Multiple Teaching Styles of CESL When people are talking about educational institutions, schools, and universities, “teaching styles” is a big section to understand or judge these communities. However, what are “teaching styles”? According to Paulo Freire, the teaching styles can be divided into “banking concept of education” and “problem-posing education” (72). Freire claimed that, the banking concept of education is which “students are the depositors and the teacher is the depositor”, it means students under this kind of education are very passive; and “ the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits” it shows that students just accept the knowledge which their teachers given
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Students have to pass all of these classes, and then they can graduate from CESL and go to University of Oklahoma. In Reading classes, teachers will teach reading strategies and note taking skills; in Writing classes, teachers will teach MLA format, and how to write a persuasive essay; in Speaking classes, teachers and students will discuss together, and students can express their views. In my observation, CESL teachers use “banking concept of education” to teach new skills in Reading Classes. The way teachers giving information and expressing knowledge is narration. According to Tom Hoyt, a Reading teacher in CESL, “ I will ask students questions, and explain the main ideas of the text” (Hoyt). Hoyt said that it is helpful to give students questions before reading the text, instead of waiting for students to ask questions. Students can focus on the questions and get more useful information when reading the text. Because articles which students read are definitely English, students are unfamiliar with this language, so they will miss many important information if not giving them questions. For example, I was in Hoyt’s class when I was in CESL. Questions he asked were helpful for me to get the main ideals of articles. It helps me to omit many useless details and short the time of reading. Additionally, Tom Hoyt mentioned that “the class time is too short to teach new reading strategies and note taking skills” (Hoyt). For example, students have different note taking skills, however CESL requires “Cornell Notes”. It is a note taking system and helpful to students. But, most international students don’t know “Cornell Notes” before. By using the narrative lectures, teachers can explain the skills clearly, in addition, Hoyt said he will ask students to do some reading tests to practice the skills. Overall, he uses narrative lectures, which is a part of banking education, to improve the efficiency of
Students have to pass all of these classes, and then they can graduate from CESL and go to University of Oklahoma. In Reading classes, teachers will teach reading strategies and note taking skills; in Writing classes, teachers will teach MLA format, and how to write a persuasive essay; in Speaking classes, teachers and students will discuss together, and students can express their views. In my observation, CESL teachers use “banking concept of education” to teach new skills in Reading Classes. The way teachers giving information and expressing knowledge is narration. According to Tom Hoyt, a Reading teacher in CESL, “ I will ask students questions, and explain the main ideas of the text” (Hoyt). Hoyt said that it is helpful to give students questions before reading the text, instead of waiting for students to ask questions. Students can focus on the questions and get more useful information when reading the text. Because articles which students read are definitely English, students are unfamiliar with this language, so they will miss many important information if not giving them questions. For example, I was in Hoyt’s class when I was in CESL. Questions he asked were helpful for me to get the main ideals of articles. It helps me to omit many useless details and short the time of reading. Additionally, Tom Hoyt mentioned that “the class time is too short to teach new reading strategies and note taking skills” (Hoyt). For example, students have different note taking skills, however CESL requires “Cornell Notes”. It is a note taking system and helpful to students. But, most international students don’t know “Cornell Notes” before. By using the narrative lectures, teachers can explain the skills clearly, in addition, Hoyt said he will ask students to do some reading tests to practice the skills. Overall, he uses narrative lectures, which is a part of banking education, to improve the efficiency of