Learning requires frequent feedback if it is to be sustained, practice if it is to be nourished, and opportunities to use what has been learned.

The writing-process pedagogy practiced in both versions of first-year composition at Mason -- ENGL 100 Composition for Nonnative Speakers of English and ENGL 101 Composition -- assumes such feedback is integral to the learning process. And since students were writing assignments for both ENGL 101 and SOCI 101 that asked them to apply the sociological concepts they were studying in SOCI 101, the act of writing about these concepts as well as our feedback on their drafts further enhanced student learning. In-class writings also helped us determine what was and was not being understood so that subsequent class periods could address any misunderstandings.

In addition, my weekly responses to their field notes were designed to give them a clear indication of how they were doing. Early in each of the four semesters, students routinely had difficulty in keeping their observations free of the inferences that belonged in the Reflection/Analysis section. I insisted that they work on this distinction so that they could understand that our perceptions are filtered through our belief systems and that one way to reduce the effects of this filtering is to focus as clearly as the moment allowed on what was happening in their teaching situation. For example, saying that the students were "rowdy" was an inference; reporting that students would not sit down or stop talking when asked was an observation.

I was also able to assist CSL students in their work with their students. For example, when Kristin expressed concern about the apparent memorization techniques being used to teach reading, she asked whether it would be all right if she could use a more phonetic approach since the other method, based on her observation of Tarika, did "not seem to be working." I replied that she should do what she thought best and suggested that "in addition to sounding out words, when a child mis-reads a word in a sentence, ask her/him if the word s/he read makes sense in the sentence."

And when Lee noted that a student named Randy had trouble focusing on his work and wondered how to help him "pay attention," I was able to suggest that she try breaking up the activity and may even allowing him to stand up and move around a bit during a task.

I was also able to help students transfer a concept in presented in Sociology with their own experience. For example, when Andy recounted his frustration at students' responding to him "as a friend and not an adult," I was able to remind him that "Sociologists call your situation role confusion." However, I was not always so helpful. When later Andy asks "Do I help the children too much or am I giving them the support and help that they need?" , I can only respond "always a tough question for any teacher (including me!)"

I was also able to suggest alternative ways of seeing a particular situation. Retta noted that:

Myrna is a quiet child. She doesn't talk much unless you ask her a question. Sometimes you have to repeat yourself using different words because she doesn't understand what you are saying. I have a feeling that she came from another country because she does not speak English very well.

My response -- "And she may not have had the same school experiences as others in her class" -- offered Retta another aspect of the situation to consider.

Darlene described a problem related to child care:

I find it hard to believe that a third grader cannot go to sleep until one in the morning because they have to go to work with their parents. It's just not right. They end up being tired at school and it is hard for them to concentrate on their education. I think that something like that should be reported or even brought to the attention of the parents. But I guess the boy would probably just get into trouble for saying anything about it, so I guess it's just a lost cause.

My query -- "What other options does the parent have? Leave the child at home?" -- was intended to get Darlene to not only empathize with the parents but consider the conundrum they were facing. (It also offered a possible topic for her to consider for her researched paper.)