Professor Review of ENG 105 final essay

Teachers can improve the relationship with the student in various ways, such as teaching with a positive structure and using things the students are interested in. This would be in contrast to the one of the Freire quotes that the teacher knows everything, and the student knows nothing and should follow every instruction given by the teacher without question. During my kindergarten years, it would be correct if it is said that I knew nothing as far as education is concerned. We were taught counting and reading through class activities which ensured that I got the basic elements. Direct relationship with my kindergarten teacher ensured that I got the basic education, such as introduction to numbers and writing. The education was based on the play to learn the concept. The teacher used to organize the class since kinds know nothing about and cannot organize themselves as claimed by Freire that the student knows nothing.

The next six years of primary school was different from the kindergarten level. The relation between my teachers and me was strong but not as when I was a little kid. Student's relationship with the educator is essential in learning and development. Freire's concept of the banking concept of education regards individuals as manageable and adaptable. The more we accept the roles imposed on us by the educator, the more we become adaptive to the environment. Introduction of English language at grade four was one of the elements in managing the student, and I learned and accepted the role imposed on me my teachers which confirmed the Freire concept that the student is manageable by the educator. The teacher managed the students and made us memorize the instruction given in the form of narrations.

The other Freire’s phrase that helps me in explaining the relationship between the teacher and the student is that "Teacher chooses and enforces his choices, and the student complies.” A student has no choice other than following instructions from the educator. This makes the education process more comfortable as the student have one path to follow, which is from the teacher (Freire, 2014). However, most of the time, the teacher advised us not to follow instruction without asking questions blindly. This helped the teacher in determining the areas that needed more effort for effective teaching.

Chinese education system expects the teachers in primary school to teach student ethics and morals. Discipline in and out of school is an essential value for every kind since it affects the benefits that the student will poses when grown up. The teaching of morals and ethics in primary school has helped in shaping my morals. This can only happen if the teacher is well behaved and have high moral values. In a school, context disciplines refer to the ability of both students and teachers following the code of conduct, which is set by the school and which is generally accepted to be right by society. Banking education believed that if the teacher is disciplined, the student will also be disciplined, and also, the opposite is exact (Freire, 2014).

The banking education system believes that the teacher thinks on behalf of the student, and this makes the teacher have an essential role in shaping the growth and development process of the students. The strong relationship between my teachers in primary school and I have developed the morals and the way I behave now. This helps me in decision making in my day to day activities. The banking education system does not encourage the students to consider thinking critically or consider the reality but follow instructions by the teacher which some time maybe not the reality which makes me disagree partially with the system since I believe that the student should be encouraged to consider reality and well as thinking critically (Shen, McCaughtry, Martin, Garn, Kulik & Fahlman, 2015).

The banking education system does not provide us with the ways of dealing with the negative issues that may arise in the relationship between a teacher and a student. Due to strictly following the teacher's instructions, at some time, it may be a difficulty for me in resolving contradictions arising during the teaching process. These have considerably changed as I went through secondary school up to the current level of education. Currently, my professor expects me to make the right and critical decision without necessarily involving them since the concept of teacher knows it all and student know nothing have changed as I continue with my education to higher levels. Exchanging the roles of depositors and the bank in the education system may be a difficult task. This makes it impossible for the teacher to take instructions from the students who, at some time, maybe beneficial.

Some of the aspects of the banking system of education need to be changed to ensure effective teaching practices as well as improve the teacher to student relationships. Phrases as the teacher know it all, and the student knows nothing to hurt the relationship (Freire, 2014). This system usually begins with a false understanding of the teacher and the student, which negatively affects the educational development of the student. This wrong mindset needs to change for the liberation of the education system. Education should be seen as the practice of democracy and freedom in contrast to a domination practice as depicted by the banking education system. Literary, no individual can know everything, and the others know nothing. This is a wrong impression given by the system and needs to be changed for an effective education system. Educations should be seen as the process of making unfinished to become finished in a mutual relationship between the student and the teacher (Shen, McCaughtry, Martin, Garn, Kulik & Fahlman, 2015)

Works Cited

Beckett, K. (2018). John Dewey’s conception of education: Finding common ground with RS Peters and Paulo Freire. Educational Philosophy and Theory.

Jackson, L. (2016). Students who want banking education and related challenges to problem-posing education. Encyclopedia of Educational Philosophy and Theory.

Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology.

Wentzel, K. R. (2016). Teacher-student relationships. Handbook of motivation at school.