This paper critically examines the systemic harm inflicted on Black students through anti-Black classroom management and disciplinary practices, positioning Pro-Blackness as a transformative framework for healing and justice. Grounded in healing justice and African Diaspora Literacy, the discussion highlights the pervasive impact of the "white gaze" in perpetuating inequities and the urgent need for educators to reject Eurocentric standards. The authors argue for a shift from punitive to Pro-Black classroom management practices that affirm Black cultural dimensions and foster holistic growth. Integrating strategies for self-reflection, relational accountability, and the inclusion of Black-centered pedagogy provides a roadmap for educators committed to creating equitable, affirming spaces for Black students. The paper ultimately challenges educators to engage in collective action to "heal the land" by honoring the humanity and potential of Black children.