Paulo Friere's Banking Concept of Education

1.  Paulo defines narration sickness where the teacher stands in front of the classroom as if they were motionless, static, and predictable. Their task is to fill the students with the contents of his narration instead of actually teaching them the concepts.

2.  Narration sickness mimics No Child Left Behind by almost expecting the students to recall their knowledge every time they take one of the standardized tests. They are demonstrating that every student only records and memorizes the phrases like 2+2=4 or the capital of South Dakota is Pierre. This makes it to where the student doesnt actualy actually know what each question fully means.

3.  A teacher that demonstrated banking eduacation would have to be my Microbiology teacher here at USF. I have him this semester and all he really does is talk to us as if we were below and not as intelligent as he is. If we don't understand a certain concept that he has explained and we ask him to explain it more, he just looks at us and says its not that hard of a concept, and then explains it again. I don't think he intentionally thries to look down upon us, but he really likes to make us feel like we are dumb students who will never measure up to his standards.
Sometimes I feel as if his teaching techniques would never help us, but when I think about it...they actually do. He is really pushing us to our full potential and is really challenging us to think out of the box. However, he does  tend to expect too much from us, which is quite overwhelming for us to comprehend.

4.  An excellent teacher that I had in high school would have to be Mr. Kevin Steckler. He was my government teacher my senior year, history teacher my junior year, and my geography teacher my freshman year in high school. Being a history class, he really knew how to keep us engaged in our learning. He loved to do class projects or class games that would help enhance our learning capabilities. One time in geography, he actually had people circle around a table with someone standing on the table and we would have to pick up the table and shake it to demonstrate what it would be like during an earthquake. As dangerous as this sounds, it helped us to really get a feeling for how dangerous it is during an earthquake. I will forever remember him flying off the table, screaming, and landing straight on his butt.
Another technique he used was to demonstrate what it was like for soldiers to crawl through dense rain forests during a time in the war. We piled up all the desks in the room as a mountain and he had us crawl through the desks with the lights off. He would also spray people with water with a spray bottle to get the effect of a rain forest. We were also very luck to experience trench warfare during world war two. We were allowed to bring anything and everything and we could throw everything we wanted. Lets just say that things broke and there were some unintentional black eyes from flying shoes.
All of Mr. Stecklers techniques really helped us to learn what it was like in those experiences. It also helped us to remember the information by relating it to stories he would tell or games that we would play.

5.  I think the Visigoths would embrace and practice this type of education in the classroom. I think that my Microbiology class would definatly benefit from more dialogue in the classroom. Our teacher allows questions, but I feel that if he allowed us to communicate and voice our thoughts more openly that it would help us to understand his information better. Being able to discuss how each process works for exapmple chemotaxis, flagella movement, and the production of ATP helps us to better understand and comprehend theses processes.