this sucked.

Page 69 Paragraph 3

"Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content."

• The teachers teaching fills the students heads with information. The more information they can fill up the better teachers they are. And the better the students can comprehend and understand the information, the better students they are. 

Page 69 Paragraph 4

"They do, it is true, have the opportunity to become collectors or cataloguers of the things they store."

• Students can collect information and choose whether or not to store it in their brains. Its basically saying that students are a catalog of information.

Page 69 Paragraph 4

"The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher's existence- but, not unlike the slave, they never discover that they educate the teacher."

• The teacher teaches as if they cannot relate to the student. The teachers justify their existence and the students do not. They students never realize that they educate the teacher while the teachers are educating them.

Page 70 Paragraph  1

"The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world."

• The more the students work on storing the deposits that are given to them, the more confidence they have and they dont think so critically.

page 70 Paragraph 1

"The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality."

• The more that students accept that the passive role is being pushed upon them, and the more they adapt to that, its much easier to be viewed in the real world. 

Page 70 Paragraph 4

"The solution is not to "integrate" them into the structure of oppression, but to transform that structure so that they can become "beings for themselves".

• Students should be able to become their own people. They want to change the way that students are integrated by saying that students should figure out who they really are.

Page 72 Paragraph 1

"It follows logically from the banking notion of consciousness that the educator's role is to regulate the way the world "enters into" the students."

• The teachers are supposed to help the students enter the real world and prepare them for what they will be up against.

Page 72 Paragraph 3

"One cannot impose oneself, nor even merely coexist with one's students. Solidarity requires true communication, and the concept by which such an educator is guided fears and proscribes communication."

• Solidation requires communication, but with yourself. Educators fear solidarity.

Page 72 Paragraph 4

"The teacher cannot think for his students, nor can he impose his thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication."

• Students need to communicate with their teachers. The teachers cannot think for their students and they cannot put ideas in their heads that they don't like. Students have to think for themselves.

Page 74 Paragraph 3

"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."

• Students take in the teachings of the teachers, but the teachers also get taught by their students. They don't teach each other the same things.