Student evaluation practices often fall into repetitive patterns of 'rate the teacher' and 'blame the student'. In this paper, we think with the Deleuzian conceptualisations of becoming and affect in order to move beyond these limitations. We experiment with drawing as a way to gather student feedback that opens up dialogue, applying rhizomatic mapping to prompt deeper pedagogic reflection. We explored 31 drawings created by third-year undergraduate students of education. In this paper, we present three worked examples of visual and verbal rhizomatic mapping, along with written pedagogic reflections. We suggest that this process enabled us to enter into deeper pedagogic reflections via a generative questioning space in which the whole beings of the students were brought to the fore, including the embodied student experience.