I am intrigued by Palmer's premise in The Courage to Teach, simply “good teaching cannot be reduced to techniques; good teaching comes from the identity and integrity of the teacher.“ In an era where education reform focuses primarily on pedagogy, it sheds light on the many different elements that go into being a good teacher. It also asks us to think about what makes a good teacher or a good mentor, as I reflect on the lessons I enjoyed the most, are the ones where the teacher really enjoyed what he was teaching, but also the teaching itself. As I am currently writing my goals for the year, incorporating my identity and integrity would be helpful in reflecting on my practice. My website with my information and instructionsDepending on the topic, some pedagogies fail to facilitate the understanding necessary to continue a student's growth in the subject. Connecting with students is important, especially with our centenarian generation, who need social connection more than any other. They don't know a world before technology and the connections it facilitates, the choice to express opinions and be heard. This follows well from the training I attended this summer, Captivating Kids Hearts (CKH). Our school is promoting activities, allowing us to integrate collaborative codes of conduct and positive affirmations. During our training we spent time learning how to connect with each other on a personal level, emotions were difficult, but what it gave me is permission to take time to make better connections with my students. What I have found is that the lessons seem to run more smoothly and I expect to see more changes throughout the year. It is suggested that school disciplinary policies can be compared to Foucault's model called "panopticism", in which the power of the school (the principal) persuades people to act appropriately because they are being observed and judged. This is clearly evident when considering the use of technology in my classroom, school, and district. My students and I know that we are both being watched and monitored. In my classroom I have the ability to look at student screens, block program or web access, and adjust some hardware settings such as muting. The real power behind the system isn't managing student behavior, but it does come in handy in some circumstances. The real power is having another teaching strategy to help students learn more difficult concepts. My ability to project my screen onto theirs, either completely or in a window, allows me to make sure all students can see what is happening. It can also help them as I progress through education, allowing them to project my tasks and emulate what I do without looking up and back where the possibility of them losing their place is inevitable. Foucault says that observation can be used to increase production, as applied to schools, students produce better work. Surveillance (panopticism) in the classroom can be positive or negative, it all depends on how we choose to use it. I have