Essay On Teaching Styles Of CESL

Multiple Teaching Styles of CESL When people 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 show that students just accept the knowledge their teachers given to them

In CESL, there are more than three hundred international students (Hoyt), they come from different countries and have different education background. For example, Chinese students are familiar with “banking concept of education” which means teachers teach and students are taught. Because in China the class is to big and teachers can not cover every students. Students are in the passive position in education. And Chinese sstudents are accustomed to accepting new information from their teacher’s narration. It is the unique phenomenon especially happen on Chinese students. So, the teaching styles in US college are not acceptable for Chinese students at the beginning. Furthermore, students in CESL have complicated education background, these make CESL become a unique place. It pushes CESL to create a model of instruction which applies to international students. So, CESL combines banking concept of education and problem-posing education and push students to practice more problem-posing education to help their further study in

In this education system, teachers and students are equal in their positions. “ The problem-posing method does not dichotomize the activity of the teacher-student: she is not cognitive at one point and narrative at another”(Freire 80). It means the relationship between teachers and students are changed. Students are not passive in this kind of education system. For example, in problem-posing education, teachers and students discuss together to figure out answers. In addition, by claiming “ The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach”, Freire expressed that teachers and students in problem-posing education system have more communication and they are not necessary opposite position (Freire 80). Because, teachers are not required to know everything, and they can get knowledge from their students, which create a more harmonious relationship between teachers and students. Some teachers in CESL like to use problem-posing education. According to Melissa Brown, a teacher in CESL, she said “ I prefer solving the problems by communicate with students. I am happy to hear students’ opinions and problems in classes” (Brown). She also said she felt happy when students are interested in what she taught. Freire claimed that “ Whereas banking education anesthetizes and inhibits