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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.

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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.

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Tzilla

Cellar blooming hours
Bestial bloom darkness creeps
A sub cellar flower sleeps
A sleep of earthly flowers
Celestial twinkling toys
‘Tis Tzilla, horrified recoils
Floor doors open quickly slips
All tongues broken on her lips
Festina festina Cellestina
Delirious darkness bound
Sub cellar Luna found

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In Effigiem Oliveri Cromwell

Haec est quae toties Inimicos Umbra fugavit,
At sub qua Cives Otia lenta terunt.
In eandem Reginae Sueciae transmissam
Bellipotens Virgo, septem Regina Trionum.
Christina, Arctoi lucida stella Poli;
Cernis quas merui dura sub Casside Rugas;
Sicque Senex Armis impiger Ora fero;
Invia Fatorum dum per Vestigia nitor,
Exequor & Populi fortia Jussa Manu.
At tibi submittit frontem reverentior Umbra,
Nec sunt hi Vultus Regibus usque truces.

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Cuncta Licet Cecidisse Putas Discrimina Rerum

Cuncta licet cecidisse putas discrimina rerum,
Et prius incerta nunc tibi certa manent,
Consiliis usure meis tamen aspice caute,
Subdola non fallat te dea fraude sua:
Saepe solet placido mortales fallere vultu,
Et cute sub placida tabida saepe dolent;
Ut quando secura putas et cuncta serena,
Anguis sub viridi gramine saepe latet.
Though ye suppose all jeperdys ar paste,
And all is done that ye lokyd for before,
Ware yet, I rede you, of Fortunes dowble cast,
For one fals poynt she is wont to kepe in store,
And vnder the fell oft festered is the sore:
That when ye thynke all daunger for to pas,
Ware of the lesard lyeth lurkyng in the gras.

Qd Skelton, laureat.

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Licence Number

Licence number 13101961,
Test the nuclear sub ablaze!
Licence number 13101961,
Of the points of life to ponder about;
It is a wonder with,
Sincere manners to appreciate;
Life is all about numbers.

Changing times,
Changing ages,
A remarkable thing to think about;
In this changing times,
I would like to be your friend.

Licence number 13101961,
Test the nuclear sub ablaze!
And make each pound go further;
Of the changing of time,
Of the changing of ages,
Like nothing casual to wedge the storm off;

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Cultural Gap

Saturday evening and
persistent drumbeats
pervade my home
emanating from
my sons room
a cadence of modern
rock and a mental caffeine
disturbing the serenity
of my thoughts

A generation gap
as wide as Niagara
upholding a sub culture
with an unremitting beat
and incoherent vocalisation
the expended sound
accompanying the gyrations
of one ephemeral group
after another

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Epigramma in Duos montes Amosclivum Et Bilboreum

Farfacio.

Cernis ut ingenti distinguant limite campum
Montis Amos clivi Bilboreique juga!
Ille stat indomitus turritis undisque saxis:
Cingit huic laetum Fraximus alta Caput.
Illi petra minax rigidis cervicibus horret:
Huic quatiunt viridis lenia colla jubas.
Fulcit Atlanteo Rupes ea vertice coelos:
Collis at hic humeros subjicit Herculeos.
Hic ceu carceribus visum sylvaque coercet:
Ille Oculos alter dum quasi meta trahit.
Ille Giganteum surgit ceu Pelion Ossa:
Hic agit ut Pindi culmine Nympha choros.
Erectus, praeceps, salebrosus, & arduus ille:
Aeclivis, placidus, mollis, amoenus hic est.
Dissimilis Domino coiit Natura sub uno;
Farfaciaque tremunt sub ditione pares.
Dumque triumphanti terras perlabitur Axe,
Praeteriens aequa stringit utrumque Rota.

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While on weekend pass

In 1988 when I was called up
for a military camp, to go to war
while doing duty in the operational aria
I got a lift with the Flossie (the mail plane) ,
to Waterkloof air force base
for a quick weekend pass,

and brought my kit
and sub-machinegun along
visited my fiancée,
got the key of her apartment
from the caretaker who was very patriotic
and waited in the apartment
as a surprise to her
when she got home from work

and took a quick shower
just after arriving, to be fresh and neat
and when I closed the tap
I heard somebody walking

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Sooth sayers

Why do I want to come out as sooth Sayers?
There are accepted norms in layers
Some straight forward talking and some hidden too
But it is equally unadvisable and very true

It comes from sub conscious mind to unknown
May be he is aligned with us and well known
This makes us to render advice unsought for
To make it worse the relation turns into soar

It might have come unintentionally
Even thought it may be meant only formally
One is free to accept or reject
Still it is taken as ungraceful act

We are known as wicked human being
It is difficult to come out as very kind
Some of the action may speak double edged
The loss of face is very disrespectfully managed

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