URCC-5110 Citizenship Education and Community Engagement

CHAPTER 3

SOCIALIZATION

Socialization is not a new process and concept. It is an antique and primitive process and
concept. It is predominately an unconscious process by which a newborn child learns the values,
beliefs, rules and regulations of society or internalizes the culture in which it is born.
Socialization, in fact, includes learning of three important processes: (1) cognitive; (2) affective,
and (3) evaluative. In other words, socialization includes the knowledge of how things are caused
and the establishment of emotional links with the rest of the members of the society.
Socialization, therefore, equips an individual in such a way that he can perform his duties in his
society.

Meaning of Socialization

The meaning of the term socialization varies from content to content and community to
community. Therefore, some of the definitions are presented below:

1. Socialization is the process whereby individuals are made aware of behaviors that are
expected of them with regards to the norms, beliefs, attitudes, and values of the society in which
they live.

2. Socialization is the means by which human infants begin to acquire the skills necessary to
perform as a functioning member of their society, and is the most influential learning process one
can experience.

3. Socialization refers to the ways in which people learn to conform to their society's norms,
values, and roles.

4. Socialization is a gradual process of learning. The newborn child is not taught all the things
about social life at once. It proceeds from simplicity to complexity. During the early stages of life
(infancy and childhood) socialization takes place within the 'simple' limited social world.
Gradually this social world becomes broader and broader and the child is confronted with several
things to learn and to adjust.
5. Socialization – the process by which an individual learns how to interact with others and
becomes a member of society. Socialization is a complex, lifelong process. We are all products of
our social experience.

6. Socialization is the process by which children and adults learn from others. We begin learning
from others during the early days of life; and most people continue their social learning all
through life (unless some mental or physical disability slows or stops the learning process).
Sometimes the learning is fun, as when we learn a new sport, art or musical technique from a
friend we like. At other times, social learning is painful, as when we learn not to drive too fast by
receiving a large fine for speeding.

7. Socialization is the process by which human beings as material organisms living with other
material organisms must learn to pattern their behavior, and adapt it to the ways of acting that are
considered appropriate to that society in which they live. Basically, it's how you learn how to act.
 Socialization Process

Socialization is the process by which children and adults learn from others. We begin learning
from others during the early days of life; and most people continue their social learning all
through life (unless some mental or physical disability slows or stops the learning process).
Sometimes the learning is fun, as when we learn a new sport, art or musical technique from a
friend we like. At other times, social learning is painful, as when we learn not to drive too fast by
receiving a large fine for speeding.

Natural socialization occurs when infants and youngsters explore, play and discover the social
world around them. Planned socialization occurs when other people take actions designed to
teach or train others. Natural socialization is easily seen when looking at the young of almost any
mammalian species (and some birds). Planned socialization is mostly a human phenomenon; and
all through history, people have been making plans for teaching or training others. Both natural
and planned socialization can have good and bad features: It is wise to learn the best features of
both natural and planned socialization and weave them into our lives.

Positive socialization is the type of social learning that is based on pleasurable and exciting
experiences. We tend to like the people who fill our social learning processes with positive
motivation, loving care, and rewarding opportunities. Negative socialization occurs when others
use punishment, harsh criticisms or anger to try to "teach us a lesson;" and often we come to
dislike both negative socialization and the people who impose it on us. There are all types of
mixes of positive and negative socialization; and the more positive social learning experiences
we have, the happier we tend to be -- especially if we learn useful information that helps us to
cope up well with the challenges of life. A high ratio of negative to positive socialization can
make a person unhappy, defeated or pessimistic about life. One of the goals of Socalization is to
show people how to increase the ratio of positive to negative in the socialization they receive
from others -- and that they give to others. Socialization coupled with valuable information about
life and the skills needed to live well, can be a powerful tool for promoting human development.
We all have an enormous human potential, and we all could develop a large portion of it if we
had the encouragement that comes from positive socialization and the wisdom that comes from
valuable information about living. Information about both natural and planned socialization can
be especially useful. Our prior socialization helps explain a gigantic chunk of who we are at
present -- what we think and feel, where we plan to go in life. But we are not limited by the
things given to us by our prior social learning experiences; we can take all our remaining days
and steer our future social learning in directions that we value. The more that we know about the
socialization process, the more effective we can be in directing our future learning in the ways
that will help us most. Because we were not able to select our parents, we were not able to
control much of the first 10 or 20 years of our socialization. However, most people learn to
influence their own socialization as they gain experience in life. It takes special skills to steer and
direct our own socialization, and many of us pick up some of those skills naturally as we go
through life. Having a course on socialization can help us understand which skills are most
effective in guiding our socialization toward the goals we most value. It is important to know that
we all come into life with a variety of psychology systems that foster self-actualization and favor
the development of our human potential. These are the biosocial mechanisms that underlie
natural socialization. We can see and study natural socialization by examining the socialization
of primates and other mammals. Once we under the natural biosocial processes, we can try to
build strategies of self-actualization that are compatible with the natural biosocial mechanisms
we are born with to make self-development as easy and rewarding as possible.

Types of Socialization

These are the main types of socialization:

1. Primary Socialization:
Primary socialization occurs when a child learns the attitudes, values, and actions
appropriate to individuals as members of a particular culture. For example, if a child saw
his/her mother expressing a discriminatory opinion about a minority group, then that child
may think this behavior is acceptable, and could continue to have this opinion about
minority groups.
2. Secondary Socialization:
Secondary socialization refers to the process of learning that what is appropriate behavior
as a member of a smaller group within the larger society. It is usually associated with
teenagers and adults, and involves smaller changes than those occurring in primary
socialization; e.g., entering a new profession or relocating to a new environment.
3. Developmental Socialization:

Developmental socialization is the process of learning behavior in a social institution or

developing your social skills.

4. Anticipatory Socialization:

Anticipatory socialization refers to the processes of socialization in which a person

"rehearses" for future positions, occupations, and social relationships.

5. Resocialization:

Resocialization refers to the process of discarding former behavior patterns and accepting
new ones as part of a transition in one's life. This occurs throughout the human life cycle
(Schaefer & Lamm, 1992: 113). Resocialization can be an intense experience, with the individual
experiencing a sharp break with their past, and needing to learn and be exposed to radically
different norms and values. An example might be the experience of a young man or woman
leaving home to join the military, or a religious convert internalizing the beliefs and rituals of a
new faith.

6. Organizational Socialization

Organizational socialization is the process whereby an employee learns the knowledge

and skills necessary to assume his or her organizational role. As newcomers become socialized,
they learn about the organization and its history, values, culture, and procedures. This acquired
knowledge about new employees' future work environment affects the way they are able to apply
their skills and abilities to their jobs. How actively engaged the employees are in pursuing
knowledge affects their socialization process. They also learn about their work group, the
specific people they work with on a daily basis, their own role in the organization, the skills
needed to do their job, and both formal procedures and informal norms. Socialization functions
as a control system in that newcomers learn to internalize and obey organizational values and
practices.
7. Group Socialization

Group socialization is the theory that an individual's peer groups, rather than parental
figures, influences his or her personality and behavior in adulthood. Adolescents spend more
time with peers than with parents. Therefore, peer groups have stronger correlations with
personality development than parental figures do. For example, twin brothers, whose genetic
makeup are identical, will differ in personality because they have different groups of friends, not
necessarily because their parents raised them differently.

8. Gender Socialization

Gender role has an important place in Socialization as Henslin (1999:76) emphasized “an
important part of socialization is the learning of culturally defined gender roles.” Gender
socialization refers to the learning of behavior and attitudes considered appropriate for a given
sex. Boys learn to be boys and girls learn to be girls. This "learning" happens by way of many
different agents of socialization. The family is certainly important in reinforcing gender roles, but
so are one’s friends, school, work and the mass media. As parents are present in a child's life
from the beginning, their influence in a child's early socialization is very important, especially in
regards to gender roles. Sociologists have identified four ways in which parents socialize gender
roles in their children: Shaping gender related attributes through toys and activities, differing
their interaction with children based on the sex of the child, serving as primary gender models,
and communicating gender ideals and expectations.

9. Racial socialization

Racial socialization has been defined as "the developmental processes by which children
acquire the behaviors, perceptions, values, and attitudes of an ethnic group, and come to see
themselves and others as members of the group". The existing literature conceptualizes racial
socialization as having multiple dimensions. Cultural socialization refers to parenting practices
that teach children about their racial history or heritage and is sometimes referred to as pride
development. Preparation for bias refers to parenting practices focused on preparing children to
be aware of, and cope up with, discrimination. Promotion of mistrust refers to the parenting
practices of socializing children to be vary of people from other races. Egalitarianism refers to
socializing children with the belief that all people are equal and should be treated with a common
humanity.
 Stages of Socialization

There are four basic stages in the socialization process:

childhood, adolescence, adulthood and age sixty-five and over.

During each of these stages of life, people typically begin to learn and to develop important and
useful skills; these skills continue to evolve, carrying over and preparing each of us for the next
stages of life. Very early on, organized institutions and specific groups of people help us through
these four stages. These agents of socialization include family, school, peers, media, religion and
the workplace. Without experiencing the essential stages of socialization and interacting with the
agents of socialization, a person's growth and opportunity become stunted.

Childhood is the most important stage of socialization. The first thing that humans go through in
life is called primary socialization, in which children develop personality, motor skills,
reasoning, language and most importantly, self-concept. A little later in childhood, they are
introduced to roles, values and norms. Primary socialization is the building block for
socialization throughout the rest of one's life. Without learning and developing these skills early
on, a person is not likely to develop them and therefore, will not have the tools to become an
active member of society. During the childhood stage, the family acts as the most important
agent of socialization. The family provides a nurturing environment that is instrumental in
normal cognitive, emotional and physical development. Interaction with one's family allows a
person to develop language, to learn and refine simple motor skills - such as shoe tying and
eating - as well as to share emotional care and understanding. After the child masters some of the
simple life skills, the parents begin to teach the meanings of right and wrong, obedience and
conformity; ultimately, our parents teach and give us the foundation for the future of our lives. It
becomes clear that without both the childhood development stage and its accompanying familial
involvement, children would be entirely unprepared to survive alone, to interact with others and
to move any further toward the next stage, adolescence.

Adolescence is the next stage in the socialization process; it continues the development of
childhood lessons while, at the same time, setting us up for the socialization that will occur
during adulthood. During adolescence, the biggest development is taking on independence from
one's parents. This dramatic change is noted as anticipatory socialization, during which
adolescents learn about and prepare for roles that they may take on later in life, in the stage of
adulthood. Prevalent examples of anticipatory and adolescent socialization depend on the role of
two agents of socialization, schools and peers. One of the most important things - that families
try to set their children up for during the childhood stage - is the social challenges of school.
Beyond teaching general knowledge, schools teach and reinforce society's culture, values, norms
and ideals. For example, although more freedom of choice has opened up in recent years, girls
are generally swayed toward taking home economics while boys usually gravitate toward
technology or shop. In many middle schools throughout the country, this reinforced some of the
gender norms that were likely learned during childhood and also, seemed to anticipate that girls
would be housewives while men while went out into the workforce.

Even beyond typical subjects and societal norms, schools teach children about following
rules, obeying authority and finally, they are instrumental in introducing us to our peers. Our
peers have a big role in the process of socialization, particularly during the stages of adolescence
and early adulthood. It is natural for a person to search for acceptance; and so, when one finds a
group of people with whom they can identify, they tend to conform to the norms associated with
that group. Conforming is also known as giving in to peer pressure, which can lead a person to
do a number of things to fit in including, dressing in a certain style, using drugs and participating
in extracurricular activities. While fitting into a desired group may be very important to the
adolescent individual, this may cause conflict with their family, who helped to shape their
personality earlier in life. This, among other conflicts, exemplifies the difficulties of adolescence,
particularly with finding oneself and separating from one's parents.

The third stage in the socialization process is Adulthood. At this stage, people are likely to be
fully prepared for what they will face in life, given their anticipatory experiences during the
previous two stages. Although anticipatory socialization exists to prepare us for what will most
likely be our future role in society, we must go one step further and enter into the "real world."
We will most likely get a job forcing us to go past anticipatory socialization and through
professional socialization. This process prepares us for a job by providing the knowledge and
cultural background to be successful in our respective work environment. The workplace is the
final ordinal agent of socialization. Most people spend a large portion of every day at work for
many years. People are socialized by their workplace in different ways depending on their
occupation. For example, socialization as a construction worker is much different from the
professional socialization one would encounter as a businessman. A simple difference can be
seen in the dress code of each job. They are drastically different, with the construction worker
wearing jeans and a t-shirt while the businessman is expected to wear a suit.

The fourth and final stage of socialization is referred to as age sixty-five and beyond. In our
society, many people enter the world of retirement around the age of sixty-five; entering into
retirement can also be called a role exit or referred to as leaving an important social role. This
stage of socialization is much less important to the individual, as it does not really set them up
for the next stage of their life and in most cases, retirees take up hobbies just to occupy their
time.
 Agents of Socialization

Agencies of socialization are categorized into two as primary and secondary. Primary agents
familiarize a child to the society and family is a crucial primary agent of socialization. Secondary
agents or agencies familiarize a child to an organized place or institution and it is more
systematic than primary agents of socialization. The best example is none other than the school
where in there is a particular set of rules and regulations to be followed. Family, school, peer
groups, mass media, education institutions, work places, religion and politics are key agents of
socialization.

Family

Family is the most important and crucial institution of socializing a child. Soon after the
birth, a child has to be with the mother and the child learns particular behavioral patterns from
her. Of course, this is a crucial experience in his/her life. Subsequently he/she learns to interact
with other members/individuals in the family. Activities such as smiling, carefulness and
tottering are important in primary socialization. The infant gets fulfilled all physical and
psychological needs within the family itself. Child rearing practices such as nutrition, sleeping
and use of toilets are to be trained at home. However, all these practices keep changing from
society to society. In Asian countries these practices are experienced with simplicity and
relaxation on the contrary rigid practices are followed in western countries since in western
countries such as Britain, France, Germany, etc, the mother does not be with the child for a long
period of time. However, Asian mother stays with the child for a long period in comparison to
western mother. In addition to child rearing practices, rewarding, threatening, punishing,
bargaining and pleading help to socialize a particular child. Intention of all these methods is to
make the child conformed to the society.

As far as sociologists are concerned, early childhood experiences affect the personality
development. Both love and affection of parents strongly influence the development of his
personality. At the same time, lack of warmth, love and affection form an affectionless figure or
personality. When a particular individual has both over-affections, he becomes an unbalanced
character. The individual who has the excessive love and affection is not self-confident while
who is rejected can be harmful to the society.
School

The school is another important and crucial agent of socialization. The child who has
been with the family for years extends his relationship with the outer society through school. The
child receives his school education from six to eighteen years. The school is known as a micro
system and it is an institution where learning takes place and individuals develop. The school
provides the intellectual and social experiences from which individuals develop knowledge,
skills, customs, beliefs, interest, and attitudes that characterize them and shape their abilities to
perform adult roles. However, provision of good members to the society is the objective of
education. Subject knowledge which is being taught by a set of teachers is exclusively a new
experience. However, just after the admission to the school emotional bond and relationship the
child had with the family and its members keeps reducing. The child is able to develop his skills
through the new environment. At the same time, he has the ability to identify the school as a
place where his ideas and activities are appreciated and admired. The rewards he receives as
appreciation, commendation, etc, may influence over the formation of his personality.

Peer Groups

A peer group is a social group consisting of people who are equal in such respects as age,
education, or social class. Friendship groups and age grades are also known as peer groups. In
course of child's growth, he is motivated to be with the friends of his age. It is mainly prominent
from teen ages to adulthood. The socialization that takes place with peers is different from those
of the family and school. Similar tastes, likes, dislikes and ideas influence of the formation of
such groups. Those who like sports and music get together and form into groups is such an
example. In peer groups, the child acquires a greater understanding in respect of conforming to
laws and regulations. The child who does not conform to standard laws and regulations is
rejected with ease from his group. Not being able to abide by the rules and regulations of the
sports team and being unable to obey the order of its leader may be subjected to rejection.
According to ideas and activities of the members certain controlling methods such as
commending, accepting, punishing or rejecting are operative within a group. Children who are
disobedient to their children may be subjected to ideas and control of such groups. Peer groups
are important as a place where in an individual could discuss certain issues, problems and
matters which cannot be discussed with their adults in the family or school. Owing to movement
with peers, a particular individual is able to solve certain problems. Socialization takes place by
imitating the individuals who are appreciated by the peer group as well. Things such as accent,
fashions, hair styles, ways of behavior, etc., are often imitated. In peer groups, there may be
certain notions that are mismatched with the norms of the adults. It can be a reason for creating
conflicts between the two groups. Now and then, there are situations in which such groups
formed can be mismatched with the society and culture. The socialization takes place by peer
groups may strongly affect the formation of the personality of an individual.

Mass Media

Theorists, like Parsons, and textbook authors, like Ely Chinoy (1960), and Harry M.
Johnson (1961), recognized that socialization didn't stop when childhood ended. They realized
that socialization continued on into adulthood, but they treated it as a form of specialized
education. Some scholars accused theorists of socialization of not recognizing the importance of
the mass media which, by the middle of the twentieth century, was becoming more significant as
a social force. There was concern about the link between television and the education and
socialization of children, a concern that continues today, but when it came to adults, the mass
media were regarded merely as sources of information and entertainment, rather than molders of
personality. Some sociologists and theorists of culture have recognized the power of mass
communication as a socialization device. Dennis McQuail recognizes the argument: … the media
can teach norms and values by way of symbolic reward and punishment for different kinds of
behavior as represented by the media. An alternative view is that it is a learning process whereby
we all learn how to behave in certain situations, and with the expectations which go with a given
role or status in society. Thus, the media are continually offering pictures of life and models of
behaviour in advance of actual experience. (McQuail 2005: 494)

However, the most important agent of socialization for the development of the child is the
mass media. The Mass Media are the different processes that facilitate communication between
the sender of a message and the receiver of that message. It plays an important role in the
socialization of children. In fact, there are many types of media; these include newspapers,
magazines, radio, films, CDs, Internet, and television. These kinds of media, especially
television, affect children's and adult's behavior in different ways. Having the mass media as one
of our major agents of socialization could be very hard on our society today. When watching
different TV shows seeing all those actors and actresses with these great figures hurt many
people in the society today. In other ways watching TV could be a good thing when an actor or
actress is on TV in different shows or music it could bring many good things like being a role
model for an adolescent teenager who wants someone to looks up too. Having these agents is a
great guideline for people who want to start with a great start with their children or wants to be a
good communicator. The average family in the United States has at least one television turned on
for at least seven hours a day. Television is the biggest mass media in a country and has positive
and negative aspects. There are some programs which are very helpful with lots of information
for the children. For example; on channel thirty-three, there is a good program called "Dora, the
Explorer". Children can learn to speak Spanish and also do things such as singing, standing up
and pronouncing words in English. On the same channel, there is also a program called "Blue's
Clues". In this program, children learn how to think, sing and discover clues. When children
watch these programs, they are not the same people anymore because they can become more
knowledgeable. These programs are very good because they change children's minds and make
the children different from what they were before.

However, there are also television programs that affect children negatively which have
too much violence, and unfortunately children love it. Children should not see these kinds of
programs because children tend to imitate the fighters. In addition, there are some movies that
have a lot of violence and unwanted words and children love these kinds of movies. Children
like and learn how to use knives, guns and explosives because they watch it on TV. Sometimes
children take the role of their superheroes in real life because they see their favorite actors using
these weapons. For example; when children watch the actor stealing a car on TV, they learn from
it and they also want to steal because they want to be like their superheroes.

Other agencies of socialization

People are also influenced by other agencies of socialization as well. The other most
predominant agent amongst them is religion. Religion or religious conviction forms social and
cultural patterns for individuals. The Muslims dress is not the way for other religious groups.
Any religion inculcates moral values such as love and compassion for others. Religions do not
permit anyone to engage in adultery and theft and robberies. Also, scouts, youth organizations,
the military and employment settings are some agents of socialization. In some countries the
military training is even given to ordinary youths recruited for some other professions since it
helps to produce individuals with discipline.
 Role of School in Socialization

School is an important part of the society. It is known as social organization because it is

the school which provides an exposure to students and it prepares the students to occupy social
roles according to their capacities after receiving the school. School is considered as a second
home for students because it is a school where students pass most of the time of his day and this
is utilized in form of learning. Every student learns about social life, social norms and social
believes etc. and he will be produced as a social being. So, in the process of socialization school
plays a very significant role. Its functions are as under. The first and the foremost function of the
school is to transmit knowledge and skills to the younger generation. So, in the process of
socialization, the younger generation can utilize the knowledge and skills. They are become
aware about social rights, rules, regulation and social believers so that they live according to
their own ideas and knowledge. They develop thinking skill so recreation lies in their behavior.
School keeps the moral power of the society, secure and also maintain social heritage of the
society. This social heritage is handed on the following generation by the school. So, it brings
awareness in an individual about moral power of society and social heritage. School protects the
historical continuity of society. It performs the function of acquainting the new generation with
ancient myths and legends and maintaining the patterns of behavior in the form of traditions and
customs. So, students become aware about ancient myths and legends and behavior thereby they
behave in a particular social way. The school is like a family, a social; institution which
socializes the individual and provides him some experience in social control therefore, the
individual will learn to accept the kind of social control that is imposed on him in school and will
also demand similar social control from society for this reason, there is a great insistence in
democratic countries that the atmosphere in the school should be democratic and we find the
democratic climate in school around us which acquaints students with democratic norms of
social control which is very important in the process of socialization. Thus, students learn how to
live with democratic norms and how to behave with each other which help in the process of
socialization.

School fosters all round development in personality of students, physical, mental,

emotional and social. School involves all students in different co-curricular activities so that
students develop physically, mentally and socially, for example curricular activities like Puzzles,
games, group discussion, sport related to the curriculum. Which develop students physically,
socially and mentally thinking skills and co–curricular or extra activities including debate,
elocution, competition, drawing etc. develop individual differences and particular skills to
students. They also develop social leadership qualities other political leadership traits etc. which
indirectly help every individual to be a social being that mean every individual is socialized by
such activities. The school provides social environment before children by organizing students’
unions, social service camp social functions and parents- teacher association etc. So that all the
socially desirable values namely sympathy, co-operation, tolerance, social awakening and
discipline in them so school develops social dealing in all children. School works under the light
of social ideals and develop the child with reference to such ideals and aims. School encourages
children to come in active contact with the libraries and youth welfare countries organized by the
community or Govt. The miniature school life is brought into active and lively contact with
wider world out-sides that means school provides a conducive climate. The head masters and
teachers allow freedom to the students which make them more responsible. They impart
knowledge of social customs and traditions and develop values of society among students.

The importance of the school as an agency of socialization can be divided into three
subtopics: the school and society, the classroom, and the teacher. When children begin school it
is usually the first time that they come under the supervision of people who are not their
relatives. It is likely that the school is the first agency that encourages children to develop
loyalties and sentiments that go beyond the family and link them to a wider social order. The
school as an agency of socialization should be recognized as the first organizer of social
relationships (Elkin & Handel, 1978). The classroom is often seen as a place where the child is
easily faced with socializing amongst peers. Since most of the things that children do in the
classroom are done in the presence of their peers, they have to learn how to deal with a more
formalized group situation? Parental expectations and perceptions of their children’s
development of both cognitive and motor skills serve to affect the transition to the school
environment (Coates & Wagenaar, 1999).

Humor in the classroom touches on socialization, one of the major functions of schools:
to acculturate knowledgeable, understanding, compassionate, and empathetic new members to
our society (Freda & Pollack, 1997). The teacher also plays an important role in the social
development of the child. If one of the tasks of adolescence is to achieve a balance between
conformity and rebellion, then the role of the teacher is an important one in assisting children as
they attempt that process. When teachers confront a negative student with humor, they often find
that this use of humor is an effective way to diffuse the student’s anger and hostility. If a teacher
and student can laugh together, they can most likely work together and also plan together.
 Teacher as a Role Model

Schools are one of the first places where kid’s behavior and future educational success is
shaped. Teachers are carriers of either positive or negative behavior toward students. The reason
why the first years of school are so critical is because kids learn the base of their educational life.
Teachers must love their career to pass enthusiasm, to assists, and to provide a warm
environment to the students. Teachers are the second mothers for the students because students
spend a lot of time with their teachers. At the same time, a real teacher becomes through many
years of training and experiences in the field. The same way, mothers are not born being great
mothers but as their experiences with their kids expand, they become experts on the field. We
know that mothers look the best for their kids and one of their goals is to raise their kids so they
can become professionals and pioneers for the society. Some of the mother’s role toward kids is
to give them care, love, respect, lead, instruct and to try to form a safe and pleasant environment
at their homes. Are these attitudes of the mothers towards their kids related to what the role of
the teacher should be with the students in the classroom? If not, what should be the role of the
teachers then? A teacher is someone who becomes through many years of training and
experiences in the field. It is urgent for everyone who is a teacher or is planning to become one
to get prepare in the field the best they can.

All teachers who get prepare will know how to set up rules in the classroom. Those kinds
of teachers will probably have less problems in their classroom because they will be able to
control the classroom. A teacher carries a big responsibility in her classroom. One reason is that
all students depend on her/him. Everything the teacher says will have an impact on the students.
If the teacher feels joy or feels anger, it will be spread among children because the attitudes of
the teacher get contagious. If the teacher laughs, students also laugh, why? Because teachers are
responsible for the social behavior in the classroom.

The teacher must create a warm and protective environment but at the same time that
approach should be professional. If students feel secure in the classroom the result will be shown
in the academic progress. A good start could be a mutual trust with each student. Teachers have
the responsibility to know his/her students in the classroom. Each day, the teachers show one of
their attitudes that the students are unaware. Also, the students do the same in order for the
teacher to get to know them, too. This is a good exercise to do because it benefits the whole class
to break the ice. The first day’s most of the students are afraid of the teacher because they do not
know how is the teacher’s personality. It will change until the point that the teacher and students
discover to have common hobbies with each other. Sometimes, the teacher’s caring attitudes
could have a long positive or negative influence on students. Student’s self-esteem could be lift
up because it could create ambitions in their minds for future academic success. Psychologically,
students could be affected if they have problems with their teachers. One of the results could be
that students will avoid going to school.

As professional teachers, we do not want any conflict with the students. Sometimes, the
behavior of students demonstrates that something is not going right. Therefore, I think teachers
must pay attention to any suspicious sings that could bother the student. As teacher our
responsibility is to find out what is going on with the students in the classroom. Kids deep in
their hearts feel that teachers could help them but sometimes they are afraid to ask the teacher.
This issue is very common in the school. The students prefer to talk to their friends about their
problems and sometimes teachers are the last person to find out about the problem. Sometimes is
the teacher’s foul that students do not seek his/her help because sometimes the teachers do not
form a bound of communication. The teachers must let students know how she feels when
students do not trust her, maybe it would help students to change their minds about telling the
teacher his/her problem. Often, there is a debate about, if a teacher should be a role model for
students. Teachers are being respected by society because they are view as knowledgeable about
different subjects of school. Even if teachers do not like to be point out as being role models, it is
certainly thought they are.

Teachers have the qualities to be or become role models for students. Why? Because most
teachers respect, love, care, instruct, and guide their students to become a successful person.
Students view teacher as being wise therefore they look up for them. Students know that if they
need something they just need to ask them. Kids learn from every lesson the teacher gives.
Students should concentrate in doing their work and being proud of the way they are. It is
essential and crucial for teachers to be prepared because the first years of school are very
important for the students. The future education success of the students depends on their first
years. It’s never late to start a bound of a relationship between teacher and students. As human,
sometimes teachers do things that are not correct, however we always have another chance to do
it better. It is believed that teachers need to show respect, caring, become role models, make a
pleasant environment, treat students right, and guides them through the road of success. The only
who gets the benefits are the students and sometimes it could be a negative or positive.

A teacher is someone considered as an ideal self or a role model by children. Children see
these role models in their parents and also in teachers. Both have a powerful and lasting impact
on the behavior and attitudes of children. It is difficult to say when this influence starts and when
it actually stops. What we know is that impressions formed throughout the school years and last a
life time. It is therefore very important that teachers demonstrate qualities that impress children
and they become examples of ideal self for children. Teachers have a responsibility to
demonstrate highest examples of acceptable behavior, be it in class or outside the classroom. In
other words, teachers must walk the talk. In classrooms, we impart knowledge to shape young
minds, their attitude, their beliefs, values and their current and future behavior. Our objective
should be to produce goods citizens well-grounded in Islamic teachings, values, culture and
beliefs- ready to be a member of a responsible society. We know the lasting, deep and permanent
impressions formed by teachers on young minds. So, what are the qualities or attributes that we
would like to see in teachers who are in charge of influencing or modelling our children? How do
we become role models as teachers? There are a number of ways that we can act as role models.
For example, punctuality is something that we all should value. A teacher who is repeatedly late
to classes will find it difficult to convince the students on the value of this behavior. Similarly, a
teacher is who appears illprepared will find it hard to convince the students on the importance of
being organized. To be a successful role model, teachers must demonstrate highest examples in a
number of attributes. Honesty is a key attribute that excellent teachers possess. Teachers must be
honest in all the interactions and dealings with children.

Teachers should never discriminate among children or play favoritism. These are two
highly undesirable behaviors that all successful teachers must avoid at all times. A teacher who is
seen to be discriminatory or favoring certain children is eroding the motivation and the respect of
other children. Such teachers will find it difficult to discharge their responsibilities and earn the
respect of the children that are in their care.

Another quality that we seek in successful teacher is affection. Being human beings we all need
love and affection. Children are no exception. Hence, teachers must be affectionate to all the
children in their care. It is said that it is the love and affection that children get in this stage of
their life that makes them lovable and affectionate human beings later in life. A third quality of a
good role model is that teachers should know his or her subject matter. Children expect teachers
to be a source of knowledge and information. This is an attribute that cannot be under estimated.
Children by their nature have a longing for learning and seek answers for various questions.
Teachers should know that children do not take much time to assess the capacity of a teacher.
Hence, the teachers must be current with their knowledge and information through continuous
learning and development and by being prepared to class. A teacher should never pretend to
know the answer for something he or she does not know. This could be seen as an example of
being dishonest.

Teachers who admit their limitations will also be teaching children the value of being
honest and the importance of accepting human limitations, instead of simply justifying their own
actions or behavior. A good role model also should respect and be appreciated of the problems
that children go through in their life. Many children bring into classrooms problems that take
place elsewhere. Good teachers should be willing to listen to children’s’ problems and be willing
to offer guidance and help wherever possible. In cases, where a teacher is unable to provide
further support, a teacher should encourage seeking professional help either in the school or
externally. When children know that they can trust and confide in the teachers, they develop
confidence and try to address their problems, instead of keeping the problems to themselves.
This is very important for the emotional well-being of the children and makes them motivated
learners. Also, in a technology friendly world a teacher should be a role model for acceptable use
of technological equipment such as mobile phone. Technology tends to break the traditionally
accepted norms and behaviors in society. For instance, playing music on a bus/ferry loudly is
unacceptable as it tends to disturb the privacy of others on the bus/ferry.

Specific Role of Teacher

1. Teachers are carries of either positive or negative behavior toward students.

2. Teachers must love their career to pass enthusiasm, to assists, and to provide a warm
environment to the students.
3. Teachers are the second mothers for the students because students spend a lot of time with
their teachers.
4. A teacher is someone who becomes through many years of training and experiences in the
field.
5. A teacher carries a big responsibility in her classroom. One reason is that all students depend
on her/him.
6. The teacher must create a warm and protective environment but at the same time
professional.
7. Sometimes, the teacher’s caring attitudes could have a long positive or negative influence
on students.
8. Sometimes, the behavior of students demonstrates that something is not going right.
Therefore, the teachers must pay attention to any suspicious sings that could bother the
student.
9. The teachers must let student know how he/she feels when students do not trust in her
maybe it would help students to change their minds about telling the teacher his/her problem.
10. A teacher is someone considered as an ideal self or a role model by children.
11. Teachers have a responsibility to demonstrate highest examples of acceptable behavior, be it
in class or outside the classroom.
12. We know the lasting, deep and permanent impressions formed by teachers on young minds.
So, what are the qualities or attributes that we would like to see in teachers who are in charge
of influencing or modeling our children?

Summary
At last, we have the ability to come to a conclusion that the socialization is the persistent process
of familiarizing individuals to the society. Socialization provides an understanding in respect of
society and culture in which the individual lives and also helps to form his personality. The
institutions that make the individuals familiarize to the society are known as agents of
socialization. Amongst them the primary socialization is done by family influences the formation
of individual's personality. In addition to it, school, peer groups, mass media, religion, work
place and politics influence in forming a particular individual's personality.