Freire and the Banking Methos

Am I the only one who got lost while reading Freire’s “The Banking Concept of Education” from Pedagogy of the Oppressed – Chapter 2?

When I first read the handout (four days ago) I thought I struggled with it because I had a horrid head-cold and sifting through the material was like trying to read hieroglyphics off the pyramids in Gaza without any working knowledge of what the pictures mean. So, imagine my surprise when I re-read the paper and still found it difficult to follow along with any real proficiency.  

From what I am able to intelligently piece together, Paulo Freire is an author, educator and advocate for liberation. He believed that children today (in the 1097's) have been force-fed information and data in the collective efforts to ‘fill the students with the contents of [his] narration – contents which are detached from reality, disconnected from the totality that engenders them and could give them significance. Words are emptied of their concreteness and become hollow, alienated and alienating verbosity.” In other words, the kids are being taught nothing more then facts and data with little or no real understanding as to ‘how’ or ‘why’ they need to ‘know’ the information.

If my understanding of what I read is correct, and Paulo was privy to the new state mandates regarding the increase in standardized tests to assess the aptitude of our youth, I believe he would probably roll over in his grave, shake his fists in the air and shout his disbelief and outrage at the atrocities that are a direct result of the ‘banking method.’

Compare / Contrast the Schools -

The setting in any story is crucial when conveying the over-all tone and message. Such is definitely true when comparing the Welton Academy and Garfield High School in the movies “Dead Poets Society” and “Stand and Deliver.”

Aesthetically speaking, Welton Academy is pleasing to the eye. Set in the posh mountains of Vermont, the architecture, framed by the beautiful landscape, offers an inviting and comfortable environment conducive to both a living and an educational experience.  One understands, immediately, the level of expectations of the residence and the students that frequent the school and it is evident that pride, commitment and an expectation to succeed wafts from every aspect of the location.  

In stark contrast to Welton Academy, Garfield High-School in East Los Angeles is dark, dirty and notably ‘shady,’ not just in physicality, but in character and resident. One immediately understands the level of expectation is that of ‘survival’ and not in the enrichment of the over-all academic experience. Comfort, physically, emotionally and mentally, eludes the students, faculty and community therefor stress becomes a companion that inhibits the over-all growth of the local participants. Therefore the location is not conducive to a proper, supportive and nurturing experience.

Compare Escalante and MacFarland

As far as teaching styles go, both Mr. Escalante and Mr. MacFarland had unwavering faith in the students they had the privilege of teaching. Yes, I said privilege and even though I did not have the opportunity to sit down with or interview the teachers, I can imagine their words of wisdom sound something like this:

It was an honor to witness first hand, the personal growth and development of each and every one of my students. They taught me more then I could have ever taught them because, no matter what life threw their way, THEY made the decision to push through. They are the hero’s, not me.

Again, my italicized comments are an assumption as to what the two teachers might say, but based on their characters, it seems like an accurate conclusion as to how I believe they would describe their experiences teaching the students in their lives.

In addition to shared ‘faith’, both teachers believed college was an attainable possibility for each student. To help them achieve the ambitious goal, Mr. Escalante became the driving force behind the concept of ‘hard work and dedication.’ While Mr. MacFarland went above-and-beyond the call of duty while assisting Rose with college applications and financial aid forms.

Both MacFarland and Escalante refused to take ‘NO’ for an answer. When challenges arose, they became like mack-trucks and bull dozed down the doors that blocked their passageways into a enough to reach out on the limb and grasp the possibilities that Escalante and MacFarland knew where there. brighter future. Escalante did so by challenging the school board while MacFarland took the ‘behind the scenes’ approach with the logistics and paperwork.

Over-all, I believe that both educators demonstrated their belief in their students and in doing so, their students felt it was safe

Stand and Deliver Part Two

In the beginning of the movie, Stand and Deliver, we are introduced to the main character, Mr. Escalante, who is a vested teacher into the progression of his calculus students. He understands the real hardships his students face and he empowers them to overcome said hardships through hard-work and rising to the occasion. His direct approach puts ‘control’ back into the hands of the students and he raises the level of expectations with no excuse for not meeting or beating the challenges that lay ahead (in personal life as well as in academics). His dedication comes at a price though and it causes one to ponder “what is a price ‘too high’ to pay when your’ chosen career is designed to impact the entire lifespan of a child?”

Escalante sacrifices the relationships with his wife, his children and even his own self when he exercises all of his times, energy and available resources to into the development of his students. The cost is a strain on his marriage, frustration from his son and ultimately, his physical self because he has a heart attack. By not following the doctors’ orders to rest and take it easy, he puts himself into long term harm’s way.

To further his ‘stress’ the state reviews the test results of his students college level calculus scores and sends an investigation committee to determine whether or not ‘cheating’ took place because all of his student (former slackers, dead-beats and youth with little expectation to succeed) pass.

As one could imaging, moral and esteem are challenged while tensions flare to boiling point for Mr. Escalante, the students and the administration departments at the school, but truth prevails and through a re-exam the state drops the charges of cheating and all of the students are able to move forward with honor.

Stand and Deliver Part 1 Oct 25 2012

     Don’t you just hate it when someone says something and for the next five minutes, repeats him or herself with the same point, just in a multitude of ways? I know I do and that’s why I will spare you the ‘movie review’ of a movie all of us are watching together. Because in all truthfulness, it’s my opinion, there’s not much more to add to the observations about the movie itself that our classmates are blogging about and, perhaps it’s the over-stressed mood I’m in right now, but I just don’t think I’ll offer any further ‘insight’ without sounding patronizing. However, that’s said, I will contribute my thoughts about the movie thus far and in doing so, perhaps ‘brainstorm’ some of the qualities I would like to compare in my up-coming Thesis driven paper.

     When following up on the first half of the movie with a little research on my own, I came across a review that eloquently summarized the plot and I don’t think I can write it out any clearer then Murray Chapman did when he wrote, “Jaime Escalante is a mathematics teacher in a school in a Hispanic neighborhood. Convinced that his students have potential, he adopts unconventional teaching methods, help gang members and no-hopers pass the rigorous Advanced Placement exam in calculus.”  

     Through the use of creative solutions to varied challenges that arose for the students in his classes, Escalante build a level of trust with the students and in return, the students felt ‘safe’ enough to let their defenses (physical, emotional and mental) down. The end result was the student’s willingness to rise to the challenges set before them.

*** I responded to a fellow students blog regarding the 'contract' Mr. Escalante had his students sign. I read her post after I had written my own and I realized as I was responding  to her with something I truly felt about the beginning part of the movie so I wanted to add it to my own post. ***

"... You have made an interesting point when you brought up the ‘contract’ that Mr. Escalante drew up for his math students to sign. I think that putting his words, expectations and consequences down in written form, he left little room for 'excuses’ and a lot of room for ‘potential.’

He knew and understood that these young adults all had one thing in common and that was: they all felt like their ‘power’ was always being taken from them. Someone was always dictating the outcome of their lives and by offering them something they could control, he was offering the world, but it had to be the students choice otherwise, he knew what he offered to them was little more then lip-service. By signing the form, they took responsibility for their: classwork, education, extra-curriculum activities, input into their educational experience and in the end, their futures.

He empowered his students to make a choice and then to follow through with that decision, regardless of what challenges may arise. He outlined and detailed what his expectations were and then left it in the hands of those who he had enough faith in to make a decision they would benefit from for the rest of their lives."

Lorde Post

    

I think that author Audre Lorde presented an excellent account of her experiences in “From Zami: A New Spelling of My Name” as a child with ‘special needs’ and the interactions with the ‘teachers’ upon her path who were there to both teach academics as well as life lessons.

One particular teacher who had a negative impact on the developing child was her Kindergarten teacher.  A woman who had a very ‘toe the line’ approach to teaching and who squished the creative license a child may take as they experience pride in expanding their intellectual mind.  In the example Audre gave, she was excited to write her full name out and the teacher found very little tolerance for the accelerated ambitions and scolded the child for progressing faster than her tutelage.

Lorde continued to share her experiences about teachers being frustrated with her for her inability to focus or stay on task, but there was one thing in particular that struck me in my core was the kindred relationship she struck with the amazing librarian who took time out of the day to read stories to her. Just like Audre Lorde, I found a lifelong love for books when a total stranger introduced me to the world of imagination. Through her patients and creative use of character voices as she read aloud, I learned to listen to a voice, not my own, but one that might mirror my thoughts, challenge my beliefs and even carry me away into a world I could never have dreamt existed had it not been for words.

What makes a good teacher / TED and Educational System Oct 22, 2012

   

    

     I took my time responding to the TED video because I really wanted a moment with the subject to ponder what it is that 'I' feel on the matter. Since it's been a quarter of a century since I sat behind the desk of a high school class room and I have very few 'active memories' as to what my 'pros' and 'cons' were in those moments, I beg forgiveness, before hand, for my aloofness on the subject. It isn't that I don't care; on the contrary, I just don't have much in the way of comparison, so having an opinion, at this moment, is strictly that... an opinion and has very little merit to substantiate my thoughts one way or the other.

     That said, I found the TED video very entertaining and somewhat enlightening. From what I understand, based on former President George W. Bush’s active program to “Leave No Child Behind” it appears that we, as a country, are focusing the teachings of academics to a sub-standard test and not to the strengths of our children. This is detrimental and a recipe for disaster since we take away the creativity of our future generations not to mention, give away our nations secrets by allowing ALL children access to the information we build our national defenses upon.

     I feel, programs that encourage ‘out of the box’ critical thinking enhances future problem solving skills that could very well ‘save us all’ in a post apocalyptic environment, or as I like to call it… life with teenaged daughters…

     In regards to what I believe makes a good teacher… hmmmmm… well, I guess that depends. Of course there are the typical standardized answers” Patients, Kindness, Compassion or Dedication, but, do those qualities truly make up a ‘good teacher?’ I’m on the fence with this question because sometimes, good teachers know when to be ‘bad’ in the efforts of driving a point or maybe even going out on a limb to provide the proverbial ‘tough love’ needed to guide a student in the right direction. A good teacher might know when to bend the rules in an effort to build a repartee with a student as well as when to tow the line for those that may need a strict regiment conducive to their learning style. Then again, a good teacher should know and understand all of the above, adapt to the child and overcome any challenge in their efforts to usher in a breadth of knowledge each and every child is entitles to.  

     I will keep you up-dated as my views change on the subject matter. Until then, remember your three “R’s”… Rest, Recount and Really Try Hard in ALL you do!