face through the curtain.
Hell, I dont even miss you half the time. (half the time)
Oh, when it rains. when it rains. when it rains.
Thats when I remember. (I remember)
Yeah, thats when I remember. (I remember)
I remember you. (oh, I remember you)
I remember you.
Rain, rain, go away.
Im doing fine as long as you stay locked up inside a cloud of grey.
Rain, rain. rain, rain, rain. rain, rain. rain. rain!
cause when it rains. yeah, when it rains. when it rains.
Thats when I remember. (I remember)
Yeah, thats when I remember. (I remember)
I remember you. (I remember)
I remember you. (I remember you)
Thats when I remember. (I remember)
The only time I remember. (I remember)
I remember you. (oh, I remember you) I remember you.

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Teacher’s Day

Obey your teachers, everyone;
Respect your teachers, everyone;
Remember your teachers, everyone.
Heed to what they teach in class.

Like/ love your teachers, if superb;
Emulate your teachers exemplary;
Reward them for their excellence;
Be humble to them all through your life;
Thank your teachers for good things done;
Forgive your teachers, if they’ve wronged;
Pray to God to bless their lives on earth always.

Never mock;
Never hate;
Never anger;
Never belittle;
Never ridicule;
Never humiliate:
Your teachers anytime.

Be proud of all your teachers
Of your school and college;
Help them if they should ask;
Assist them in each task;
A teacher is a gift from God;
Thank God for your part!

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I Remember

Writer Dolly Parton
Copyright 1973
I remember I remember I remember mama and daddy most of all
I remember meadows and fields of golden wheat
I remember songbirds and sugar cane so sweet
I remember lots of things that often I recall
But I remember mama and daddy most of all
I remember gingerbread my mama used to bake
And I remember home made toys that daddy used to make
Yes I remember many things that often I recall
But I remember mama and daddy most of all
I remember mama and daddy most of all
And our little country home they filled with love
I remember mama and daddy most of all
And all the things they did to make life happier for us
Yes I remember lots of things that often I recall
But I remember mama and daddy most of all
I remember candy that daddy used to bring I remember songs my mama used to sing
Oh I remember many things that often I recall
But I remember mama and daddy most of all
I remember mama and daddy most of all
And how they taught us children right from wrong
I remember mama and daddy most of all
How they used to hope and pray they'd live to see us grown
Oh I remember many things that often I recall
But I remember mama and daddy most of all
I remember I remember I remember mama and daddy most of all most of all

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Remember Me

Remember me in hard times, in times of pain and sorrow,
remember your fellow man in hope of his dreams for tomorrow.
Remember what its like to be hated, and remember that they hated me first;
remember the words that I tell you, listen and fell no remorse.

Remember what I did for you, how I lead you from the hard-ache and pain, remember how you never thanked me, remember that you never praised my name.
I AM, who I AM, and who I'm meant to be, I am the one who you once loved, although you could never see. I delivered you from your owners, because you are one like me, remember how I loved you so, how my blood dripped from thee.

Remember of my coming, remember that I came, remember that I'm coming again, remember my blessed name. Remember how I died, remember that I rose again, remember everything I took for you especially the retched pain. Remember of my scares both mentally and physically for me, remember that I loved you, that I did this so you can be free. Remember of my tears, and red sweat that dripped from me, remember how it was never easy to set my own people free. Remember of my sacrifice, the death of my son on a tree, remember that no other action can equal to a greater sacrifice than me.

Remember those who love you, forgive those who don't, pray for those who hurt you, and love those who won't. Remember your brothers and sisters, not just because of relation to thee, remember them because I asked of you, will you listen to your savior's plea? Feed them if there hungry, anoint them if there sick, shelter them if there homeless, and do this oh so a quick. Do this in remembrance of me, because since I did it for you, and you do it for thee, then it might truly show.....that no one has forgotten me.

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Do You Remember

Do you remember when you said I wasn't listening to you,
But you know that I really couldn't.
Do you remember when I asked you to repeat what you said,
And too me you said that you wouldn't.
Do you remember when you got mad at me daily for my hearing,
And I told you that you shouldn't.

Do you remember when I flew thousands of miles,
So that I could Just to be with you.
Do you remember also when I flew you here to my home,
So that we could become just two.
Do you remember when I did or went wherever that you wanted,
And all you really had to do was only to ask me to.

Do you remember how I went into deep, deep debt,
So that I could get you all that you did and do own.
Do you remember how I said that everything of mine was yours,
Which included my heart and also my home.
Do you remember how you then mocked and laughed at me,
When collectors would come and not leave me alone.

Do you remember when I prayed to GOD for our love,
Every single day and also every night.
Do you remember how happy and proud I always was of you,
And all you had to do was stand at my side.
Do you remember all the argument that you started with me,
And with me you would love to argue and fight.

Do you remember those many plans that we had made,
But never alone but while we were together.
Do you also remember how I would always say,
That you and I would always be forever.
Do you also remember as I still do and that I always will,
That once again you secretly chose some other.

Do you still remember the many sins that you've done,
And also the many lies to me that you had spoke.
Do you still remember the times that you weren't in our home,
Especially the times you weren't there when I had awoke.
Do you still remember those many times when you just hid away,
I wonder still if your conscience ever did choke.

Do you still remember and of course I always will, ,
How you have done this again and also once before.
Do you still remember how you had use all your other men,
So that you could get what you were looking for.
Do you remember how you lied and how you used them too,
Maybe that's why you always left for a different shore.

Do you remember the vows and promises that you made,

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You Must Please Remember

A small boy, big ideas
You must please remember
A long road, with no turn-off
Oh, you must remember
Caught in your headlights
Like a frightened animal
You must remember
Someone cries twice nightly
Of course, I do remember
Someone cries and you think quite rightly so
But you refuse to remember
Caught in your headlights
Like a frightened animal
Oh, you must remember
Oh ...
Remember, remember
Oh ...
Remember, remember
Low-lights and long nights
I try hard to not remember
And you - too beautiful
I cant look
Ive done so very many stupid things
Its too late (remember)
Oh ...
Oh ...
Remember, remember
Oh ...
Remember, remember
Oh ...
Oh, remember
Oh ...
Remember, oh ...
Oh ...
Oh, remember
Oh ...
Remember, oh
Oh ...
Oh, remember, oh
Oh ...
Remember, oh
Oh ...
Oh, remember, oh
Oh ...
Remember, oh

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