This chapter establishes multiple layers of conceptualizations of misbehavior in schools, communities, and societies. Rituals and routines lay a foundation of comfort in the long and uncomfortable late winter of Chicago, and the class reaches out to parallel public institutions. Maslow’s needs for survival are held in juxtaposition with the privilege of complaints, and the teacher realizes the consistency with which she must communicate her space and routines as rehumanizing and not governmental. She continues examining her own positionality, while questioning her definitions of decolonization and anti-racism. Superiors unhappy with the politics and subversion of her professional stance wield increasing levels of authority. Community-building routines contrast with authoritative structures, further corroding the teacher’s resilience and resistance, and her capacity to advise her students’ activism. School and community colleagues provide important mirrors and windows for her self-assessment and the harshness of her punishment. In new levels of collegial dialogues, issues of student expectations and the dangers of whiteness come to rest on the teacher’s shoulders alone. The teacher tends to the wounds of isolation and punishment at a local monument to tolerance and empathy, reflecting on new commitments she must make to deconstructing her whiteness to support students of color.