Society, School and Teacher (B.ed Hons)

1. SOCIALIZATION

2. CASE STUDY
A girl named Genie was found in the United States in 1970. Genie's father had
kept her locked in a room from the age of 20 months until age 13. Genie was tied
naked to an infant's potty seat and left alone for hours and days through the
years.
When she was remembered at night, she was put to bed in a homemade
straitjacket.
There were no radios or televisions in the house, people spoke in hushed tones,
and the only language Genie heard was an occasional obscenity from her father.
He hated noise, and if Genie made any sound her father would growl at her like
a dog or beat her with a stick.
As a result of her confinement, Genie could not walk and her eyes could not focus
beyond the boundaries of her room.
She was malnourished, incontinent, and salivated constantly. [Curtiss, 1977].

3. Despite all this, when the psychologist Susan Curtiss first met her,
Genie was alert, curious, and intensely eager for human contact.
When frightened or frustrated she would erupt into silent uproar of
rage--flailing about, scratching, spitting, throwing objects, but never
uttering a sound. Aside from not speaking, her lack of socialization
was apparent in her behavior:
She would urinate in unacceptable places, go up to someone in a
store and take whatever she liked of theirs, and gaze intently into the
faces of strangers at close range.
Although Curtiss worked with her for several years, Genie never
developed language abilities beyond those of a 4-year-old, and she
ended up being placed in an institution.

4. The story of Genie shows the importance of socialization in human
society.
Socialization refers to the preparation of newcomers to become
members of an existing group and to think, feel, and act in ways the
group considers appropriate.
Viewed from the group's point of view, it is a process of member
replacement.
Such widely diverse situations as child rearing, teaching someone a
new game, orienting a new member of an organization, preparing
someone who has been in sales work to become a manager, or
acquainting an immigrant with the life and culture of a new society are
all instances of socialization.

5. MEANING AND AIM OF SOCIALIZATION
Young and Mark observes: “The process of inducting the
individual into the social world is called socialization”.
Peter Woesley says: “Process of transmission of culture, the
process whereby man learns the rules and practices of social
groups.
John Maccionis opines: “It’s a life long social experience by
which individuals develop their human potential and learn
culture”.

6. Man learns various social norms and
techniques of social life when interacts with
other in various social situations.
It means he learns how to play his role in
new situations.
This learning of role playing is also called
socialization.

7. From the point of view of Lee and others, a personality is
“the result of habit formation”.
Habits are individually repeated behaviors.
Culture and society provide the individual with
institutionalized patterns of behavior for various stage of life
so that he may become a functioning member of society.
The process whereby personality is acquired through social
interaction is known as socialization.

8. CLASS ACTIVITY
Students will work in groups to create a poster for each agent of
socialization to be posted around the room and referred to frequently
during the unit.
Teacher will assign groups, one for each of the following agents of
socialization
• Family
• School
• Religion
• Media
• Peer Groups
• Cartoons
• Community
• Sports

9. CLASS ACTIVITY
Each group create a poster which includes the following:
• Name of their agent of socialization at the top.
• The groups own definition of socialization.
• An image or graphic that symbolizes their agent of socialization.
• A description of HOW this agent socializes us.
• An example of life long social lessons learned.
• Stage(s) of life affected by this agent of socialization.

10. AGENCIES OF SOCIALIZATION
In general, it may be said that the total society is the
agency for socialization and that each person with whom
one comes into contact and interact is in some way an
agent of socialization.
Socialization is found in all interactions but the most
influential interaction occurs in particular groups which
are referred to as agencies of socialization.

11. The obvious beginning of the process for the
newborn child is his immediate family group, but
this is soon extended to many other groups.
Other than the family, the most important are the
schools, the peer groups (friends circle), religion
and the mass media.

12. THE FAMILY is the primary agency of socialization. It
is here that the child develops an initial sense of self and
habit training, eating, sleeping etc.
To a very large extent, the training of the child, whether
in primitive or modem complex society, occurs within the
circle of the primary family group.
The child’s first human relationships are with the
immediate members of his family mother or nurse,
siblings, father and other close relatives.

13. Here, he experiences love, cooperation,
authority, direction and protection. Language (a
particular dialect) is also learnt from family in
childhood.
People’s perceptions of behavior appropriate of
their sex are the result of socialization and major
part of this is learnt in the family.

14. SCHOOL is the next important agent of childhood socialization.
Of course, the official purpose of school is to transfer subject
knowledge and teach life skills, such as following directions and
meeting deadlines but on the other hand schooling
enlarges children's social world to include
people with backgrounds different from their own.
Among the manifest functions, the schools teach children a
wide range of knowledge and skills.

15. Schools Informally convey other lessons, which
might be called the hidden curriculum.
Through different activities schools help in
inculcating values of
patriotism, democracy, justice, honesty, and
competition.
Efforts are made to introduce correct attitudes about
economic system/political system

16. PEER GROUP is the one whose members have interests,
social position, and age in common.
Unlike the family and the school, the peer group
lets children escape the direct supervision of adults.
Among the peers, children learn how to form relationships
on their own.
Peer groups also offer the chance to discuss interests
that adults may not share with their children (such as clothing or other
activities).

17. In a rapidly changing society,
peer groups have great influence on an individual.
The attitudes of young and old may differ because of
a "generation gap."
The importance of peer groups typically peaks during
adolescence, when young people begin to break away
from their families and think of themselves as adults.

18. BOOKS are also one of the agents of socialization.
In literate societies an important agency of socialization is the
printed word in books and magazines.
In our cultural world, experiences and knowledge, values and
beliefs, superstitions and prejudices are expressed in words.
“Words rush at us in flow and force; they leap into our vision as
in newspaper, magazine and textbook etc.
The words are always written by someone and these people,
authors and editors and advertisers, join the teachers, the
peers and the parents in the socialization process”.

19. MASS MEDIA are measured communication aimed at a
vast audience.
Mass media arise as communication
technology (first the newspapers and then radio, television,
films, and the Internet) spreads information on
a mass scale.
The mass media have an enormous effect on our attitudes and behavior,
and on shaping
people's opinions about issues as well as what they buy.

20. Where television provides lot of entertainment, at
the same time it is a big agent of socialization.
The portrayal of human characters in different
programs and in advertisements on
television helps in projecting
the gender perceptions prevalent in
the society; thereby helping in gender construction.
The same programs
help in shaping the attitudes, values ,
and basic orientation of people to life.

21. RELIGION plays significant role in the socialization of
most humans.
It influences morality, becoming a key component in
people's ideas of right and wrong.
The influence of religion extends to many areas of our lives.
For example participation in religious ceremonies not only
teaches us beliefs about the hereafter but also ideas about
dress, concepts of vice and virtue , and manners appropriate
for formal occasions

22. WORKPLACE socialization is a fundamental aspect of
human socialization that involves learning to behave
appropriately within an occupation.
Occupational socialization cannot be separated from the
socialization experience that occurs during childhood and
adolescence.
We are mostly exposed to occupational roles through
observing the work of our parents, of people whom we meet
while they are performing their duties, and of people
portrayed in the media.

23. Social scientists have increasingly recognized the importance
of the state as an agent of socialization because of its growing
impact on the life cycle.
The protective functions, which were previously performed by
family members, have steadily been taken over by outside
agencies such as hospitals, health clinics and insurance
companies.

24. Not only this, as a citizen, the life of a person is
greatly influenced by national interests.
For example, labor unions and political parties
serve as intermediaries between the individual and
the state.
By regulating the life cycle to some degree, the
state shapes the position process by influencing
our views of appropriate behavior at particular
ages.

25. PREPARE PRESENTATION ON STAGES
OF DEVELOPMENT
Erikson’s psychosocial theory of development
1. INFANCY: BIRTH-18 MONTHS OLD: Basic Trust vs. Mistrust – Hope
2. TODDLER / EARLY CHILDHOOD YEARS: 18 MONTHS TO 3 YEARS:
Autonomy vs. Shame – Will
3. PRESCHOOLER: 3 TO 5 YEARS: Initiative vs. Guilt – Purpose
4. SCHOOL AGE CHILD: 6 TO 12 YEARS: Industry vs. Inferiority – Competence
5. ADOLESCENT: 12 TO 18 YEARS: Identity vs. Role Confusion – Loyalty
6. YOUNG ADULT: 18 TO 35: Intimacy and Solidarity vs. Isolation – Love
7. MIDDLE-AGED ADULT: 35 TO 55 OR 65: Generativity vs. Self absorption or
Stagnation – Care
8. LATE ADULT: 55 OR 65 TO DEATH: Integrity vs. Despair – Wisdom

26. CRITERIA FOR PRESENTATION
1. Brief History of the Author
2. Rationale of the theory and stage: Why?
3. Definition of the Theory
4. Definition of the particular stage
5. Merits and Demerits of the theory as a whole and that stage in particular
6. Limitations of the theory and the particular stage
7. Application of the theory and the particular stage to the child in and or
outside the classroom.
8. Maximum 10 slides with references
9. Time allotted to each group is 10 mts. with 5 mts. for question and
answers
10.Asking logical questions is mandatory as it carry marks
11.Total marks for the presentation is 10

27. STAGES OF DEVELOPMENT
Erikson’s psychosocial theory of development
considers the impact of external factors, parents
and society on personality development from
childhood to adulthood.
According to Erikson’s theory, every person must
pass through a series of eight interrelated stages
over the entire life cycle

28. 1. INFANCY: BIRTH-18 MONTHS OLD
Basic Trust vs. Mistrust – Hope
During the first or second year of life, the major emphasis is on
the mother and father’s nurturing ability and care for a child,
especially in terms of visual contact and touch.
The child will develop optimism, trust, confidence, and
security if properly cared for and handled.
If a child does not experience trust, he or she may develop
insecurity, worthlessness, and general mistrust to the world.

29. 2. TODDLER / EARLY CHILDHOOD YEARS: 18 MONTHS
TO 3 YEARS
Autonomy vs. Shame – Will
The second stage occurs between 18 months and 3 years.
At this point, the child has an opportunity to build self-esteem and
autonomy as he or she learns new skills and right from wrong.
The well-cared for child is sure of himself, carrying himself or
herself with pride rather than shame.
During this time of the “terrible twos”, defiance, temper tantrums,
and stubbornness can also appear.
Children tend to be vulnerable during this stage, sometimes feeling
shame and low self-esteem during an inability to learn certain
skills.

30. 3. PRESCHOOLER: 3 TO 5 YEARS
Initiative vs. Guilt – Purpose
During this period we experience a desire to copy the adults around us and
take initiative in creating play situations.
We make up stories with Barbie’s and Ken’s, toy phones and miniature
cars, playing out roles in a trial universe, experimenting with the dangers
for what we believe it means to be an adult.
We also begin to use that wonderful word for exploring the world—
”WHY?”
The most significant relationship is with the basic family.

31. 4. SCHOOL AGE CHILD: 6 TO 12 YEARS
Industry vs. Inferiority – Competence
During this stage, often called the Latency, we are capable of
learning, creating and accomplishing numerous new skills and
knowledge, thus developing a sense of industry.
This is also a very social stage of development and if we
experience unresolved feelings of inadequacy and inferiority
among our peers, we can have serious problems in terms of
competence and self-esteem.
As the world expands a bit, our most significant relationship is
with the school and neighborhood.
Parents are no longer the complete authorities they once were,
although they are still important.

32. 5. ADOLESCENT: 12 TO 18 YEARS
Identity vs. Role Confusion – Loyalty
Up until this fifth stage, development depends on what is done to a
person.
At this point, development now depends primarily upon what a person
does. An adolescent must struggle to discover and find his or her own
identity, while negotiating and struggling with social interactions and
“fitting in”, and developing a sense of morality and right from wrong.
Some attempt to delay entrance to adulthood and withdraw from
responsibilities.
Those unsuccessful with this stage tend to experience role confusion and
disturbance.
Adolescents begin to develop a strong affiliation and devotion to ideals,
causes, and friends.

33. 6. YOUNG ADULT: 18 TO 35
Intimacy and Solidarity vs. Isolation – Love
At the young adult stage, people tend to seek companionship and
love.
Some also begin to “settle down” and start families, although
seems to have been pushed back farther in recent years.
Young adults seek deep intimacy and satisfying relationships,
but if unsuccessful, isolation may occur.
Significant relationships at this stage are with marital partners
and friends.

34. 7. MIDDLE-AGED ADULT: 35 TO 55 OR 65
Generativity vs. Self absorption or Stagnation – Care
Career and work are the most important things at this stage, along with
family. Middle adulthood is also the time when people can take on greater
responsibilities and control.
For this stage, working to establish stability and Erikson’s idea of
generativity – attempting to produce something that makes a difference to
society. Inactivity and meaninglessness are common fears during this stage.
Major life shifts can occur during this stage.
For example, children leave the household, careers can change, and so on.
Some may struggle with finding purpose. Significant relationships are those
within the family, workplace, religious institutes and other communities.

35. 8. LATE ADULT: 55 OR 65 TO DEATH
Integrity vs. Despair – Wisdom
Erikson believed that much of life is preparing for the middle
adulthood stage and the last stage involves much reflection.
As older adults, some can look back with a feeling of integrity —
that is, contentment and fulfillment, having led a meaningful
life and valuable contribution to society.
Others may have a sense of despair during this stage, reflecting
upon their experiences and failures.
They may fear death as they struggle to find a purpose to their
lives, wondering “What was the point of life? Was it worth it?”

36. TEACHER AS ROLE MODEL
Coping with students who display problems in personal and
social adjustment can be frustrating. Success in teaching
problem students often requires extra time, energy, and
patience.
Recent research reviewed by Jones (1996) indicates that
teachers rank individual students who have serious or
persistent behavior problems as their chief cause of stress.
However, teachers can take direct actions toward minimizing
classroom conflicts by socializing students into a classroom
environment conducive to learning.

37. Key elements of successful student socialization include
modeling and instruction of prosocial behavior; communicating
positive expectations, attributes, and social labels; and
reinforcing desired behavior (Dix, 1993; Good & Brophy, 1994,
1995).
Successful socialization further depends on a teacher's ability to
adopt an authoritative teaching style for classroom
management, and to employ effective counseling skills when
seeking to develop positive relationships with individual
students.

38. MODELING
Modeling prosocial behavior is the most basic element for enhancing
student socialization, because teachers are unlikely to be successful
socializers unless they practice what they preach.
Modeling, accompanied by verbalization of the self-talk that guides
prosocial behavior, can become a very influential method of student
socialization because it conveys the thinking and decision making
involved in acting for the common good.
In situations in which prosocial behavior is difficult for students to
learn, modeling may have to be supplemented with instruction
(including practice exercises) in desirable social skills and coping
strategies.

39. PROJECTING POSITIVE EXPECTATIONS
Consistent projection of positive expectations, attributes, and social
labels to students may have a significant impact on fostering self-
esteem and increasing motivation toward exhibiting prosocial
behaviors.
Students who are consistently treated as if they are well-intentioned
individuals who respect themselves and others and who desire to act
responsibly, morally, and prosaically are more likely to develop these
qualities than students who are treated as if they had the opposite
inclinations.

40. AUTHORITATIVE TEACHING
Teachers, as the authority figure in the classroom, need to be
authoritative rather than either authoritarian or laissez-faire.
Teachers have the right and the responsibility to exert leadership
and to exercise control, but they increase their chances of
success if they are understanding and supportive of students and
if they make sure that students understand the reasons behind
their demands.
Focusing on desired behavior (stressing what to do rather than
what not to do) and following up with cues and reminders is also
effective. Teachers should be prepared to supply objectively
good reasons for their behavior demands.

41. COUNSELING SKILLS
Basic socialization and counseling skills may be needed for working with
individual students, especially those who display chronic problems in
personal development or adjustment.
These basic skills include developing personal relationships with problem
students and reassuring them of your continued concern about their
welfare despite their provocative behavior; monitoring them closely and, if
necessary, intervening frequently but briefly and non disruptively to keep
them engaged in academic activities during class; dealing with their
problems in more sustained ways outside of class time

42. It also includes handling conflicts calmly without becoming
engaged in power struggles; questioning them in ways that
are likely to motivate them to talk freely and supply the
needed information; using active listening, reflection,
interpretation, and related techniques for drawing them
out and helping them to develop better insights into
themselves and their behavior; insisting that the students
accept responsibility for controlling their own behavior
while at the same time supportively helping them to do so;
and developing productive relationships with their parents.

43. ATTRIBUTES OF SUCCESSFUL TEACHERS
Good and Brophy (1995) have identified some general attributes of
teachers that contribute to their success in socializing students.
These attributes include:
*Social attractiveness, based on a cheerful disposition,
friendliness, emotional maturity, sincerity, and other qualities that
indicate good mental health and personal adjustment;
*Ego strength, exhibited in self-confidence that allows teachers to
be calm in a crisis, listen actively without being defensive, avoid win-
lose conflicts, and maintain a problem-solving orientation;

44. *Clarity about teacher roles and comfort in playing them, which
enables teachers to explain coherently to students what they expect;
*Acceptance of the individual, though not necessarily of all of his or
her behavior, and making this attitude clear to students; and
*The ability to state and act on firm but flexible limits
based on clear expectations, keeping rules to a minimum and liberalizing
them as students become more independent and responsible over time.
Developing these personal qualities and using research-based principles
for managing the classroom will set the stage for student socialization
and will go a long way toward minimizing the need for disciplinary
interventions.

45. *Enjoyment of students, while maintaining their identity as
an adult, a teacher, and an authority figure; being friendly but not
overly familiar; and being comfortable with the group without
becoming a group member;
*Patience and determination in working with students who
persist in testing limits;
*Realistic perceptions of self and students, without letting
perceptions become clouded by romanticism, guilt, hostility, or
anxiety;

46. CONCLUSION
Research shows that teachers' feelings of self-efficacy or confidence
are correlated with their effectiveness ratings.
Developing the skills for enhancing student socialization represents
an expansion of the teacher's role beyond that of instructor or
classroom manager.
Teachers who believe that they possess, or at least are developing,
good management and student socialization skills will be able to
remain patient and focused on seeking solutions when confronted
with difficult problems

47. In contrast, teachers who view management and
socialization skills as talents in which they are lacking may
tend to become frustrated and give up easily.
Through developing their role as facilitators of students'
socialization into the learning environment, teachers can
create the potential for having a significant impact on the
lives of problem students