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Chronic alcoholism!

Wine shops,
Government sponsored,
Suicide attempt!

Wine shops,
Government sponsored,
Encouraging suicide!

Irrespective of caste and creed,
Education no bar,
Chronic alcoholism!

poem by V.K. Kanniappan
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Barabara Ann

A Bar bar bar bar Barbar Ann
Bar bar bar bar Barbar Ann
(Bar bar bar bar Barbar Ann)
Oh Barbara Ann take my hand
(Bar bar bar bar Barbar Ann)
Barbara Ann
(Bar bar bar bar Barbar Ann)
You got me rockin' and a rollin'
Rockin' and a reelin' Barbara Ann
Bar bar bar bar Barbar Ann
Went to a dance looking for romance
Saw Barbara Ann so I thought I'd take a chance
Barbara Ann
Bar bar bar bar Barbar Ann
Oh Barbara Ann take my hand
(Bar bar bar bar Barbar Ann)
Barbara Ann
(Bar bar bar bar Barbar Ann)
You got me rockin' and a rollin'
Rockin' and a reelin' Barbara Ann
Bar bar bar bar Barbar Ann
Say Bar bar bar bar Barbar Ann
Bar bar bar bar Barbar Ann
Oh Barbara Ann take my hand
(Bar bar bar bar Barbar Ann)
Barbara Ann
(Bar bar bar bar Barbar Ann)
You got me rockin' and a rollin'
Rockin' and a reelin' Barbara Ann
Bar bar bar bar Barbar Ann
Tried Betty Lou
Danced with Peggy Sue
Tried Mary Lou
But I knew she wouldn't do
Bar bar bar bar Barbar Ann
Oh Barbara Ann take my hand
(Bar bar bar bar Barbar Ann)
Barbara Ann
(Bar bar bar bar Barbar Ann)
You got me rockin' and a rollin'
Rockin' and a reelin' Barbara Ann
Bar bar bar bar Barbar Ann
Bar bar bar bar Barbar Ann
Bar bar bar bar Barbar Ann
Bar bar bar bar Barbar Ann
Oh Barbara Ann take my hand
(Bar bar bar bar Barbar Ann)
Barbara Ann
(Bar bar bar bar Barbar Ann)
You got me rockin' and a rollin'

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song performed by Beach Boys
Added by Lucian Velea
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

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

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

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

METHODOLOGY

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

RESULTS

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

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

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

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

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

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

Negative impacts of poverty on education

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

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

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

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

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

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

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

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

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

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poem by Innocent Masina Nkhonyo
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A Valentine in Pain

A dream of hidden death,
Embedded in her flowers –
Dripping; drenched in nectar tears

Now the dream of dying soul;
Confined, a trembling heart is
Squeezing out the ember years

And in her dream of youth,
Abounding buttocks writhe,
Acting out the careless dares

But the dream of hideous beauty:
Self-delusion, begging fears

Evolving from an agonising birth, her
Blacker days eclipsing; draining worth

‘So ugly living calls to die –
Forever in the dreams I cry! ’

Erotic debt; a laughing lie
Were done for her –
A blade for sure!
The dreams to cure!

A calming sigh…

And in a smile of pain
She bled and waned
Her cold pathetic bye

Copyright © Mark R Slaughter 2010

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poem by Mark R Slaughter
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Suicide Lovers

suicide lovers 6x
suicide lovers are always there in the dark still together
still huging eachother still holding eachother up
suicide lovers are the only ones in the dark
shering ther feeling and shering ther thoughts
feeling pain and feeling love thinking about dieing
and thinking about been with eachotherno matter what
they talk about how there going to die together
holding hands and deareming about the day that comes

suicide lovers are the only ones int he dark still
hugging eachother and holding eachother up dreaming
about love and dreaming about the heart when it stops
we all die and we'll never give it up they think life has no point
theres nothing in the worldfor them exept for eachother
ther thinking about having a baby and dieing together

suicide lovers have a babythere baby is growing up good
and strong. healthy and stands up for herself the
she finds a guy just like her they are together forevere
they will never give it up ther love becomes pure and up ther
thinking about marriageand having a baby of there own
they have a son there dreams come truethey will call him
skyler a name they both like, they are thinking about another
baby so they have a girl and call her carli they thought that carli was
a goog name for there child skyler and carli are getting along
one is 17 and one is 21, damb they grow ou fast and strong
i cant belive what they been throug years dreaming and thinking
the world of each other they both find ther one and the both
are happy so they will be together forever! !
suicide lovers, suicide lovers, suicide lovers
suicide suicide i already diiiiiiiiiieeeeeeeedddddd...... loverrrrrrrrrrrrrss
suicide lovers suicide lovers are always in the dark

suicide lovers 6x
suicide lovers are always there in the dark still together
still huging eachother still holding eachother up
suicide lovers are the only ones in the dark
shering ther feeling and shering ther thoughts
feeling pain and feeling love thinking about dieing
and thinking about been with eachotherno matter what
they talk about how there going to die together
holding hands and deareming about the day that comes

suicide lovers are the only ones int he dark still
hugging eachother and holding eachother up dreaming
about love and dreaming about the heart when it stops
we all die and we'll never give it up they think life has no point
theres nothing in the worldfor them exept for eachother
ther thinking about having a baby and dieing together

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poem by Valya Madden
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Confessio Amantis. Explicit Prologus

Incipit Liber Primus

Naturatus amor nature legibus orbem
Subdit, et vnanimes concitat esse feras:
Huius enim mundi Princeps amor esse videtur,
Cuius eget diues, pauper et omnis ope.
Sunt in agone pares amor et fortuna, que cecas
Plebis ad insidias vertit vterque rotas.
Est amor egra salus, vexata quies, pius error,
Bellica pax, vulnus dulce, suaue malum.

I may noght strecche up to the hevene
Min hand, ne setten al in evene
This world, which evere is in balance:
It stant noght in my sufficance
So grete thinges to compasse,
Bot I mot lete it overpasse
And treten upon othre thinges.
Forthi the Stile of my writinges
Fro this day forth I thenke change
And speke of thing is noght so strange,
Which every kinde hath upon honde,
And wherupon the world mot stonde,
And hath don sithen it began,
And schal whil ther is any man;
And that is love, of which I mene
To trete, as after schal be sene.
In which ther can noman him reule,
For loves lawe is out of reule,
That of tomoche or of tolite
Welnyh is every man to wyte,
And natheles ther is noman
In al this world so wys, that can
Of love tempre the mesure,
Bot as it falth in aventure:
For wit ne strengthe may noght helpe,
And he which elles wolde him yelpe
Is rathest throwen under fote,
Ther can no wiht therof do bote.
For yet was nevere such covine,
That couthe ordeine a medicine
To thing which god in lawe of kinde
Hath set, for ther may noman finde
The rihte salve of such a Sor.
It hath and schal ben everemor
That love is maister wher he wile,
Ther can no lif make other skile;
For wher as evere him lest to sette,
Ther is no myht which him may lette.
Bot what schal fallen ate laste,

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poem by John Gower
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Education

In a deep dark jungle long time ago
Lived a lonesome caveman
He was a solitary soul
And he spent his playtime
Chewing meat from bones.
He didnt know how to talk much
He only knew how to groan
Then he lifted up his hands and reached to the sky
Let out a yell and no one replied.
Frustration and torment tore him inside
Then he fell to the ground and he cried and he cried.
But then education saved the day.
He learned to speak and communicate
Education saved the day.
He thanked God for the friends he made.
cos everybody needs an education
Everybody needs an education.
Black skin, red skin, yellow or white,
Everybody needs to read and write
Everybody needs an education.
Thank the day when that primitive man
Learned to talk with his brothers
And live off the land.
He left his cave and he moved far away
And he lived with his friends in a house that theyd made
He learned to think and to work with his brain
And he astounded his friends with all the knowledge he gained
He wrote it down on a rock that he found
And he showed all his friends and they passed it around
And then education came that day.
The day it came was a sacred day.
Education came that day
He thanked God for the friends hed made.
Well man built a boat and he learned how to sail
And he travelled far and wide
Then he looked up above saw the stars in the sky
So he learned how to fly.
Thanks to all the mathematicians
And the inventors with their high i.q.s
And the professors in their colleges
Trying to feed me knowledge
That I know Ill never use.
Thank you sir for the millions of words
That youve handed me down and youve told me to learn
But Ive got words in my ears and my eyes
Ive got so many facts that I must memorize
Because educations doing me in
I want to stop but my heads in a swim
Education drives me insane
I cant recall all the facts on my brain.

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song performed by Kinks
Added by Lucian Velea
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Den

Brain walls: bio-insulation keeps me cosy
in my hidden room.

Eye balls: bio-windows let me peer and sneer
upon our filthy race, with

Ear holes – bio-microphones – assuming tones
I only wish to face.

Inside, I flit between assimilation,
fantasy, and desperation – each another room
for me to occupy –

as in a nest or burrow, a honeycombed hive –
fathoming which to best survive in;
harbour me from that outside.
Shit! It’s just as bad in here –
I need another den to hide in!

So where’s a niche to keep me from the world,
but also from my rabid head?
Yes, of course –! it’s being dead.

Copyright © Mark R Slaughter 2010

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poem by Mark R Slaughter
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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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Voice Of A Dalit Women

now hear the unheard cries
of dalit women plight
upper caste takes pride
humanity here despise
seeing the cruelty dies
of high caste females crucify
mercilessly their own gender
in the name of caste blunder
mutely supporting the plunder
of dalit women, who wonder
the silence of own gender
on the sight of feminity
in the board day light
paraded naked in their own vicinity
raped, ravished and trampled
no doubt upper caste feminity
is skin deep only
else they would have fought
for their feminine right
to live life free of fright
alas! they are caste blind
to see their mutual bind
feminists too are not so kind
to raise voice against the crime
however will burn candles
and raise issue nation wide
on death of upper caste women
died enjoying night party
such feminists who glee
in distributing pink panty
for women’s right to party
awfully ignores humiliating death
suffered by dalit women daily
story of dalit women is grim
suffers discrimination all time
as a female and a lower caste being
though struggling through adversities
if succeed to come out of the rim
aristocrat high caste vultures deem
her hopes nothing but dream
ever preying on her virtuosity
that dominates their caste superiority
arising dalit women suffers subtly
high caste people discriminating policy
based on caste as well gender inferiority
where majority prays and swears by female deity
but treat dalit women mere commodity
nation egotist in its democracy
fails to notice caste discrepancy
dalit women should now be their own saviors

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poem by Rahul Gade
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Up! Education

Education is important
Right from when an infant

Education is not about college
It entails a wider range of knowledge
Supplying a market of skills shortage

Education is great
It creates and decides upon ones fate
Never leave it too late

Education makes it a priority
To provide you with opportunities

So I say
OK! Up! Education
Feed the Nations
Up! Education

Education is in abundance
A constituent of importance
As we humans advance
It offers us life’s insurance

Education is the key to set you free
From joblessness condemnation

Education is the key to flee
From endless financial frustration

Education provides you with ammunition
To tackle any country, state or nation

Education gives you immunisation
Against surviving global frustration

Education relieves you
From absurd ignorance

Education exempts you and me
From parental allowance
For most adults
It is usually a concerning disturbance

So I say
OK! Up! Education
Feed the Nations
Up! Education

I take my time to stress once more

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poem by Sylvia Chidi
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Suicide.

Suicide, suicide
Your presence is near
Suicide, suicide
I wish you were here
Suicide, suicide
Take me away
Suicide, suicide
Please make it today
Suicide, suicide
An answer, for me
Suicide, suicide
I need to escape, be free
Suicide, suicide
I’ve had too much
Suicide, suicide
Take me, do your touch
Suicide, suicide
Leave the rest behind
Suicide, suicide
You’re all over my mind
Suicide, suicide
Let me pass in peace
Suicide, suicide
I need to release

poem by Lisa French
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Suicide, suicide

Suicide, suicide
Come and save me
Suicide, suicide
Come and take me
Suicide, suicide
Where are you hiding
Suicide, suicide
Please let it be now
Suicide, suicide
Give me and answer
Suicide, suicide
Release me, i beg of you
Suicide, suicide
I can't take no more
Suicide, suicide
Free me, please touch me
Suicide, suicide
Help me end this
Suicide, suicide
It's only you in my mind
Suicide, suicide
Take me silently
Suicide, suicide
I need it now more than ever

poem by Sumiya Khan
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Her Bliss

Death is in the flower's heart –
Why to cry for life of any petal?

Death in purple ink of weary pens
Betrays the written yearnings
On her scented paper.

Death is laughing in her cry;
Her broken heart forlorn upon the sleeve.

Death ignores the plight of any purity –
He doesn’t care or seem to be aware of
What her dewy eye desires,
For Death beckoned:

'Embrace the jar! '
And yes, she did –
For Death, of course.

After all, no other man would
Open up her hand and bid her with a kiss,
So Death became her bliss.

Copyright © Mark R Slaughter 2009

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poem by Mark R Slaughter
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Embrace unconquerable life

Suicide; is a ghastily lingering spirit between
resplendently sparkling heaven and diabolically
ghastly hell,

Suicide; is the most desperately hedonistic crime
committed against every conceivable fraternity of all
mankind,

Suicide; is the most truculently unforgivable outburst
of any organism; murderously imperiling the crux of
symbiotically mesmerizing existence,

Suicide; is a ghoulishly amorphous abode; without the
most infinitesimal trace of doors; windows and
robustly functioning entities,

Suicide; is an indescribably treacherous venom; which
brutally asphyxiates the impoverished ghost; even
after the wholesome end of priceless life,

Suicide; is the most preposterously scurrilous corpse
that incarcerated you from all sides; morbidly
dampening every quintessential iota of your blood,

Suicide; is the most luridly mortifying death that an
entity could ever undergo; ensuring that he
indefatigably suffocated in diminutive lidfulls of
water while the other world danced; everytime it was
born,

Suicide; is the most ultimate curse of the devil upon
every civilization; religion and tribe; afflicting the
fabric of society like an uncontrollably lambasting
tumor; which simply had no end,

Suicide; is perniciously sinister balderdash; the most
incongruously distorted and heartlessly inclement
fantasy; that the stinking pigs could ever construe,

Suicide; is a coffin of disparagingly bludgeoning
solitude; a measly quavering insect being blown away
into the aisles of nothingness; at even the most
mercurial draught of infidel wind,

Suicide; is a salaciously jinxed witch casting her
spell of unsurpassable doom; even upon the most
blissfully gratifying of destinies,

Suicide; is a vindictively hollow and lecherously
gawky edifice; baselessly wavering towards the gallows

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poem by Nikhil Parekh
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Any form of life was better than death

I felt like committing suicide there and then itself. Everytime I saw countless haplessly orphaned children; being viciously kicked into dustbins of malice; for ostensibly no reason or rhyme,

I felt like committing suicide there and then itself. Everytime I saw the pricelessly innocuous female fetus; being brutally assassinated and aborted; right in the very depths of the unassailably godly womb,

I felt like committing suicide there and then itself. Everytime I saw heartlessly cold-blooded men; ruthlessly felling innumerable a tree; using its blessed branches; trunk and roots; for evolving lifelessly wastrel commodities,

I felt like committing suicide there and then itself. Everytime I saw demonically manipulating politicians; weigh the very essence of unconquerably righteous life; in terms of wantonly decrepit currency coin,

I felt like committing suicide there and then itself. Everytime I saw innocently minor girls being brutally raped; by the diabolically idiosyncratic perversions of sadistic man,

I felt like committing suicide there and then itself. Everytime I saw peerlessly impeccable blood being parasitically sucked from newborn forms; just in order to spuriously enrich and consecrate; the already blessed and bountiful human form,

I felt like committing suicide there and then itself. Everytime I saw boundless wives and children reduced to a cadaverous carcass; as the man of the family simply refrained to budge an inch to earn; cannibalistically guzzling the last dropp of wine and vixen; to be found of planet earth,

I felt like committing suicide there and then itself. Everytime I saw beautifully fructifying wildlife being emotionlessly beheaded; just in order to become the exuberant delicacy; of the already replenished palette,

I felt like committing suicide there and then itself. Everytime I saw robustly ebullient organisms doing nothing but just endlessly gazing at fathomless sky; nonsensically proclaiming that their destiny would one day and eventually take them to the absolute epitome of cloud nine,

I felt like committing suicide there and then itself. Everytime I saw one man derogatorily slaving and slavering for another man; wherein the Omnipotent Creator had created all symbiotically equal in the first place,

I felt like committing suicide there and then itself. Everytime I saw millions of innocent being indiscriminately butchered; in the wrath and aftermath of barbarously thwarting bombardment and war,

I felt like committing suicide there and then itself. Everytime I saw satanic terrorists launch an inconsolably pulverizing assault on one particular fraternity of mankind; in the name of sacrifice to the Omnipresent Lord,

I felt like committing suicide there and then itself. Everytime I saw hordes of people blindfoldedly offering their last ounce of wealth to the Omnipotent deity of the Lord; who in the first place owned every speck of the unending Universe; and who wanted them to benevolently donate the same to all suffering living kind instead,

I felt like committing suicide there and then itself. Everytime I saw school going girls and boys begging hoarsely on the obdurately chauvinistic streets; with their parents abhorrently using them to tickle the soft corner of the opulent society,
I felt like committing suicide there and then itself. Everytime I saw women of all ages; right from the age of my daughter; to sister to mother; tawdrily selling their flesh to hedonistically dastardly men; just for securing those two quintessential morsels of food,

I felt like committing suicide there and then itself. Everytime I saw limitless dying unattended on the freezing streets; because of unforgivably ghastly corruption; viciously infiltrating in every echelon of the government and society,

I felt like committing suicide there and then itself. Everytime I saw impudently pretentious brats; telling their life-bestowing parents to clean the stagnating shit in their houses; whilst they themselves deliriously drowned themselves; into barrels of sinfully expensive wine and cigarette smoke,

I felt like committing suicide there and then itself. Everytime I saw the most perpetually faithful of lovers salaciously separate like a miserably broken leaf; at the tiniest of objection from the sanctimoniously turgid society,

I felt like committing suicide there and then itself. Everytime I saw selfishly shriveled man; praying to God for solely impregnating his lungs with a countless breaths; instead of immortally sharing the same in perfect symbiosis with endless numbers of his own kind,

But when I was actually committing suicide. I felt that any form of life was better than death; as I approached my very last breath. For if at all I could endeavor my very best to ameliorate every fraternity of estranged and maliciously cannibalistic living kind; then by the grace of God it could be only while in undefeated life and not the slightest after stonily gory death…

poem by Nikhil Parekh
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Dear suicide

Dear suicide
Why I ‘am alive?
Suicide suicide
Why is so sad?
A lot of pain in my life
Suicide suicide
My heart is so black
Full of pain and sadness
Suicide suicide
My thoughts were so nice
But now I’m so sad
Suicide suicide
I always cry, don’t hurt me again
I just want to be free and fly
Suicide suicide
I don’t want to cry anymore
All I want is fly in the sky
Suicide suicide
The end is coming for me
The beginning of the end of my life
Suicide suicide
Just let me rest in peace
And never come back
Suicide suicide
Time to go
I say goodbye
Suicide suicide
Thanks for listened to me
I’ll see you in my new life
Suicide suicide
Adios
Ciao
Goodbye.

poem by Alex Rodriguez
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Confessio Amantis. Explicit Liber Secundus

Incipit Liber Tercius

Ira suis paribus est par furiis Acherontis,
Quo furor ad tempus nil pietatis habet.
Ira malencolicos animos perturbat, vt equo
Iure sui pondus nulla statera tenet.
Omnibus in causis grauat Ira, set inter amantes,
Illa magis facili sorte grauamen agit:
Est vbi vir discors leuiterque repugnat amori,
Sepe loco ludi fletus ad ora venit.

----------------------------------- ------------------------------------------------

If thou the vices lest to knowe,
Mi Sone, it hath noght ben unknowe,
Fro ferst that men the swerdes grounde,
That ther nis on upon this grounde,
A vice forein fro the lawe,
Wherof that many a good felawe
Hath be distraght be sodein chance;
And yit to kinde no plesance
It doth, bot wher he most achieveth
His pourpos, most to kinde he grieveth,
As he which out of conscience
Is enemy to pacience:
And is be name on of the Sevene,
Which ofte hath set this world unevene,
And cleped is the cruel Ire,
Whos herte is everemore on fyre
To speke amis and to do bothe,
For his servantz ben evere wrothe.
Mi goode fader, tell me this:
What thing is Ire? Sone, it is
That in oure englissh Wrathe is hote,
Which hath hise wordes ay so hote,
That all a mannes pacience
Is fyred of the violence.
For he with him hath evere fyve
Servantz that helpen him to stryve:
The ferst of hem Malencolie
Is cleped, which in compaignie
An hundred times in an houre
Wol as an angri beste loure,
And noman wot the cause why.
Mi Sone, schrif thee now forthi:
Hast thou be Malencolien?
Ye, fader, be seint Julien,
Bot I untrewe wordes use,
I mai me noght therof excuse:
And al makth love, wel I wot,

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poem by John Gower
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Knyghthode and Bataile

A XVth Century Verse Paraphrase of Flavius Vegetius Renatus' Treatise 'DE RE MILITARI'

Proemium.
Salue, festa dies
i martis,
Mauortis! auete
Kalende. Qua Deus
ad celum subleuat
ire Dauid.

Hail, halyday deuout! Alhail Kalende
Of Marche, wheryn Dauid the Confessour
Commaunded is his kyngis court ascende;
Emanuel, Jhesus the Conquerour,
This same day as a Tryumphatour,
Sette in a Chaire & Throne of Maiestee,
To London is comyn. O Saviour,
Welcome a thousand fold to thi Citee!

And she, thi modir Blessed mot she be
That cometh eke, and angelys an ende,
Wel wynged and wel horsed, hidir fle,
Thousendys on this goode approche attende;
And ordir aftir ordir thei commende,
As Seraphin, as Cherubyn, as Throne,
As Domynaunce, and Princys hidir sende;
And, at o woord, right welcom euerychone!

But Kyng Herry the Sexte, as Goddes Sone
Or themperour or kyng Emanuel,
To London, welcomer be noo persone;
O souuerayn Lord, welcom! Now wel, Now wel!
Te Deum to be songen, wil do wel,
And Benedicta Sancta Trinitas!
Now prosperaunce and peax perpetuel
Shal growe,-and why? ffor here is Vnitas.

Therof to the Vnitee 'Deo gracias'
In Trinitee! The Clergys and Knyghthode
And Comynaltee better accorded nas
Neuer then now; Now nys ther noon abode,
But out on hem that fordoon Goddes forbode,
Periurous ar, Rebellovs and atteynte,
So forfaytinge her lyif and lyvelode,
Although Ypocrisie her faytys peynte.

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poem by Anonymous Olde English
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Beach Boys Medley

I, I love the colorful clothes she wears
And the way the sunlight plays upon her hair
I hear the sound of a gentle word
On the wind that lifts her perfume through the air
I'm pickin' up good vibrations
She's giving me excitations
Good good good good vibrations
(Oom bop bop)
She's giving me excitations
(Oom bop bop excitations)
Good good good good vibrations
Help me Rhonda
Help, help me Rhonda
Help me Rhonda
Help, help me Rhonda
Help me Rhonda
Help, help me Rhonda
Help me Rhonda
Help, help me Rhonda
Help me Rhonda
Help, help me Rhonda
Help me Rhonda
Help, help me Rhonda
Help me Rhonda yeah
Get her out of my heart
We always take my car cause it's never been beat
And we've never missed yet with the girls we meet
None of the guys go steady cause it wouldn't be right
To leave their best girl home now on Saturday night
I get around
Get around round round I get around
From town to town
Get around round round I get around
I'm a real cool head
Get around round round I get around
I'm makin' real good bread
Get around round round I get around
I get around
Round
Ah ah ah ah ah ah ah ah
Round round get around
I get around
Yeah get around
Ahh ooo ooo
It happened on the strip where the road is wide
(Oooo rev it up now)
Two cool shorts standin' side by side
(Oooo rev it up now)
Yeah, my fuel injected Stingray and a four-thirteen
(Oooo rev it up now)

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song performed by Beach Boys
Added by Lucian Velea
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Suicide Countdown.

suicide, suicide i wish i was dead.
suicide, suicide oh how much my wrists have bled.
suicide, suicide were almost there.
suicide, suicide no more skin, the blade will tear.
suicide, suicide we have one week.
suicide, suicide so filled with relief, i cannot speak.

seven days, suicide; until i die.
six days, suicide; no longer will i cry.
five days, suicide; ooh i cant wait.
four days, suicide; until i meet my fate.
three days, suicide; till my last word is said.
two days, suicide; twenty four hours till im dead.
one day, suicide; till night tears through dawn.
today, suicide; i am dead, i am gone.

{ some Tiddely Winks person, copied and pasted my poem on their profile. I WROTE THIS, IT ANGERS ME SAVAGELY TO THINK SOMEONE TOOK MY POEM.! !

poem by Marissa E '
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