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Society exists for the benefit of its members, not the members for the benefit of society.

quote by Herbert Spencer
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

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

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poem by Nyein Way
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Benefit Of The Doubt

What became of us
In the night light
Turn to touch your hand
Hands dont understand
Whats a right from wrong
When I think of all the things weve done
Never made the rules
But counting one to ten was easy
Its always happening - slowly, surely happening
Could have been another way
It looked bad from the start
Wont you give me, give me benefit of the doubt
Could have been another day for pulling the plug
On my heart wont you give me, give me benefit of the doubt
Oh well here we go again acting like old friends
Its hard to compromise
When loves locked in your eyes
Always out to stay then twice as hard to go
But what you reap I sew
And counting one to ten was easy
Its always happening - slowly, surely happening
Could have been another way
It looked bad from the start
Wont you give me, give me benefit of the doubt
Could have been another day
For pulling the plug on my heart
Wont you give me, give me benefit of the doubt
Wont you give me, give me benefit of the doubt
Wont you give me, give me benefit of the doubt
Could have been another day
For pulling the plug on my heart - ouch!
Wont you give me, give me benefit of the doubt
Could have been another way
It looked bad from the start - ouch!
Wont you give me, give me benefit of the doubt
Could have been another day
For pulling the plug on my heart
Oh, wont you give. me give me benefit of the doubt
Could have been another way
It looked bad from the start
Wont you give me, give me benefit of the
Could have been another day
For pulling the plug on my heart
Wont you give me, give me benefit of the doubt

song performed by Haircut 100
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Low Society

A judge a dentist or physician
In this low society
Trade ambition for position
In this low society
Have you heard its in the stars
Next july we collide with mars
Have you heard it in the bars
In this low society
No more pay and lots of leisure
In this low society
Low society
Im just doing what I can
In this low society
But Im an incidental man
In this low society
I give away what others sell
The secrets yours so never tell
cos if you do youll go to hell
Low society
Side by side and always tired
All for one and no-one hired
All thats left is love inspired
Low society
And when the party is complete
And youre still standing on your feet
The taste of victory is sweet
Low society
And darling dont forget
In this low society
To turn off your t.v. set
In this low society
The most important thing at all
In this low society
Is not to stand too tall
In this low society
In this world that never learns
I can see rome as it burns
All the passion and the power
Turns to ash within an hour
No more play and no more pleasure
In this low society

song performed by Heaven 17
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Book III - Part 03 - The Soul is Mortal

Now come: that thou mayst able be to know
That minds and the light souls of all that live
Have mortal birth and death, I will go on
Verses to build meet for thy rule of life,
Sought after long, discovered with sweet toil.
But under one name I'd have thee yoke them both;
And when, for instance, I shall speak of soul,
Teaching the same to be but mortal, think
Thereby I'm speaking also of the mind-
Since both are one, a substance interjoined.

First, then, since I have taught how soul exists
A subtle fabric, of particles minute,
Made up from atoms smaller much than those
Of water's liquid damp, or fog, or smoke,
So in mobility it far excels,
More prone to move, though strook by lighter cause
Even moved by images of smoke or fog-
As where we view, when in our sleeps we're lulled,
The altars exhaling steam and smoke aloft-
For, beyond doubt, these apparitions come
To us from outward. Now, then, since thou seest,
Their liquids depart, their waters flow away,
When jars are shivered, and since fog and smoke
Depart into the winds away, believe
The soul no less is shed abroad and dies
More quickly far, more quickly is dissolved
Back to its primal bodies, when withdrawn
From out man's members it has gone away.
For, sure, if body (container of the same
Like as a jar), when shivered from some cause,
And rarefied by loss of blood from veins,
Cannot for longer hold the soul, how then
Thinkst thou it can be held by any air-
A stuff much rarer than our bodies be?

Besides we feel that mind to being comes
Along with body, with body grows and ages.
For just as children totter round about
With frames infirm and tender, so there follows
A weakling wisdom in their minds; and then,
Where years have ripened into robust powers,
Counsel is also greater, more increased
The power of mind; thereafter, where already
The body's shattered by master-powers of eld,
And fallen the frame with its enfeebled powers,
Thought hobbles, tongue wanders, and the mind gives way;
All fails, all's lacking at the selfsame time.
Therefore it suits that even the soul's dissolved,
Like smoke, into the lofty winds of air;

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poem by Lucretius
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
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Book III - Part 02 - Nature And Composition Of The Mind

First, then, I say, the mind which oft we call
The intellect, wherein is seated life's
Counsel and regimen, is part no less
Of man than hand and foot and eyes are parts
Of one whole breathing creature. But some hold
That sense of mind is in no fixed part seated,
But is of body some one vital state,-
Named "harmony" by Greeks, because thereby
We live with sense, though intellect be not
In any part: as oft the body is said
To have good health (when health, however, 's not
One part of him who has it), so they place
The sense of mind in no fixed part of man.
Mightily, diversly, meseems they err.
Often the body palpable and seen
Sickens, while yet in some invisible part
We feel a pleasure; oft the other way,
A miserable in mind feels pleasure still
Throughout his body- quite the same as when
A foot may pain without a pain in head.
Besides, when these our limbs are given o'er
To gentle sleep and lies the burdened frame
At random void of sense, a something else
Is yet within us, which upon that time
Bestirs itself in many a wise, receiving
All motions of joy and phantom cares of heart.
Now, for to see that in man's members dwells
Also the soul, and body ne'er is wont
To feel sensation by a "harmony"
Take this in chief: the fact that life remains
Oft in our limbs, when much of body's gone;
Yet that same life, when particles of heat,
Though few, have scattered been, and through the mouth
Air has been given forth abroad, forthwith
Forever deserts the veins, and leaves the bones.
Thus mayst thou know that not all particles
Perform like parts, nor in like manner all
Are props of weal and safety: rather those-
The seeds of wind and exhalations warm-
Take care that in our members life remains.
Therefore a vital heat and wind there is
Within the very body, which at death
Deserts our frames. And so, since nature of mind
And even of soul is found to be, as 'twere,
A part of man, give over "harmony"-
Name to musicians brought from Helicon,-
Unless themselves they filched it otherwise,
To serve for what was lacking name till then.
Whate'er it be, they're welcome to it- thou,
Hearken my other maxims.

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poem by Lucretius
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Book IV - Part 04 - Some Vital Functions

In these affairs
We crave that thou wilt passionately flee
The one offence, and anxiously wilt shun
The error of presuming the clear lights
Of eyes created were that we might see;
Or thighs and knees, aprop upon the feet,
Thuswise can bended be, that we might step
With goodly strides ahead; or forearms joined
Unto the sturdy uppers, or serving hands
On either side were given, that we might do
Life's own demands. All such interpretation
Is aft-for-fore with inverse reasoning,
Since naught is born in body so that we
May use the same, but birth engenders use:
No seeing ere the lights of eyes were born,
No speaking ere the tongue created was;
But origin of tongue came long before
Discourse of words, and ears created were
Much earlier than any sound was heard;
And all the members, so meseems, were there
Before they got their use: and therefore, they
Could not be gendered for the sake of use.
But contrariwise, contending in the fight
With hand to hand, and rending of the joints,
And fouling of the limbs with gore, was there,
O long before the gleaming spears ere flew;
And Nature prompted man to shun a wound,
Before the left arm by the aid of art
Opposed the shielding targe. And, verily,
Yielding the weary body to repose,
Far ancienter than cushions of soft beds,
And quenching thirst is earlier than cups.
These objects, therefore, which for use and life
Have been devised, can be conceived as found
For sake of using. But apart from such
Are all which first were born and afterwards
Gave knowledge of their own utility-
Chief in which sort we note the senses, limbs:
Wherefore, again, 'tis quite beyond thy power
To hold that these could thus have been create
For office of utility.
Likewise,
'Tis nothing strange that all the breathing creatures
Seek, even by nature of their frame, their food.
Yes, since I've taught thee that from off the things
Stream and depart innumerable bodies
In modes innumerable too; but most
Must be the bodies streaming from the living-
Which bodies, vexed by motion evermore,
Are through the mouth exhaled innumerable,

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poem by Lucretius
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Aun Existe Amor

Cuando te adormeces junto a mi
Entonces no me quedan dudas
De que aun existe amor
(when you fall asleep next to me
Then I have no doubt
That love still exists)
La indecisirn que hay en mi
Yo la mandara a la luna
Para vivir contigo
La soledad de cada da
Que entre lgrimas creca
La alejar de mi
(the indecision I have in me
I ordered it from the moon
To live with you
The loneliness of each day
That grows between tears
That grows apart from me)
Para amarte a toda costa
Para amarte a cada momento
A pesar de tanto mal
Que gira entorno nuestro
(to love you at all cost
To love you at each moment
Considering all the madness
That runs around us)
Cuando te adormeces junto a mi
Entonces no me quedan dudas
De que aun existe amor
S que aun existe amor
(when you fall asleep next to me
Then I have no doubt
That love still exists
Love still exists)
Las discusiones de los dos
Saber quin tendr la culpa
Que nos importa ya
En nuestro mundo que es muy grande
(the discussions between us
Knowing whom will be blamed
Whats important to us
In our world that is so large)
Carino mo nos amaremos
Mucho mucho ms...
Ms all de la violenca
Ms all de la locura
(dear one, we will love each other
Much much more...
Beyond the violence
Beyond the madness)

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song performed by Celine Dion
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Book IV - Part 03 - The Senses And Mental Pictures

Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.

Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see

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poem by Lucretius
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Tom & Mary

For the benefit of Tom and Mary
Before our guests arrive
If they haven't found out already
It's gonna blow their minds.
Will they find the strength to find the will to testify?
And for the benefit of Tom and Mary
There's something we can't hide anymore

Everybody here knows the story
Some have fabricated extra parts
See the sisters shouting whispers
Feeding heartache to the sparks.
Put a damper on the party
It will lighten up this room.
And for the benefit of Tom and Mary
They've got to see the truth today

Miss Powersson says here they come
And all the chatter and the smiles have come undone
And you could here a pin drop on the carpet floor
Everyone's pretending not to hear them knocking at the door

For the benefit of Tom and Mary
Before our guests arrive
If they haven't found out already it's gonna blow their minds
If they haven't found our already
And all the seams all seem to show
And for the benefit of Tom and Mary
For the benefit of Tom and Mary
For the benefit of Tom and Mary
We gotta let the truth be known

song performed by Ben Folds Five from Naked Baby Photos
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Feel The Benefit

Reminisce and speculation
You went out on the street without your shoes on
You didnt listen what your momma said
She said you wont feel the benefit, wont feel the benefit
And if we all went out without our shoes on
Tell me where would we be, where would we be
If all the people in the world lost their reason
What would we see, where would we be
If all the entertainers in the world lost their music
What would they play, what could they say
To pacify the crowd, to justify themselves
Wont feel the benefit
Youre like a cloud behind the sun
Like the face behind the clown
Youre moving like the wrinkles in a frown
And you can never look back
A leaf thats borne upon the wind
A cardboard suitcase in your hand
The wanderer soon returns
And finds the colour of the grass is just the same
On the other side of the tracks, oh no
A latin break
Ooh when you smile its like a holiday
Ooh pack your bags and we can get away
Well float on a queen down to rio
Theres no need to shave
Well be stinking like rum in a punch
You can walk on the water
You can dabble in the mumbo jumbo
You can smoke a little ganja
Float like a cloud over rio, rio
You can ride with the gauchos
Swinging your bolas in a red bandana
You can run with the devil
Takin your chances with senorita
You can drink a lot of coffee in brazil
But the bill is gonna make you ill
Feel the benefit
So, you can go out on the street and take your chances
But if you do, you better do it right
Or you wont feel the benefit, wont feel the benefit
Spin the wheel and take your chances
And your number might come up
Though the odds may be in favor of the house
If all the people in the world would say together
Were all black and white, were all day and night
If all the people in the world could sing together
How would it sound, what would we feel
Wed all feel the benefit

song performed by 10 Cc
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The Benefit Of This Is Missed

It's better with a bit of innocence.
Better with a benefit of it,
Yes.
It's better with a bit of innocence.
Better with a benefit of it,
And...
So much exposed has people sick.
It's better with a bit of innocence.
And wish they do for peace and quietness.
It's better with a benefit of it!
Yes.

So many are lost for many reasons.
And destroyed by the cost of losing innocence.
Many wish for a taste of more sweetened seasons.
Wanting to reminisce,
A beneift missed.

People wish to unlock their doors to explore.
Remembering when there was an innocence of this.
Many are seeking a life to live adored.
Knowing how beneficial and wanting this more.

So many are lost for many reasons.
And destroyed by the cost of losing innocence.
Many wish for a taste of more sweetened seasons.
Wanting to reminisce,
A beneift missed.

It's better with a bit of innocence.
Better with a benefit of it,
Yes.
It's better with a bit of innocence.
Better with a benefit of it,
And...
So much exposed has people sick.
It's better with a bit of innocence.
And wish they do for peace and quietness.
It's better with a benefit of it!
Yes.
And the benefit of this is missed.

poem by Lawrence S. Pertillar
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Why Do Some Live Without A Giving

I've been living in a world,
Many show they do resent...
To be living without giving but expecting they should get.

I've been living in a world,
Many show they do resent...
To be living without giving but expecting they should get.

Oh why...
Do some live without a giving.
Oh why...
Do some live without a giving.
Oh why...
Do some live without a giving.
Oh why...
Do I?

I've been living in a world,
Many show they do resent...
To be living without giving but expecting they should get.

I've been living in a world,
Many show they do resent...
To be living without giving but expecting they should get.

Oh why...
Do some live without a giving.
Oh why...
Do some live without a giving.
Oh why...
Do some live without a giving.
Oh why...
Do I?

And they're quick to get the pity.
And this seems to benefit.
And they're quick to get the pity.
And this seems to benefit.

Oh why...
Do some live without a giving.
Oh why...
Do some live without a giving.
Oh why...
Do some live without a giving.
Oh why...
Do I?

Oh why...
Do some people get the pity.

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poem by Lawrence S. Pertillar
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Thick At that! ...And Glossy!

How much admitted,
Actually exists?
If you talk about someone
In a negative light,
What makes that which is expressed,
Alright to dance on gossip licked lips?
Thick
At that...
And glossy!

How much admitted,
Actually exists?
We know of no one's true feelings,
But our own.
No conflicts inflicted will be felt,
With a depthness known,
No one knows...
Who's in bed with who,
And who is left alone.

But there is no stopping,
Having a fling or two
With someone new.
Who knows what to do,
With a stiffened bone!
How much admitted,
Actually exists?
How much has been changed
To arrange point of views,
By those who discreetly
Do what they do!

How much admitted,
Actually exists...?
Has driven misfits
To even more exposure.
And Rod Sterling has passed...
To worlds beyond Twilight Zones.
And he was very comfortable,
With discussing 'possibilities'!

If it is worthy to admit
Situations believed to be unfit...
One must sit and evaluate,
Being in someone's business not theirs...
How much actually exists?
And whoever committed an admission...
Please admit it!
So we can move 'that hell',
Away from here and us.

[...] Read more

poem by Lawrence S. Pertillar
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The Sanctity Of Dreams

Paint a moustache on the Mona Lisa
Ride a Harley through the heart of danger
Pick up a pen and fight a war for the right to dream
I was seventeen
Give up my house, sleep for nights on concrete
Meditate with all the bums on Vine Street
No more running, no more hiding in the house of the dead
I think I'll grow some dreads
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
I dream of loving, of the empty graveyard
I dream of Vegas and the transcendental wildcard
A place where noone waits to die before they go into the light
And just the blind have sight
I follow nothing but the compass of my instinct
No matter where it leads, I know it will take me to the brink
And leave me there by myself and all alone with my dreams
Can you hear my scream?
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Never dream like me
Society will never dream like me
Never dream like me
Ooh ooh ooh
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Oh-oh
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Never dream like me
Society
Society will never dream like me
Society
Society
Society will never dream like me

song performed by Live
Added by Lucian Velea
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Sanctity Of Dreams

Paint a moustache on the Mona Lisa
Ride a Harley through the heart of danger
Pick up a pen and fight a war for the right to dream
I was seventeen
Give up my house, sleep for nights on concrete
Meditate with all the bums on Vine Street
No more running, no more hiding in the house of the dead
I think I'll grow some dreads
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
I dream of loving, of the empty graveyard
I dream of Vegas and the transcendental wildcard
A place where noone waits to die before they go into the light
And just the blind have sight
I follow nothing but the compass of my instinct
No matter where it leads, I know it will take me to the brink
And leave me there by myself and all alone with my dreams
Can you hear my scream?
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Never dream like me
Society will never dream like me
Never dream like me
Ooh ooh ooh
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Oh-oh
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Never dream like me
Society
Society will never dream like me
Society
Society
Society will never dream like me

song performed by Live
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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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No benefit

No benefit
No benefit.

You are cooking
You are eating
You are sitting
You are meeting.

No benefit
No benefit.

No body is there
To share
You have not
Shared anybody.

No benefit
No benefit.

poem by Gajanan Mishra
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After Breaking Up We Make Up Enough

After breaking up we make up enough.
And doing this as if,
There is a benefit...
To us that comes with splitting.

After breaking up we make up enough.
To do it once again,
With a making of love!

To split up to forget it,
With a making of love.
To forgive and then admit it,
With a making of love.
To remember we both miss...
Our making of love.
And doing this as if...
There is a benefit.

And after breaking up we do make up enough.
And doing it as if...
This is a benefit.

To split up and then forget it,
With a making of love.
To forgive and then admit it,
With a making of love.
To remember we both miss...
Our making of love.
And doing it as if,
There is a benefit.

We break up to admit it,
No one else could we love.
We break up to admit it,
No one else could we love.
We break up to admit it,
No one else could we love.
And doing this as if...
There is a benefit.

After breaking up we make up enough.
To come together.
After breaking up we make up enough.
To come together.
After breaking up we make up enough.
To come together.
And doing this as if...
There is a benefit.

poem by Lawrence S. Pertillar
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Get Up Off Your Pity Pot To Stop It

To wiggle out from under all doubts,
With a hanging them out to dry...
In front of passersby to eye,
Is intended to get attention.

Give those petty bits of pity,
To solicit empathy...
Away.
Today.
And...
Throw those doubts you've picked to pity,
With that selfishness that doesn't pay...
To get attention to gain.

Just get up off your pity pot to stop it.
And...
Get up off your pity pot to drop.

Just get up off your pity pot to stop it.
'Cause,
Believe this or not...
Very few are into pity.
And believe this or not...
Pity does not benefit.

Fight those doubts to stop and dropp them.
'Cause no pity benefits.
Fight those doubts to stop and dropp them.
'Cause no pity benefits.
And...
Believe this or not,
Very few are into pity.
And believe this or not...
Pity does not benefit.

Just get up off your pity pot to stop it.
'Cause,
Believe this or not...
Very few are into pity.
And believe this or not...
Pity does not benefit.

Give those petty bits of pity,
To solicit empathy...
Away.
Today.
And...
Throw those doubts you've picked to pity,
With that selfishness that doesn't pay...
To get attention to gain.

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poem by Lawrence S. Pertillar
Added by Poetry Lover
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