Growing up in a low-poverty home, the middle school assistant principal in charge of discipline faced many challenges that shaped their perspective on education and discipline. Limited resources and opportunities meant that they did not have the chance to explore hobbies like remote-controlled cars, which could have sparked creativity and problem-solving skills at a young age. Despite these constraints, they developed a strong sense of resilience and determination, qualities that now influence their approach to maintaining order and discipline in the school environment.

As a disciplinarian, this assistant principal has consciously chosen to break away from traditional punitive measures, instead integrating aspects of the RC car hobby into their disciplinary strategies. Their understanding of the intricate mechanics and careful planning involved in RC cars allows them to promote patience, responsibility, and incremental problem-solving among students. For example, they encourage students to reflect on their behavior, much like troubleshooting an RC car, helping them understand the importance of maintenance and fine-tuning in both vehicles and personal actions. This innovative approach not only fosters a more positive school climate but also helps students develop skills that extend beyond disciplinary procedures.

Moreover, by drawing on their personal experiences and avoiding the pitfalls of a strictly punitive system, the assistant principal aims to build trust and rapport with students. They recognize that many students come from similar backgrounds of limited opportunity and understand that discipline can be a learning experience rather than solely a punishment. By using the metaphor of RC cars, they teach students valuable life skills—such as perseverance, responsibility, and creative problem-solving—while maintaining order. This approach demonstrates how personal history can inspire a more empathetic, constructive, and inspiring form of discipline within the school community.