In the methodology of "Positive Discipline" created by Jane Nelsen, the concept of "Logical Consequences" is frequently contrasted with "Punishment." For a consequence to be truly logical and educational rather than punitive in an English classroom setting, it must adhere to the "Four Rs" of Logical Consequences. Select the alternative that correctly identifies these four criteria.

Paulo Freire's distinction between "Banking Education" and "Problem-Posing Education" is fundamental for critical citizenship. In the context of an English class focused on social justice, identifying the characteristics of Problem-Posing Education is crucial. Select the alternative that correctly describes the teacher-student relationship in this model.

Henry Giroux's concept of "Border Pedagogy" is essential for fostering critical citizenship in English Language Teaching (ELT). Regarding the implications of this concept for the English teacher, mark T for true and F for false statements:

(__)Border Pedagogy encourages students to cross the metaphorical borders of their own cultural and epistemological territories, recognizing that knowledge and power are related and that their own identities are constructed within specific historical contexts.
(__)The teacher's role is to act as a "border crosser," engaging with diverse cultural texts and enabling students to critically analyze the "codes" of the dominant culture while validating their own subordinate voices.
(__)Border Pedagogy advocates for the reinforcement of rigid national borders and the exclusive teaching of the standard variety of English to ensure the preservation of linguistic purity and national identity.
(__)It proposes that students should become "cultural tourists," observing other cultures passively without engaging in the political struggle over meaning or questioning the conditions of knowledge production.

After analysis, choose the alternative that presents the correct sequence of the items above, from top to bottom: