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 highlights the many different elements that go into becoming a good teacher. It also asks us to think about what makes a good teacher or mentor, as I reflect on the classes I enjoyed the most, those were the ones where the teacher really enjoyed what they were teaching, but also he -even. As I currently write my goals for the year, integrating my identity and integrity would be helpful in reflecting my practice. My website with my information and instructionsDepending on the subject, some pedagogies fail to facilitate the understanding necessary to continue a student's growth in the subject. It’s important to connect with students, especially our centennial generation, who needs social connections more than any other. They don't know a world before technology and the connections it facilitates, the choice to express your opinions and be heard. This follows on from the training I attended this summer, Captivating Kids Hearts (CKH). Our school promotes activities, allowing us to incorporate collaborative codes of conduct and positive affirmations. During our training we spent time learning to communicate with each other on a personal level, emotions were difficult but what it gave me was permission to take time to establish better relationships with my students. What I have found is that the class seems to run more smoothly, and I expect to see more changes over the course of the year. It is suggested that school disciplinary policies can be compared to Foucault's model called "panopticism", where the power of the school (the principal) convinces people to act appropriately. because they are 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 watch students' screens, block access to programs or the web, and adjust certain hardware settings, like turning off sound. The real power behind the system is not managing student behavior, but in certain circumstances it proves useful. The real power lies in implementing an alternative 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 ensure that all students can see what is happening. It can also help them throughout my teaching, by allowing them to project my tasks and allowing them to imitate 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, 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