Places classroom management in a socio-political, and justice-oriented context by focusing on, understanding students' personal, social, and, academic needs, creating optimal teacher-student, and peer relationships, and co-creating norms and, procedures that support democratic learning, communities. Critiques coercive methods aimed at, achieving obedience and explores schoolwide and, classroom-specific practices that draw on student, diversity as a resource rather than impediment., Examines culturally responsive and inclusive, teaching methods that prevent discipline problems,, promote flow, sustain collaborations with parents, and other educators, and enhance agency and, transparency while maintaining accountability.