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Disturbance

When I was a little boy
My mama dropped me on my head
I felt kinda dizzy but the doctor
Made note of all I did
Chorus
Ever since then theres been a slight disturbance in my mind
A kind of disarrangement that the surgeons cannot find
At the age of seven I just couldnt read my abc
But I gave my teacher tips on how the caveman used to be
Chorus
Reach the age of 21 aint got no...to fit my clothes
Day and night Im looning around
Dont know what Im looking for
Will they carry me away?
Oh will they carry me away?
I was 97 and Im sure my brain it had enough
Racing round in jet planes cause
My sports car aint quite fast enough
Chorus
Will they carry me away?
Oh will they carry me away?

song performed by Electric Light Orchestra
Added by Lucian Velea
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Tell Mama

Alright!!!
Alright!!!
I'm ready, man!
Whoaa yeah!!!
You thought you had found yourself a good girl,
One who would love you and give you the world.
Then you find, babe, that you've been misused,
Come to me, honey, i'll do what you choose.
I want you to
Well, tell mama
All about it.
Well, tell mama
What you need
Tell your mama, babe,
What you want.
Tell your mama, babe.
What you need
What you want.
What you need
What you want
Whoa! an' i'll make everything alright.
That girl you didn't have no sense, babe,
Wasn't worth all the time that you spent.
That same man he throwed you outdoors,
I just heard that he quartered your clothes, hey!
Well, tell mama
All about it.
Tell mama
What you need.
Tell your mama, babe,
What you want
Tell your mama, babe.
What you need
What you want
What you need
What you want,
Whoaaa! an' i'll make everything alright, babe.
Whoaa... rock & roll!
... baby,
Wasn't worth all the time that you spent.
And that same man that throwed you outdoors,
I just heard that he torn all your clothes, hey.
Well, tell mama
All about it
Tell mama
What you need
Tell your mama, babe
What you want
Tell your mama, babe
What you need

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song performed by Janis Joplin
Added by Lucian Velea
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Got To Know The Woman

I just met a woman on my way home
She just blew my mind
My heart was a-pumpin
I mean all the way home
Got to know the woman
Whoa I got to know the woman
I love the way you move
You make-a make me feel like a man
(you know you make me make me feel like a man)
Love the way youre lookin
You look like you like it, too
(you know you look like you like it, too)
Got to know the woman
(mama mama mama mama oom mow mow)
Got to know the woman
(mama mama mama mama oom mow mow)
(got to know the woman)
(mama mama mama mama oom mow mow)
Ooooooooooo
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to got to got to got to know the woman)
(mama mama mama mama oom mow mow)
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to got to got to got to know the woman
(mama mama mama mama oom mow mow)
If you feel the feel I feel
Haha you dig the feel of me
(you know you look like you dig feelin me)
Love the way you feel dear
Ah, you make a make a man out of me
(you make you make a man out of me)
Come on
Come on come on and do the chicken
I mean ah ha ha ha ha ha
Baby, Im gonna tell you somethin right now
You got so much soul you blow my mind
Oh baby
Theres just one thing I want to say
(got to know the woman)
(mama mama mama mama oom mow mow)
Ooooooooooo
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to know the woman)
(mama mama mama mama oom mow mow)
(got to got to got to got to know the woman

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song performed by Beach Boys
Added by Lucian Velea
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Soccer Under 20

soccer teams close to pa
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soccer teams in argintina
soccer teams in arizona
soccer teams in argentina and chile
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soccer teams in concord mass
soccer teams in dundee il

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poem by Rwetewrt Erwtwer
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Thoughts Of A Goldfish

I am a goldfish; I am swimming around this bowl. It is getting dizzy.

A goldfish I am; It is getting dizzy. Swimming around this bowl I am.
Am I a goldfish? I am swimming around this bowl. It is getting dizzy.
It is getting dizzy, swimming around this bowl, I am a goldfish. I am.
Around this bowl I am swimming. It is getting dizzy. I am a goldfish
I am a goldfish. It is getting dizzy around this bowl, I am swimming.
I am swimming around this bowl; I am a goldfish. It is getting dizzy.
Around this bowl, it is getting dizzy. I am a goldfish; I am swimming.
I am a goldfish. It is getting dizzy. I am swimming around this bowl.
I am a goldfish. Bowl this around: it is getting dizzy. I am swimming.
I am swimming around this bowl. Am I a goldfish? It is getting dizzy.
Am I a goldfish bowl? It is getting dizzy. Am I swimming around this?
It is getting dizzy. I am a goldfish. Am I swimming around this bowl?
Am I a goldfish? Around this bowl am I swimming? It is getting dizzy.
Am I a goldfish? I am. It is getting dizzy, swimming around this bowl.
Am I a goldfish? It is getting dizzy. I am swimming around this bowl.
Am I a goldfish swimming? Around this bowl, I am. It is getting dizzy.
Am I a goldfish? It is getting dizzy. Around this bowl I am swimming.
Am I swimming? I am a goldfish around this bowl. It is getting dizzy.
Am I swimming? Is it getting dizzy? Around this bowl I am a goldfish.
It is getting dizzy. Am I swimming? Am I a goldfish around this bowl?
Am I a-swimming? I am a round goldfish. This bowl, it is getting dizzy.
This bowl: It is getting dizzy. I am a goldfish I am swimming around.
Am I a bowl? It is getting dizzy. I am a goldfish swimming around this.
It is getting dizzy. Am I a round bowl? I am this goldfish a-swimming.
I am a goldfish I am swimming around. Is this bowl getting dizzy? It is.
Is it? I am getting a goldfish. I am swimming around this dizzy bowl.
I am. I am swimming around this goldfish bowl. Dizzy it is a-getting.
I am a dizzy goldfish swimming. I am a round bowl. Is it getting this?
Is this bowl around a dizzy, swimming goldfish? I am. I am getting it.
Is this getting dizzy? Am I a round goldfish? Am I a swimming bowl?

I am a goldfish; I am swimming around this bowl. It is getting dizzy.

poem by C. Richard Miles
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Sun-Up

(Shadows over a cradle…
fire-light craning….
A hand
throws something in the fire
and a smaller hand
runs into the flame and out again,
singed and empty….
Shadows
settling over a cradle…
two hands
and a fire.)

I

CELIA

Cherry, cherry, glowing on the hearth, bright red cherry…. When you try to pick up cherry Celia's shriek sticks in you like a pin.

When God throws hailstones you cuddle in Celia's shawl and press your feet on her belly high up like a stool. When Celia makes umbrella of her hand. Rain falls through big pink spokes of her fingers. When wind blows Celia's gown up off her legs she runs under pillars of the bank— great round pillars of the bank have on white stockings too.

Celia says my father
will bring me a golden bowl.
When I think of my father
I cannot see him
for the big yellow bowl
like the moon with two handles
he carries in front of him.

Grandpa, grandpa…
(Light all about you…
ginger… pouring out of green jars…)
You don't believe he has gone away and left his great coat…
so you pretend… you see his face up in the ceiling.
When you clap your hands and cry, grandpa, grandpa, grandpa,
Celia crosses herself.

It isn't a dream…. It comes again and again…. You hear ivy crying on steeples the flames haven't caught yet and images screaming when they see red light on the lilies on the stained glass window of St. Joseph. The girl with the black eyes holds you tight, and you run… and run past the wild, wild towers… and trees in the gardens tugging at their feet and little frightened dolls shut up in the shops crying… and crying… because no one stops… you spin like a penny thrown out in the street. Then the man clutches her by the hair…. He always clutches her by the hair…. His eyes stick out like spears. You see her pulled-back face and her black, black eyes lit up by the glare…. Then everything goes out. Please God, don't let me dream any more of the girl with the black, black eyes.

Celia's shadow rocks and rocks… and mama's eyes stare out of the pillow as though she had gone away and the night had come in her place as it comes in empty rooms… you can't bear it— the night threshing about and lashing its tail on its sides as bold as a wolf that isn't afraid— and you scream at her face, that is white as a stone on a grave and pull it around to the light, till the night draws backward… the night that walks alone and goes away without end. Mama says, I am cold, Betty, and shivers. Celia tucks the quilt about her feet, but I run for my little red cloak because red is hot like fire.

I wish Celia
could see the sea climb up on the sky
and slide off again…

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poem by Lola Ridge
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Tale XXI

The Learned Boy

An honest man was Farmer Jones, and true;
He did by all as all by him should do;
Grave, cautious, careful, fond of gain was he,
Yet famed for rustic hospitality:
Left with his children in a widow'd state,
The quiet man submitted to his fate;
Though prudent matrons waited for his call,
With cool forbearance he avoided all;
Though each profess'd a pure maternal joy,
By kind attention to his feeble boy;
And though a friendly Widow knew no rest,
Whilst neighbour Jones was lonely and distress'd;
Nay, though the maidens spoke in tender tone
Their hearts' concern to see him left alone,
Jones still persisted in that cheerless life,
As if 'twere sin to take a second wife.
Oh! 'tis a precious thing, when wives are dead,
To find such numbers who will serve instead;
And in whatever state a man be thrown,
'Tis that precisely they would wish their own;
Left the departed infants--then their joy
Is to sustain each lovely girl and boy:
Whatever calling his, whatever trade,
To that their chief attention has been paid;
His happy taste in all things they approve,
His friends they honour, and his food they love;
His wish for order, prudence in affairs,
An equal temper (thank their stars!), are theirs;
In fact, it seem'd to be a thing decreed,
And fix'd as fate, that marriage must succeed:
Yet some, like Jones, with stubborn hearts and

hard,
Can hear such claims and show them no regard.
Soon as our Farmer, like a general, found
By what strong foes he was encompass'd round,
Engage he dared not, and he could not fly,
But saw his hope in gentle parley lie;
With looks of kindness then, and trembling heart,
He met the foe, and art opposed to art.
Now spoke that foe insidious--gentle tones,
And gentle looks, assumed for Farmer Jones:
'Three girls,' the Widow cried, 'a lively three
To govern well--indeed it cannot be.'
'Yes,' he replied, 'it calls for pains and care:
But I must bear it.'--'Sir, you cannot bear;
Your son is weak, and asks a mother's eye:'
'That, my kind friend, a father's may supply.'

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poem by George Crabbe
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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)
Added by Veronica Serbanoiu
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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poem by Robert Browning from The Ring and the Book
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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.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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poem by Robert Browning from The Ring and the Book
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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poem by Robert Browning from The Ring and the Book
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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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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Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.

Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.

Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.

1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.

Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

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poem by Ella Wheeler Wilcox
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Felicdad (Miami Ocean Drive)

Only Margherita love like America
Only Margherita move like the Mardi Gras.
Mama
oh mama
now mama
Come tell me that you wanna
You wanna
oh mama
in my pyjama.
My imagination carry my mind away
Only Margherita feel like a holiday.
Mama
oh mama
now mama
Come tell me that you wanna
You wanna
oh mama
you wild madonna
Mama
oh mama
now mama
Come tell me that you
Felicidad
And I can't help but feeling this way
You're the one who can change my tomorrow toda
Felicidad
Won't you ride on the wings of my fantasy
And this summersong will last a whole life long.
Only Margherita love like America
Only Margherita take me to shangri-la.
Mama
oh mama
now mama
Come tell me that you wanna
You wanna
oh mama
you wild madonna
Mama
oh mama
now mama
Come tell me that you
. . .
Felicidad
. . .
Mama
mama
mama
oh mama
Mama
mama

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song performed by Boney M.
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Tale III

THE GENTLEMAN FARMER.

Gwyn was a farmer, whom the farmers all,
Who dwelt around, 'the Gentleman' would call;
Whether in pure humility or pride,
They only knew, and they would not decide.
Far different he from that dull plodding tribe
Whom it was his amusement to describe;
Creatures no more enliven'd than a clod,
But treading still as their dull fathers trod;
Who lived in times when not a man had seen
Corn sown by drill, or thresh'd by a machine!
He was of those whose skill assigns the prize
For creatures fed in pens, and stalls, and sties;
And who, in places where improvers meet,
To fill the land with fatness, had a seat;
Who in large mansions live like petty kings,
And speak of farms but as amusing things;
Who plans encourage, and who journals keep,
And talk with lords about a breed of sheep.
Two are the species in this genus known;
One, who is rich in his profession grown,
Who yearly finds his ample stores increase,
From fortune's favours and a favouring lease;
Who rides his hunter, who his house adorns;
Who drinks his wine, and his disbursements scorns;
Who freely lives, and loves to show he can, -
This is the Farmer made the Gentleman.
The second species from the world is sent,
Tired with its strife, or with his wealth content;
In books and men beyond the former read
To farming solely by a passion led,
Or by a fashion; curious in his land;
Now planning much, now changing what he plann'd;
Pleased by each trial, not by failures vex'd,
And ever certain to succeed the next;
Quick to resolve, and easy to persuade, -
This is the Gentleman, a farmer made.
Gwyn was of these; he from the world withdrew
Early in life, his reasons known to few;
Some disappointments said, some pure good sense,
The love of land, the press of indolence;
His fortune known, and coming to retire,
If not a Farmer, men had call'd him 'Squire.
Forty and five his years, no child or wife
Cross'd the still tenour of his chosen life;
Much land he purchased, planted far around,
And let some portions of superfluous ground
To farmers near him, not displeased to say
'My tenants,' nor 'our worthy landlord,' they.

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poem by George Crabbe
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The Disturbance

When I was a little boy
My mama dropped me on my head
I felt kinda dizzy but the doctor
Made note of all I did
Chorus
Ever since then theres been a slight disturbance in my mind
A kind of disarrangement that the surgeons cannot find
At the age of seven I just couldnt read my abc
But I gave my teacher tips on how the caveman used to be
Chorus
Reach the age of 21 aint got no...to fit my clothes
Day and night Im looning around
Dont know what Im looking for
Will they carry me away?
Oh will they carry me away?
I was 97 and Im sure my brain it had enough
Racing round in jet planes cause
My sports car aint quite fast enough
Chorus
Will they carry me away?
Oh will they carry me away?

song performed by Electric Light Orchestra
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The Parish Register - Part III: Burials

THERE was, 'tis said, and I believe, a time
When humble Christians died with views sublime;
When all were ready for their faith to bleed,
But few to write or wrangle for their creed;
When lively Faith upheld the sinking heart,
And friends, assured to meet, prepared to part;
When Love felt hope, when Sorrow grew serene,
And all was comfort in the death-bed scene.
Alas! when now the gloomy king they wait,
'Tis weakness yielding to resistless fate;
Like wretched men upon the ocean cast,
They labour hard and struggle to the last;
'Hope against hope,' and wildly gaze around
In search of help that never shall be found:
Nor, till the last strong billow stops the breath,
Will they believe them in the jaws of Death!
When these my Records I reflecting read,
And find what ills these numerous births succeed;
What powerful griefs these nuptial ties attend;
With what regret these painful journeys end;
When from the cradle to the grave I look,
Mine I conceive a melancholy book.
Where now is perfect resignation seen?
Alas! it is not on the village-green: -
I've seldom known, though I have often read,
Of happy peasants on their dying-bed;
Whose looks proclaimed that sunshine of the breast,
That more than hope, that Heaven itself express'd.
What I behold are feverish fits of strife,
'Twixt fears of dying and desire of life:
Those earthly hopes, that to the last endure;
Those fears, that hopes superior fail to cure;
At best a sad submission to the doom,
Which, turning from the danger, lets it come.
Sick lies the man, bewilder'd, lost, afraid,
His spirits vanquish'd, and his strength decay'd;
No hope the friend, the nurse, the doctor lend -
'Call then a priest, and fit him for his end.'
A priest is call'd; 'tis now, alas! too late,
Death enters with him at the cottage-gate;
Or time allow'd--he goes, assured to find
The self-commending, all-confiding mind;
And sighs to hear, what we may justly call
Death's common-place, the train of thought in all.
'True I'm a sinner,' feebly he begins,
'But trust in Mercy to forgive my sins:'
(Such cool confession no past crimes excite!
Such claim on Mercy seems the sinner's right!)
'I know mankind are frail, that God is just,
And pardons those who in his Mercy trust;

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poem by George Crabbe
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Teacher, Teacher

Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance

song performed by 38 Special
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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poem by Charles Churchill
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The Hand That Feeds

Doctor, doctor, doctor
Please, doctor, doctor, please
Doctor, doctor, doctor
Feel like an old diseace
Get your sweet ass off the floor
Doctor, doctor, doctor
I cant refuse any loose harted lady anymore
I scream your name into the crowd
You feel the flame, but yo aint proud
Mabye your attitude aint right
So all thats left for me to do is bite
The hand that feeds me
Feeds me
Doctor, doctor, doctor
Doctor, doctor, please
All things you put me through
What the hell you want me to
Do all the things that uncle john needs
I aint the dog that bites the hand that feeds me
In the middle of, with a spittle of
Et tu like birds of a feather
When another day, love another way
Push, shove, make love, play
Never never, never ever
Never ever, never ever
Na, na...
Doctor, doctor, doctor
Please do a-what you can
Doctor, doctor, doctor
Would you please give my life a hand
All the things you put me trough
What the hell you want me to
Do all the things that uncle john needs
I aint the dog that bites the hand that feeds me, yeah
Doctor, doctor, doctor
Doctor, doctor, please
(repeat)

song performed by Aerosmith
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