Establishing and following Classroom Routines: Mia describes this challenge for the teacher as “walking away from wrong.” She poses scenarios that allow students to confront their misunderstandings. She notes that the compulsion to help students get the answer is very strong, but if she views her teaching as formative assessment, and takes a long view of student learning, she can not be as worried about a student developing solid understandings after 50 minutes. She says “I’m in the long game. I’m not thinking about this day, or even this unit. I’m thinking about June.”

**CONSIDER:**

What does Mia mean when she says “I’m in it for the long game?”
What is the advantage of not ensuring students have the right answer?
Is this approach supported by your colleagues and administrators?

These videos are discussed in the Inside Mathematics guide "Taking Responsibility for Learning, Mia Buljan, 2nd grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.

The videos document key mathematical practices observed in teacher Mia Buljan's 2nd grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "taking responsibility for learning."

Reflection: Mia on supporting students to work through misconceptions [Taking Responsibility for Learning]

Reflection: Mia contextualizes her beliefs about supporting students toward precision [Taking Responsibility for Learning]

Reflection: Mia on building students’ self-efficacy [Taking Responsibility for Learning]

Day 2: Granting access to all learners’ ideas [Promoting and Requiring Active Engagement]

Day 2: Coming to know students as learners [Promoting and Requiring Active Engagement]

Day 2: Using questions to help students extend their thinking [Encouraging Perseverance]

Day 2: Modeling perseverance in thinking for students [Encouraging Perseverance]

Day 3: Checking in with students’ thinking [Establishing and Following Classroom Routines]

Day 3: Calling student attention to the structure of the problem [Establishing and Following Classroom Routines]

Day 3: Building engagement with new tools and strategies [Promoting and Requiring Active Engagement]

Day 14: Building procedures with students [Reflecting on One’s Own Behavior as a Learner]

Day 110: Reinforcing norms of sharing and independence [Establishing and Following Classroom Routines]

Day 110: Considering choice, independence, and responsibility [Establishing and Following Classroom Routines]

Day 110: Sustaining individual work and supporting other students’ independence and autonomy [Encouraging Perseverance]

Day 110: Helping students prove their understandings to themselves [Reflecting on One’s Own Behavior as a Learner]

Day 110: Students reflect on their own behavior and give feedback to each other [Taking Responsibility for Learning]

Day 158: Generating possible problems [Establishing and Following Classroom Routines]

Day 158: Students critique each other’s reasoning [Establishing and Following Classroom Routines]

Day 158: Matching our ideas to the problem [Establishing and Following Classroom Routines]