1.) Paulo Freire referes to narration sickness, which is when the topic a teacher is teaching becomes lifeless. The teacher needs to make sure the listeners are engaged, otherwise the words become lifeless and do not have any signifigance.
2.) Narration sickness mimics No Child Left Behind in the way it test for memory and not knowledge. Most standarized test require certain formulas for math or rules in English that are required for the correct answer. Just like in narration sickness, the teacher only cares about what the test results are and not what the student gains in knowledge. If the test scores are high than that is all the teacher cares about. No Child Left Behind makes sure that students who have insufficient test scores re-take the test or course until their test scores improve.
3.) Just last year at Dakota State University I had a programming teacher who was a perfect example for Paulo's Banking Concept. Everyday in class he would write a program and all of us students would copy down what he wrote on the screen. Then once class was over he would assign all of us students to write a program similar to the one done in class for homework. I never had a problem with my short term memory so I retained most of the example done in class and hardly ever needed to look back at the in class example.
I would come into some troubling times when there was a certain function or loop hole in a program that needed to be figured out and the teacher had not taught us. I spent hours looking up various examples on the internet and in my text. I feel this teacher gave me an advantage to learning in different ways. I learned to teach myself and how to look for the correct answers. By the time I was done writing the program I fully understood all the in's and out's of the program. This is because I went through so much trial and error when writing the code that I figured out many ways not to program, and many other ways and shortcuts to program.
4.) My senior year in High School I took an AP biology class. I had an instructor who did not require us to use text books. He did not require a book because he believed biology was all tied together and that there should be no chapters in learning. I hardly ever had homework and test were scarce. I did however have the privelage of having a teacher who truly wanted his students to learn. Everyday he would get up and teach us something new. One of the things he always told us to do was to ruminate on what we learned that day. This allowed each student to connect and really understand how Biology was all connected in certain ways.
I feel that my biology teacher in High School was one of the best teachers I ever had. He always had the whole class at full attention not because he was strict, but because he taught in a way in which kids actually wanted to learn. We would do lots of labs, and the whole time he would come around and make sure we knew exactly what we were doing. Just becuase there was not any assigned homework or test does not mean I did not go home and study. I wanted to get more in depth knowledge and understandment of all my notes I would take during class. Most of what I learned during my senior year with him as a teacher is still with me today.
5.) I think the Athenians embraced problem-posing education. The Athenians wanted to transcend and become the best they could be and help each other out. Which problem-posing education solves by having the teacher and student talk with each other as equals. I think when we use liberated education in our LAR112 class when we do class discussions. Mrs. Harris does not say whether we are right or wrong but instead gets involved with our discussion and debates and acts as one of the students. I don't think there are any other courses I am taking that would benefit from this form of teaching. Math and computer courses should involve the teacher teaching the students the material. Where as in other classes like the arts, English, and scienes should involve more problem-solving education to help the students learn better.
