The Banking Concept Vs. Problem Posing Concept During my high school career, I have experienced being in many different learning environments. I can relate my different learning experiences to the learning environments Freire's lists in “The Banking Concept of Education” In Friere’s essay he compares two different concepts which are the “banking” concept and the “problem-posing” concept. The “banking” concept is when you’re just basically sitting in a class listening to everything your teacher is saying without actually learning anything. In comparison the “problem-posing” concept is kind of the opposite of the “banking” concept, it refers to hands-on activities and the student actually learns from the lecture given by their teacher. I …show more content…
She expected us to know everything she was saying without any further explanations. We were basically being filled with all this information, taking notes and etc. without knowing any of the information we heard or had written down. So when it was time for us to actually study for upcoming tests we didn’t know where to begin. She expected us to adapt to her teaching style and if we didn’t we just were out of luck. I personally think her way of teaching and the way she expected us to know the information without breaking it down was an example of the “banking” concept. As Friere expressed in his essay, that the students were just empty containers in which teachers deposited information into. This method of teaching required us to use our critical thinking skills less efficiently. " The more students work at storing the deposits entrusted to them, the less then develop the critical consciousness which would result from their intervention in the world as transformers of that world.", says Friere.( Bartholomae, David, and Tony Petrosky. "The Banking Concept of Education." Ways of Reading: An Anthology for Writers. 5th ed. Boston: Bedford/St. Martin's, 1999. 259. …show more content…
In his class he would make us get out our seats and come to the promethean board to do practice problems and if we didn’t get it correct we couldn’t move on to the next lesson. He also gave us homework that counted as extra points on quizzes if we turned it back in. During test day and it was time to receive our results no one in our class received a grade lower than a “B”. In that class I was very comfortable when it came to asking my teacher questions and getting the proper help I needed to help me become more successful in the class. I passed that class with a high “B”. The way his teaching skills were, I considered our teacher-student relation more like the “problem-posing” concept Friere wrote about in his essay. He required us to actually think and challenge required us to actually think and challenge ourselves, rather than give us the answers to everything. My classmates and I we're skeptical at first because he would always give us a very challenging task, but in the end our hard work paid