You've provided a number of links to other things not working, which is great, but do you have any studies (at least case studies) of your approach working, especially in an area where teachers are quitting because they feel disempowered to solve what they perceive as discipline problems? I didn't really see anything.

You can find numerous teacher testimonials about how there are students that repeatedly disrupt the classroom, preventing all the other kids from learning effectively, and they don't feel that there's anything they can do.

Also, "white middle-class rules aren't better than black Carribean rules" is just a flat-out wrong if the white middle-class rules are well-aligned to the culture in a particular location (or vice versa). Rules don't, generally, come about completely at random, and though they can be somewhat arbitrary, you have to check. For instance, rules that are predicated on the necessity of group instruction of children may be more effective at facilitating the group instruction of children than rules predicated on who-cares-about-that. The arbitrary parts are arbitrary and no one way is better than the other, but you can't assume it's all arbitrary. You have to check.

For instance, "show up on time, stop on time" is a rule, accepted by the white middle-class, that works well to allow a violin teacher to give many sequential private lessons; but in many areas in Brazil, there's a much more laid-back attitude about this...which works fine for the culture there, but not for densely-packed violin-teacher-student-scheduling.

Because school classrooms are weird things from the standpoint of human nature, the presumption should be that aspects of many cultures do not work well with them, and need to be supplanted by school-specific-culture--within which there is still room for variation, but it's much less "anything goes" than, say, street culture where you're not really trying to accomplish anything.