• (p 71, para. 3) The teacher's goal should be to motivate his students to be creative and bring forth their own thoughts and opinions. In order for this creativity to be expressed the teacher must work right along side the student, teaching and at the same time being taught. " From the outset, his efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization. His efforts must be imbued with a profound trust in men and their creative power. To achieve this, he must be a partner of the students in his relations with them."

• (pg 72, para. 4) Freire's two major no-no's are for teachers to think for the students and for teachers to force their thoughts on the students. Learning has to be a give and take process. This is where communication comes into play. Through dialogue, teachers and students find meaning in the material. "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."

• (p 73, para. 6) To be a "problem-posing" teacher, one has to do a total 180 in one's teaching methods. Not only will methods be changed but also the way of looking at the world. We have to realize that people are capable of critical thinking. They are not just empty bank accounts waiting for deposits. "They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world."

• (p 74, para. 3) Freire says that our whole concept of teacher vs. student has to change. Instead the teachers are both teacher and student and students are both students and teachers. "Through dialogue, the teacher-of-the-students and the students-of-the-students cease to exist and a new term emerges: teacher-students with student-teacher."

• (p 74, para. 3) No longer should the teacher be the leader of a group and the students merely the obedient group. He/she will not be the only source of information in the classroom. Both the students and the teacher will freely give and receive the information. "The teacher is no longer merely the-one-who-teaches, but on who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow."

• (p 74, para. 3) It is impossible that one person can teach another without being taught something in return. That is not the way that the world works. In some way each of us make an impact on others and in turn are impacted. "Here, no one teaches another, nor is anyone self-taught. Men teach each other, mediated by the world, but the cognizable objects which in banking education are "owned" by the teacher."

• (p 74, para. 5) Students should be active in discussion with the teacher. They need to think critically of what is presented to challenge everyone involved. Thus, students and teacher are conscious of the opinions of each."In this way, the problem-posing educator constantly re-forms his reflections in the reflection of his students. The students-no longer docile listeners-are now critical coinvestigators in dialogue with the teacher."

• (p 74, para. 5) Freire breaks it all down here. The way to teach is to present information for consideration. Then both the teacher and student discuss their thoughts on it. They should create a conclusion about the material that encompasses both sides. "The teacher presents the material to the students for their consideration, and reconsiders his earlier considerations as the students express their own."

• (p 75, para. 2) It is a known fact that people love to talk about themselves. If students are posed with situations that directly involve or affect them, they could talk your ear off. In turn, they will feel connected with the material and be motivated to put in effort in the class. "Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge."

• (p 76, para. 3) With this type of education, man are able to see their place in the world. They think critically of what is happening in the world. Also, man can perceive reality as a continuing process. "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."