In Patty Ferrant’s 8th-grade classroom, students and teacher work continuously to establish a climate where all take responsibility for learning. Patty gives students the opportunity to struggle with their thinking, which can be particularly challenging for adults who can see a clear pathway to the correct answer. See examples from throughout the school year on:

- Establishing and Following Classroom Routines
- Promoting and Requiring Active Engagement
- Encouraging Perseverance
- Reflecting on One’s Own Behavior as a Learner

These videos are discussed in the Inside Mathematics guide "Taking Responsibility for Learning, Patty Ferrant, 8th Grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.

The videos document key mathematical practices observed in teacher Patty Ferrant's 8th-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: Building the capacity to get unstuck [Taking responsibility for learning]

Day 2: Whole group check-in routine [Promoting and Requiring Active Engagement]

Day 2: Encouraging reluctant learners to communicate [Establishing and Following Classroom Routines]

Day 2: Introducing structures that require perseverance [Encouraging Perseverance]

Day 2: Identifying key descriptors for moments from the first few days of school [Reflecting on One’s Own Behavior as a Learner]

Day 4: Identifying positive and negative prior experiences with mathematics [Encouraging Perseverance]

Day 4: Identifying strategies for perseverance [Encouraging Perseverance]

Day 6: Peer and group support strategies [Encouraging Perseverance]

Day 9: Launching class and focusing students on their learning [Establishing and Following Classroom Routines]

Day 9: Making sense and communicating with precision [Promoting and Requiring Active Engagement]

Day 19: Communicating behavioral indicators for engagement [Promoting and Requiring Active Engagement]

Day 19: Communicating high expectations [Promoting and Requiring Active Engagement]

Day 19: Developing capacity to communicate with precision [Promoting and Requiring Active Engagement]

Day 19: On teaching as coaching [Establishing and Following Classroom Routines]

Day 19: Celebrating successes [Reflecting on One’s Own Behavior as a Learner]

Day 19: Prompting students to connect experiences [Reflecting on One’s Own Behavior as a Learner]

Day 118: Sustained peer discourse [Promoting and Requiring Active Engagement]

Day 118: Creating incentives for students to participate [Reflecting on One’s Own Behavior as a Learner]

Day 118: Comparing and critiquing strategies [Establishing and Following Classroom Routines]

Day 158: Inviting students to document and reflect on their learning [Establishing and Following Classroom Routines]

Day 158: Students present, defend, and critique mathematical reasoning [Establishing and Following Classroom Routines]