In this article, the author focuses specifically on her teacher-body and its place in various dynamics of projection in the classroom in order to discuss how drawing on queer performativity can be a critical resource in teaching about normativity and otherness. Queer theory has challenged individuals to think more critically about their reliance on natural bodies and authentic selves. As one's identity and experiences are forged within complex networks of norms, embodied selves are always mediated and identities are ongoing processes of production. Critical and queer pedagogy can offer important perspectives on the bodies engaged in teaching and learning. Teaching with, through, and about (queer) embodiment can challenge students' experiences of bodies as having unique, stable, unchanging, natural identities; it can critically engage ambiguities of embodiment. After suggesting some of the issues to be engaged in such a queer pedagogical practice, she considers the dynamics of projection as they relate to the narcissism, eroticism, or pornography (?) that some have associated with the embodied teaching moment. The author states that her goal is to get away from the self as something that has to be, or can be, "revealed" and to model an openness that can pay attention to the norms of production of identity and categories of bodies.