I often urge noneducators to ponder the versatility and resilience that have been asked of teachers during the pandemic. Just think about all that’s required to sustain relationships with, let alone educate, dozens of students who have been reduced to so many squares on a screen. And consider how the long-awaited transition back to actual schools presents challenges of its own.

The return to in-person teaching coincides with the twenty-fifth anniversary of my book Beyond Discipline, which I originally described, only half in jest, as a modest attempt to overthrow the entire field of classroom management. What led me to say that — and to write the book in the first place — was how often teachers are encouraged to control their students rather than to consult them and support them. That disturbing fact is hardly new, but it becomes newly relevant now that schools have reopened their doors.

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