That's part of what makes it hard . . . from a faculty perspective; because you're going to go in and see what the students are actually learning, and, a lot of times, you don't like what you're seeing, because they're way off, doing something totally wrong. But that's what I think is one of the neat things about having a cooperative classroom. You actually see what the students do and don't understand. You're able to spend time with the students that are really struggling. And the students that are doing fine . . . I actually use them to go off and help other teams and students that are struggling. So, I'm going in. I'm asking students how they are participating. . . . Also [I am] re-engaging students. There will be students that are off reading the newspaper, reading a book, surfing the Web. And it's those students I go up to generally and say, "Okay, where are we at?" and the team says where they're at. And then I'll ask a particular individual that I know has not been engaging [with] what they're doing, and, generally they have to say, "Well, I was reading the newspaper. I wasn't paying attention." And then they re-engage, and they stay engaged then. So, I'm running around, trying to keep things moving along. If the class is small enough, I'm doing it by myself. If it's a typical freshman class, which are large, then I use other facilitators. I either bring in my teaching assistants or I have peer teachers that come in and help facilitate the classroom.

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