In this article, the author discusses the technologies of power in classroom organization practices that occur on two levels: (1) locally, in a study of open-concept, learner-centered classrooms; and (2) discursively, in a commentary on the value of a Foucauldian analysis of power for educators. Foucault's analysis of what the author calls productive power provides the theoretical grounding for a study of power operating in classroom organizational practices. In turn, the study of power in classroom organizational practices serves to illustrate gaps in the predominant ways teachers "read" and, consequently, address, power. The paper proceeds in three parts. The author begins Part One by reviewing "sovereign power," the dominant approach in contemporary educational theory and practice. Productive power is then introduced through an exegetical account of Foucault's analysis of panopticism (discipline), docility, and normalization (power/knowledge). In Part Two, she follows a similar path. The selected rupture emerges from a pre-service discussion of technologies of power in classroom organization in which it became clear that the technologies of power operating within traditional and open concept classroom settings appear markedly different. The bulk of this section is devoted to a genealogical analysis of open concept classroom organization. Again, panopticism, docility, and normalization are key themes. Finally, in Part Three, she argues that a shift in the ways teachers address questions of power must be accompanied by a shift in teachers' conceptions of practice. Illustrating the practices involved with an example based on the construction of resistant student subjectivities, she advocates a re-orientation of teachers' reflections that decenters the question "what must be done" in favor of Foucault's provocative "what is the current danger?" (Contains 1 figure and 47 notes.)