Stories! Stories! Stories! Right now I feel like I am being overwhelmed with so many perspectives and experiences, and I have the challenging task of decoding each story to find the learning message underlined in these experiences. As I try to use a critical reflecting lens my head swirls with creative chaos. All these stories have important aspects that are critical to understanding how to become a good future educator, but as they are thrown at me all at once I feel lost. However, after reading “We Teach Who We Are” by Palmer, Parker I took a step back from analyzing these stories and started to look at how I felt rather than what I thought, which is easier said than done because sometimes emotions give a much deeper connection than thoughts. After reflecting on my emotions I realized that Palmer’s main points of education are in three categories of subject, student, and who we are, and each category incorporates all of these learning experiences we draw from stories into a realistic approach to the classroom. Each of these categories embedded in education of subject, student, and who we are, need to find balance together. When we prioritize an area over another we are often met with struggles because each category is essential in teaching holistically. Looking at the category of subject, as a future educator we must realize that ‘subject’ is related to partial knowledge. We can never fully know everything and when we forget this and try to capture every ounce of information we may get discouraged and lack focus of the ‘student’ and ‘who we are’. Similarly, to the category of student when we overlook students’ interests we often end up with un-engaged students, and meaningless ‘subject’ or lack of ‘who we are’ in our teaching. I believe understanding the category of who we are is valuable in education because that is what connects subject and student together. We are each unique individuals who have our own personal talent or skill we bring into the classroom to connect subject with student in an engaging manner through listening to “the heartbeat of the classroom” (The New Teacher Book: Building Community From Chaos, Christensen, 2010, p. 73). Without bringing ourselves into our future classrooms we cannot fully connect education to our students in a meaningful way.