As zero tolerance policies and retributive disciplinary codes proliferate among public schools throughout the country, this essay reflects upon one school's nontraditional model of school "discipline" as an alternative to such punitive policies. In particular, this essay explores the fairness committee at Humanities Preparatory Academy in New York City, a restorative approach that seeks to create, through dialogue and by consensus, appropriate responses for community norm violations in lieu of meted out prescribed punishments. The essay features examples of actual cases taken to fairness committee to illustrate how students and teachers jointly negotiate the multiple perspectives surrounding they infractions, while they simultaneously determine how to best restore and mend the community and move towards a more just, democratic, and caring space.