This paper reports the findings of a dialogical narrative analysis conducted by two white academics in distinct higher education contexts -- one based in the United States and the other in South Africa. Through the retelling of actual classroom scenarios, the authors assess their own teaching methods, responses, and classroom practices in order to examine how whiteness has shaped their classroom and teaching practices. As a result of this critical examination, the authors present strategies that centre around reorienting 'habits of mind' (vulnerability, flipping curriculum, collective buy-in, challenging safety, and inter-racial collaborations) to break the cycle of pervasive whiteness that exists in classroom environments and curricular endeavours. In an effort to work against reifying the colonial wound and move towards decolonising teaching practices, the findings of this analysis and the discussion that follows is our attempt of 'stepping back' in order to travel forward in our professional lives.