Learning Experience #2 ED253 – Ayanna Lyons

Ayanna Lyons

Dr. Shutkin

ED 251- Learning Experience #2

March 24, 2022

My lived experiences connect to the theme of the assigned reading because I have always experienced the banking concept my whole life until high school and am currently now in college. I never really understood or even recognized that I was experiencing a banking education approach. Also, it’s very mind-blowing and actually makes me feel puzzled thinking about what the teachers in my elementary and middle school used to do. I thought that what they were saying and doing was something that was ‘normal’. The fact that the teacher spoke and I listened, the teacher discipline and I was disciplined, the teacher knew everything and I knew nothing and the teacher thinks and I thought about, etc is very profound to think back to. The most engaging and student self-lead class that I have ever been in is ED 100 and ED 253 in college. Which surprises me and also makes me wonder why didn’t any of my other classes allow us to have a say in our learning and let us take the lead? The main themes from the author were the importance of not using the banking concept while it involves many problems and how to avoid the concept within a classroom. While highlighting the significance of problem-posing education. The author uses experiences such as lived experience by making a reference to a group that he was in. According to freire2013banking it states, “In one of our culture circles in Chile, the group was discussing (based on codification) the anthropological concept of culture. In the midst of discussion a peasant who by banking standards was completely ignorant said, “Now I see that without man there is no world” (Freire Paulo). This shows that he isn’t just speaking his opinion about the different topics that he discusses but to add on he is using a reference to enhance his credibility. There was a political perspective of the author of this assigned reading because the author emphasizes the importance of everyone being equal. For example, pushing toward problem-posing education is wanting the teachers and students to work collaboratively. Also, having a fair ‘right’ between both the teachers and students by allowing the students to have a say in their learning. Which, the author wants teachers to implement problem posing education instead of the banking concept in their classrooms. My reflection regarding the reading such as the implications for schooling is that education should always be approached as a problem-posing concept. I honestly feel like banking education should be against the law or rules of being an educator. I think that not one educator should be able to use their power and just run with it. Solely because from a teacher’s perspective that is the only thing that is an advantage of the banking concept besides that it degrades students and their learning. I know that when I become a future educator, I want to implement the problem-posing concept in my classroom because I can speak firsthand about the importance of the lesson structure and the environment. Every class that I have been in that has used the banking concept was absolutely boring and I felt like I didn’t really get anything out of it. Honestly, I can’t even really remember anything that I learned from any of these classes either. Kudos to the educators who don’t use the banking concept in their classroom instructions and setting. A specific theme in the reading that we decided to focus on is how to avoid the banking concept in the classroom. We felt like this theme was important to emphasize because as future teachers we should use the problem-posing education method. This allows students and teachers to work together to have a better understanding of what they are learning and gaining in the classroom. This is also the learning objective that we chose for our presentation because we wanted to inform our classmates about the two different concepts then allow them to make the distinction between both concepts. My contribution to the planning of the lesson was brainstorming what kind of game we were going to play. In other words, what we were going to do to encourage students to be engaged in our lesson. In conclusion, I decided to implement a game at the end of our lesson. I was responsible for facilitating the game to ensure clarity for the students to be able to play the game successfully. The link to our google slide that we used to present our information is https://docs.google.com/presentation/d/1kHPF7yF6lTtNfQaVr7bMvqMNTPEbIwbjTOg4NHPkm9k/edit?usp=sharing.

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