The Graduate Manifesto of George Cassutto

While the phrase may be an overused, trite shibboleth, it had meaning when learning how to blend into the team developing the World History modules. The process requires the teacher-learner to set aside their own ego and become an active listener, hearing what the other team members are saying. Sometimes their message deals with the mechanics of assembling the on-line course material, other times you may be receiving feedback on the quality of work being presented to the group. The other team members essentially become editors, critiquing and suggesting amendments to the content being developed.

Sometimes, it required just swallowing my pride and saying "ok, you want it done this way, that's how I'll do it." Other times, it was appropriate to state what I believed and stick to it, diplomatically letting my teammates know that some things were not negotiable. The bottom line during this process was that I had to put myself in the place of the students I teach every day and try to understand their perspective on what it is like to be a learner in the modern classroom where cooperative learning skills are vital to achieving the learning goal. Even though there is a major difference, the fact that I am a mature adult and my students are in the midst of their adolescence, it was still eye-opening to me how hard it is to set aside one's ego, stay on the task at hand, and negotiate between team members, which sometimes meant the surrender of principles to which I felt dedicated.

I had to put myself in the place of the students I teach every day and try to understand their perspective on what it is like to be a learner in the modern classroom where cooperative learning skills are vital to achieving the learning goal.