In responding to Murakami and Siegel's "Becoming Bermuda grass" one is led to reflect on one's own practice in what becomes an example of reflexivity. Following the authors' lead of incorporating Deleuze and Guattari's rhizomatic theory and the art form of decalcomania to reflect on practice, discoveries are made regarding the practice of a middle school science teacher. These reflective discoveries can be used to inform teaching practice in a manner that supports the development of identities of participation. [This is a response to C. Murakami and M. Siegel's "Becoming Bermuda Grass: Mapping and Tracing Rhizomes to Practice Reflexivity" (see EJ1191326).]