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"Instead of removing and excluding students from their educational setting as punishment, a restorative discipline approach supports students coming to terms with how their actions may have affected others, taking responsibility for these actions, and continuing to learn and grow" (pg. 133).

The author is highlighting how important restorative practices are for discipline. We don't need to be isolating students out in the hallway, or in the principals office as punishment. When we were at Arsenal Tech during Block One, my mentor teacher put someone out in the hallway because he was talking during class and then she looked at me and said go practice restorative techniques and talk to him. At this point we had only briefly went over restorative practices so I was just asking questions like "Do you know why she decided to send you out here?" And I shared an example of when I got in trouble for talking in High School.
At Lynhurst for Block Two, my mentor teacher sends students in the hall, or most teachers send their students to the SSC which is the student center where they'll meet with someone from administration;  it's usually the assistant principal. There was actually a day that my mentor teacher sent a student in the hall and forgot about it for twenty minutes.
I believe that restorative practices do show results because it allows us to treat the students like humans. I feel like when we send them to the hallway or for someone else to "deal" with, they feel a disconnect from us and it just upsets them even more. If we also take the time to talk to the student, we might be able to figure out why the behavior is happening. Maybe a family member passed away? We don't always know what they're going through so sending them away makes it feel like they aren't important. It may even cause them to act out more. At Lynhurst I've seen students in the hallway just start yelling and screaming or punching lockers waiting for the teacher to come out, or while on their way to the SSC.
I chose a photo of a dog punching because all I can think of is students punching lockers. The dog might be a bit odd, but I imagine when we send students into the. hall to sit, or as punishment they can often just feel like dogs and not treated as humans. This is a bit harsh and doesn't apply to all educators; but it's just a feeling when reading.

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"When schools, families, and communities connect, all of the experiences in the classroom, from curricular to lesson development that can include family and community members, will become more culturally responsive" (pg. 98)

The author is highlighting on the importance of including families and the community around you. In Block 1, we did a project where we had to go around the community of Arsenal Tech and find information on it. What facilities are nearby for students experiencing homelessness? Where can families go if they are in need of food or care for their children? What kind of political background does the community have? The list could go on and on. However, it made us feel more connected to where we were and like it mattered that we were there.
As educators, it will be important to recognize that teaching just isn't about the students. It is about them! However, they have families, the school has a community around it and we can't just ignore that. Including parents in decisions for their children's education. Making sure that we call parents when there are accomplishments and good things going with their child. Too often parents only are contacted when something is apparently "wrong" with their child; and phone calls home are often used as a threat when we can use them in a much more positive way.

Look into places around the community you can collaborate with. For example, in Block 1, we found Westminster Neighborhood Services. Finding places in your community your students could go and explore. At Westminster, there was a huge art wall. Students could go for a day, learn about Westminster and maybe even contribute to the artwork.
Making sure that we include our students needs doesn't just apply to curricular needs. Looking at what is going on into their families, making sure to include them. As well as looking at the community they are surrounded by and making that part of their learning.

I chose a picture of a family because this week my main takeaway was how important it is to include families and what is around our students outside of the classroom.

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“Simply encouraging students to engage in reflection without guiding them through a structured process is not enough, as youth may either not know how to engage in critical reflective practices on their own or simply will not take the time to do so.” (pg. 67)

One thing the chapter continues with practicing critical reflection is the use of journaling. In a language arts classroom journaling is a great way to let students think without really thinking and a way for them to work on writing skills while doing so. I chose this quote alongside the idea of journaling because I learn about how important journaling is to a language arts classroom. I can see where journaling could be highly effective in critical reflection for students. It’s simple yet complex. They can pick out specific situations to share without pressure of sharing outloud. This also allows students to make connections through these journal passages. What interactions were similar? How did they respond during these different interactions. Additionally, as a language arts teacher journaling allows students to work on writing skills without fear of doing anything wrong. Each journal entry can help students strengthen their writing. We also talk about how students enjoy seeing their teachers write alongside them. I think journaling could be a great way for teachers to participate not only in writing with their students, but to take it seriously and participate in critical reflection. Students need models so if they see their teacher participating in critical reflection they can learn more about critical reflection, its importance and may actually participate in reflection.

I chose a picture of a mirror because this week talked about how important critical reflection is for not only teachers, but students as well.

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"Simply put, school personnel may "reward" families and students for engaging in traditionally middle-class, White modes of participation in schools and not understand or mischaracterize the ways that students and families act outside of these norms" (pg. 45)

I think the author is saying that often educators may be "favoring" and/or praising student behavior that matches what the dominant culture reflects. In high school, I had a teacher tell a Black student to "quit talking that way or he will never be successful" in the middle of the student's presentation. The student barely spoke in class after that point. That teacher was essentially punishing and looking down on that student for speaking like himself; because it wasn't the White way of speaking. Sometimes educators may not be aware they are praising or treating students differently because they are socialized to the dominant culture so it's important to be aware of our biases and our privilege; because this affects our teaching.
I chose this gif of a White student athlete because that seems to be a common narrative when it comes to "successful" education. White students, but often a pattern of White athletes, are always 'let off the hook' when it comes to behavior and are often given special treatment by educators. They can be opted out of assignments due to games and often are not disciplined because they "have a good record and are a football star". It's so important for educators to be aware of our privilege.

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"Davis and Jordan reported a connection between discipline, classroom management, and Black male achievement in middle schools. The research explained that the 'time teachers spend handling disciplinary problems is time taken away from instruction'" (pg. 15).

This quote reminded me of my cultural and global awareness class I took my freshman year. We read a piece on black male achievement and the one line I won't forget from that piece is the black student telling his teacher, "I ain't got no dreams." Often instruction, discipline and achievement is geared towards White student success. Especially when it comes to discipline. We've seen countless times where White students are seen as "good kids who haven't done anything else". And they are let off easy. For example, there was a Black student who was invited to a sleepover, after reporting the bullying, and his classmates filmed him while forcing him to drink urine. And what plan of action was taken? Zero.
I think this quote is trying to point out those differences that it is often Black male students who face the brunt force of discipline. For my own classroom, my goal is to create expectations for everyone and to stick to that. Not letting anyone "off the hook" due to being an athlete or in the band.
I chose this gif that says FAIL because often instruction and discipline lifts White students up so much, it just feels as if education is setting up students of color to fail.