The Teaching Concept Of Banking Education

Emergence into a new culture requires courage, toppled with humiliation. Despite the energy or the will, unfamiliar territory/language and events present unrelenting and unavoidable tensions. Hispanic students encounter teachers who fail to support them in maintaining aspects of their cultural identity. For some ELL students honoring and respecting another’s culture may diminish some of the struggles these students face.

Every classroom in America is made up of multiple cultures with many different believes; however, regardless of culture or beliefs all students should receive the best education possible without losing their identities while in the process. Culture is a way of life of a group. Culture and learning are connected in significant ways and for this reason having an understanding of different cultures and learning processes should provide an outline for instructional decisions (Guild, 2001). The first step a teacher must take is to gain an understanding of each child culture. This paper will examine the Hispanic culture, discuss how a teacher could build global awareness and understanding, and incorporate diverse social and cultural views to create innovative methods to solving problems in his or her classroom.

In order for teachers to create a learning environment that is culturally responsive to each individual student, a teacher must learn the student’s funds of knowledge. The importance of learning the funds of knowledge of your students is crucial. A teacher can approach learning more about a student’s prior knowledge and culture in a variety of ways, including, instructing personal interviews with questions about their personal life such as what are the most important things in your life. Another way to discover your student’s funds of knowledge is by placing yourself in their shoes and doing a school and community walk through. You can also be provided with more insight into your student’s lives by conducting an adult interview from someone that also lives in the same community. In order for me to create lessons and classroom practices that are culturally responsive is by discovering my student’s funds of knowledge. I am at Blackwell Elementary School, which is located in Marietta and is apart of the Cobb County District. After having the students create heart maps and interviewing them, doing a school and community walkthrough, and talking with an adult, I was greatly impacted by all the new information and perspectives I learned. Without going through this process to obtain the information, I would have no knowledge on my students or the community surrounding Blackwell besides what meets the eye. This experience impacted my own thinking about the school I am working in for

Rita Pierson, an American educator, once stated, “Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be” (“Every Kid,” 2013). Her comment is reflected within my philosophy of teaching. One’s philosophy of education defines who they strive to be as an educator; it clearly forms the way one will teach and guides their expectations for their students. Children are the future of our country. Therefore, I believe it is the responsibility of a teacher to strive to be the best educator possible by having cultural competence and pedagogical knowledge to effectively teach their students. This can be done by motivating students to learn through self-discovery based on their interests and what is relevant to their lives. It is a teacher’s responsibility to guide students towards their own goals to grow intellectually and personally as a unique individual. Accordingly, students will be inspired to use acquired skills and knowledge towards the real world.

Being born and raised in Puerto Rico has given me a different perspective on education. In my opinion, not many educators are familiar with multiple educational systems and have had the opportunity to experience two different educational systems. My values as an educator originate from the understanding gained as a student of a private, secular elementary school and a private, all-girls, Catholic high school. As a student at Escuela Josefita Monserrate de Sellés in San Juan, Puerto Rico, I was taught to care about others’ well being. “Perceived support from teachers is a significant predictor of young adolescents’ motivation and academic achievement” (Felner, Aber, Primavera & Cauce, 1985; Goodenow, 1993; Wentzel & Asher, 1995). This has led me to incorporate that value through my teaching and showing students I care helps create positive, supportive relationships and helps build an environment where learning can flourish.

Currently, general education classrooms have increasingly become diverse with both disable students and students from different linguistic and cultural backgrounds. In order for educators to ensure that they effectively teach these classrooms, meet the needs of each student both successfully and individually, effective research that is based on strategies need to be implemented. The U.S. Department of Education suggest that, the current school-age population is becoming more diverse as time passes, yet, majority of the teachers in these schools are white non-Hispanic women. According to another report by The Condition of Education in 2006, American schools are portraying increased diversity and growth. The report suggested that, forty two percent of students in public schools were ethnic or racial minorities in the year 2003; this increased from twenty two percent since 1972. Owing to these reasons, teachers in these schools are expected to educate a diversified class of students including those that come from diverse linguistic and cultural backgrounds. Teachers are therefore, required to implement a number of key strategies that will ensure that every student in specific classroom feels that he or she belongs there (Worrell, 2010).

In the collateral-collectivist cultures (African-American, Hispanic and Asian), emphasis is placed on the family, above all else. This means that in these cultures, even education is second to the needs of a family. When teaching children from these cultures, it is important not be ethnocentric, but rather understand the structure of their cultures. As teachers, we cannot be colorblind; for it is a disservice to those we teach.

In Paulo Freire’s essay “The Banking Concept of Education,” he discusses the flaws he has seen in the education system. Specifically he argues that in most education systems the students are just empty receptacles being filled by their teachers, there is no dialog between the teacher and students. Freire thinks that in education learning should not be a one way thing, there should be a dialog going on between the teacher and students. Another big point Freire emphasizes in his essay is active learning, so that everyone is learning and participating. In Freire’s essay he proposes a new way of learning/a new concept of learning called the “problem posing concept.” Another point Freire makes in his problem-posing concept is that education is

In the excerpt from “The Banking Concept of Education” the author, Paulo Freire explains the critical flaw in the current education system. He continues by offering his believed solution to this problem. The two concepts Freire discusses in this excerpt are the “banking concept” of education and the “problem-posing method” of education. The “banking concept” is talked about rather negatively, whereas the “problem-posing method” is talked about highly. Freire believes in the “problem-posing method” and that students should have free-will to a certain extent in the classroom with less authoritative power from the teacher during discussions.

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

Paulo Freire wrote “The Banking Concept of Education”. His article is based on the “banking” concept education and problem posing education. Banking education is the learning method between students and teacher where most of the participation in class is done by the teacher. Learners don’t have any idea what the educator is talking about, this is the reason why Freire opposes banking education. Problem posing education is a learning method where students are taught practically about the subject with real examples. The writer supports problem posing method of education where students can benefit in terms of enhancing their critical thinking skills, remembering the concepts for long term. This education

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

As an educator it is important to be aware of the various learners in the classroom as well as being able to shift lessons accordingly to adapt to a greater number of students. In addition it is essential that culturally responsive practices is adapted in the classroom in order for all students to have a sense of belonging and are able to participate. For this reason, a teacher must actively use culturally responsive practices to engage students and their families because it helps to develop a relationship and maintain a level of communication. Learning “facts” about different cultures is not enough, it is more important that we make

In “The ‘Banking’ Concept of Education,” from the Pedagogy of the Oppressed, Revised Edition, Paulo Freire discusses two different types of education: “banking” and problem-posing. The banking concept of education is when teachers “make deposits which the students patiently receive, memorize, and repeat” (318), and ‘problem posing’ is when the teachers and students are equal. Instead of being treated as human beings that have their own thoughts and ideas, students are treated as containers that are simply filled by a powerful being, a teacher. In school, teachers are dominants that provide knowledge to the students, the subordinates; the knowledge that students learn are limited to what they’re taught by teachers. Similarly, in Kurt Wimmer’s ‘Equilibrium’, Librians are treated as reservoirs for knowledge.

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).