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Punishment and discipline are not the same. Students who are being punished is not helping but hurting the students. Many students who are given referrals are students of color and students from lower socioeconomic backgrounds. Teachers who are prone to accepting stereotypes may overreact in certain situations. Final line is there is no one who "controls" or "owns" the classroom space.

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Statistics of black and brown individuals compare to their white counterparts.
1. People of color make up 30% of the US population they account for roughly 60% of the prison population.
2. 1 in 3 chance of going to prison for a black male, 1 and 6 chance for a Latino male, and 1 in 17 chance for a white male.
3. 1 and 17 chance for a black female, 1 in 45 chance for a Latina female and 1 in 111 chance for a white female.
4. 2.8 million students are suspended at least once each year while this is nearly a 20% decrease from the number of our out-of-school suspensions in the 2011 and 2012 school for black and brown students persist.

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Chapter 3: Drawing on Students' Experiences and Cultural Backgrounds

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Chapter 3: Drawing on Students' Experiences and Cultural Backgrounds

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"When teachers get to know their students and the communities in which they live, it becomes an essential part of their practice to draw examples from student lives to help them make sense of academic content." pg. 73
The goal is to not change the whole curriculum but to allow the current curriculum but allow the curriculum to be more welcoming and approachable.

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Chapter 4: Persistent Practice of Building Relationships 

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Chapter 4: Persistent Practice of Building Relationships 

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Persistent Practice #3:
Encouraging classroom discussions that allow students to be center of attention. The focus should be on the students' shared events and experiences from their homes and communities. As long as the student feels comfortable sharing, teachers should not always be center of attention.

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Affective statements help students understand how their actions have affected others. The goal with affective statements is to build emotional intelligence and empathy. Students can also be encouraged to make affective statements with other students not just teachers.
Examples:
1. "I am so appreciative of you/ your..."
2. "I am having a hard time understanding..."
3. "I am angry about..."

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Teachers should help students develop discipline-specific habits of mind that is implemented in both inside the classroom and outside the classroom. With practice students will be able to internalize different ways of thinking and understanding in order to problem solve and learn.
"We are what we repeatedly do. Excellence, then, is not an act but habit." - Aristotle