1.) pg. # 69, paragraph 2, Teachers should actually teach the students in-depth what they're learning and why they're learning, not just that they should learn it. "The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of "capital" in the affirmation."

2.) pg. 69, paragraph 3, Teachers should not compete to see who teaches the most but compete to see who teaches the best and who really makes the students understand things. "Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teacher. The more completely he fills the receptacles, the better a teacher he is. The more meekly the receptacles permit themselves to be filled, the better students they are."

3.) pg. 70, letter h, Students should get a say in what they want to learn and how they want to learn. "The teachers chooses the program content, and the students (who were not consulted) adapt to it."

4.) pg. 71, paragraph 2, do what you want to do and how you want to do, don't follow what others are doing. "Those who use the banking approach, knowingly or unknowingly (for there are innumerable well-intentioned bank-clerk teachers who do not realize that they are serving only to dehumanize), fail to percieve that the deposits themselves contain contradictions about reality."

5.) pg. 72, paragraph 4, teachers have to communicate with their students and let them have their own opinion to really impact them. "Yet only through communication can human life hold meaning. The teacher's thinking is authenticated only by the authenticity of the students' thinking. The teacher cannot think for his students' nor can he impose his thought on them."

6.) pg. 73, paragraph 4, Those who want to be free and have their own opinion must teach and learn in their own way. "Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of men as conscious beings, and consciousness as consciousness intent upon the world.

7.) pg. 75, paragraph 3, Educate how you want to because you want to. You will live a better life if you do. "Education as the practice of freedom-as opposed to education as the practice of domination-denies that man is abstract, isolated, independent, and unattached to the world."

8.) pg. 76, paragraph 2, Look at the big picture. With the banking concept, you can't do that. "In problem-posing education, men develop their power to perceive critically the way they exist in the world with which and in which they find themselves they come to see the world not as a static reality, but as a reality in process, in transformation."

9.) pg. 76, paragraph 4, Through good teaching, you get to know yourself better and learn things you have never learned before. "men know themselves to be unfinished; they are aware of their incompletion. In this incompletion and this awareness lie the very roots of education as an exclusively human manifestation. The unfinished character of men and the transformational character of reality necessitate that education be an ongoing activity.

10.) pg. 78, paragraph 2, If we keep on using the banking system, education will be at a stand-still. "In the revolutionary process, the leaders cannot utilize the banking method as an interim measure, justified on grounds of expediency, with the intention of later behaving in a genuinely evolutiona