ABSTRACT
In the days leading up to the end of the semester, I am always nervous about my evaluations. I try to calm myself by thinking of the worst things that my students can write about me, and then I work on convincing myself that they would never actually write them. I remind myself that, despite how diffi cult it is to teach race, class, and gender, I do know how to teach. Despite my anxiety, I know that I am not really afraid of what they are going to write. It is actually the things that they do not write, the things that they take away from my class, which concern me and are what I really want to know. This is what keeps me up at night and why I constantly tinker with my lesson plans and curricula.
