The problem of teacher bullying via writing is all too common--and that in many cases, those doing the bullying are unaware of how their communications are being perceived. In this article, the authors call attention to writing decisions that may affect whether or not readers understand communications as bullying. Their goal is to raise awareness about the nuances of one's writing choices. Furthermore, the authors show how calling attention to these writing choices can be an effective teaching strategy. When they think aloud about such writing decisions with their students, teachers open the door to conversations about how they, too, can avoid bullying in their writing--whether their messages are composed as emails, Facebook posts, text messages, or other communications.