Blog Post 6

        In Freire's text, he repetitively states that when teachers use the banking system, they are not teaching the students to their full capability. As I reflected on this idea, I thought about my experience as a student. I believe that it is more common to see teachers who prefer to use the banking system and do not try to connect on an intellectual level with the children. They see themselves as the authority and that creativity and communication should be put behind getting the information into the minds of the students. This problem makes me wonder why exactly this is happening. With the amount of positions and teaching candidates, you would think that the only teachers that would be hired would be the ones that are really interested in the achievement of their students. Then I wondered what the administration of a school is looking for when they hire a teacher. They seek an educator that will help the children get higher test grades that reflect the status of the school. 
        Beyond the teachers, one area that needs to be reconfigured is the administrators of the school. They need to seek out the teachers that will not resort to the banking system and deny the children the right to a creative and hands-on learning experience. There needs to be a spark in the school as a whole, much like the spark that most students enter the building with. Kids seem to have a natural desire to learn and to see the world in different ways. This needs to be reflected in the goals of a school community. If the administration makes that a mission, they will hire the teachers that will strive towards working in a problem posing way. 
        This movement requires the cooperation of the education community. There needs to be less emphasis on how children test, or what disorder they have, or why they want to draw a picture during class. All of the little things that make up the child can help the teachers discover something about them and can be incorporated into the lesson for that child. Instead of looking at school as a textbook, we need to start looking at it from the child's point of view, like a coloring book. They need to figure out what colors to make it and how they want it to look in the end. If the students know that there is not a wrong answer, they may be willing to take more chances and to participate more fully. I sincerely hope that I will be able to be an educator that looks to the child and their experience as a guide to my classroom instead of a textbook and the curriculum as the only correct answer.