In this article, the author intends to focus on the ruptures that sometimes emerge when his outsider and insider identities clash, shift places, or simply exist together in the classrooms he inhabits as teacher. He provides what Jerrie Cobb Scott calls an extended "think about" where he unpacks his own uncritical dys-consciousness and how it has affected his teaching, paying most attention to his "somatic mind," the belief, as Kristie S. Fleckenstein puts it, in "mind and body as a permeable, intertextual territory that is continually made and remade". In this article, he intends to examine the interplay that exists between student conceptions of his various identities and his own understanding of those same physical and mental identities. He conducts this analysis to comprehend more deeply how his specific presence as instructor influences what happens in his classrooms with his students. (Contains 6 notes.)