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Restorative discipline is a disposition, a mindset, and an approach to discipline that builds upon the foundational idea that schools are places where students are expected to make errors and learn from them.

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The main idea of this chapter is about teaching students how to become active and metacognitive readers, to teaching a variety of strategies that will help build a deep understanding of text, and to creating a classroom environment that promotes and focuses on understanding rather than just surface level knowledge.

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Fluency has two components: accuracy and automaticity- which refers to recognizing words without attention or conscious effort. Fluency involves three major components: rate (measured in words per minute), accuracy (decoding of text without errors), and prosody (intonation, expression, and phrasing).

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The teacher should read out loud to show correct pronunciation of technical and unknown words. Students should read out loud also, have them read in pairs or small groups, and give them time to go over the text or problem silently before calling on them to read.

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Summarizing is an important step in comprehension. In order for it to be effective, students have to process the ideas in a passage and/or across texts and consider how they are connected to one another. Summarizing helps identify main ideas, generalize, remove redundancy, integrate ideas, and their memory of what is read.

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Metacognition is the act of thinking about thinking. Metacognition refers to the cognitive process of monitoring and self regulation that relate to how well one learns and performs various tasks.

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The goal: deep, transferable learning which involves the critical analysis of ideas, making connections to already known concepts and principles; it leads to long-term retention of concepts so they can be used for problem solving in new contexts.

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How to create a great learning environment for the students in your class: have great insight into what it means to learn in your field, learn how adolescents learn and what are the personal and social factors that can interfere with learning, think about what questions might engage students actively, meaningfully, and deeply, and finally, develop your ability to ask important and intriguing questions that will engage your students in learning more deeply about your subject area.

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There are 3 types of Vocabulary.
Oral vocabulary: words that are recognized and used in speaking
Aural vocabulary: collection of words a student understands when listening to others speak
Print vocabulary: used in reading and writing

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Restorative discipline involves a set of formal and informal strategies intended to meet 5 goals: 1. build positive relationships, 2. reduce and prevent harmful behavior, 3. resolve conflict and hold people accountable, 4. repair harm, 5. address and discuss the needs of the school community.

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Each content area has a large collection of discipline-specific, specialized terms that indicate important concepts. To effectively communicate in a content area, one has to master that language's vocabulary and symbol system.

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Vocabulary development in disciplines will develop as a result of discipline-specific learning framework. For art classes: use art history textbooks and related texts. Students should apply art vocabulary from hands-on experiences that will help them develop and apply vocabulary, students need opportunities to discuss movements, elements, and vocabulary when describing and critiquing.

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Vocabulary can be broken down into 3 Tiers:
Tier 1- everyday language and basic words, spoken language and social interactions with peers and adults. This is not the focus of vocabulary instruction in secondary grades).

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Tier 2: unfamiliar vocabulary students will be less likely to learn independently. Also known as 'general academic words' which are more precise or subtle forms of familiar words. These vocabulary words are mainly learned from interactions with books and need to be taught. Examples are: style, function, avoid, escapade, alarm, startle, and panic.

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Tier 3: highly specific, disciplinary vocabulary. Examples are: meiosis, Declaration of Independence, quadratic equation. The teacher will need to introduce the words prior to the students encountering them in a text, then reinforce their acquisition throughout a lesson, define the word, and the teacher needs to explain the relation or connection to the content.

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"A robust approach to vocabulary involves directly explaining the meanings of words along with thought provoking, playful, interactive follow-up."

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Restorative justice is a conflict resolution philosophy that informs practice, and it emphasizes allowing people to come to terms with and remedy harm that they have caused to others. Also, those who have been harmed have a voice in how to make things right.

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Affective language provides a structure for reinforcing desired behaviors and redirecting unwanted ones. Affective statements are an essential part of affective language. This helps students understand how their actions affect others with the goal of emotional intelligence and empathy. Affective questions prompts students to reflect upon how their actions have affected others.

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Circle processes or conferences can be implemented. Circle processes are where students physically sit in a circle, there is a talking piece, and one person at a time gets to speak. The facilitator guides this meeting. Conferences are where only the involved parties are talked to.

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Restorative discipline is the most effective when implemented by the entire school.