This study was designed to supporting teachers on developing teaching norms based on classroom-learning community in which students are willing to engage in discourse. A collaborative team consisting of the researcher and four second-grade teachers were set up. The collaborative community intended to generate norms of acceptable or appropriate teaching based on what teachers saw about their students' learning mathematics in classroom. Classroom observations and routine meetings were the major data collected in the study. Three main normative concerns the teachers addressed from classrooms including getting students to participate equally, sequencing students' various solutions to review, and getting students to discourse centered on mathematical aspect were described in the paper. [For complete proceedings, see ED489597.]