This paper is an experimental effort to look at a fairly traditional "gender diversity curriculum" that the authors assembled together over 2 years (Woolley & Airton, 2020). The aim of the curriculum assembled is to teach--presumably an in-service or pre-service K-12 teacher--how to incorporate gender diversity into their own taught curriculum, by modeling how others have done so before. The article proceeds in three sections. The authors begin by situating the article and the school climate chart within two relevant literatures. The authors then flesh out a new materialist theoretical framework and post-qualitative approach to mapping the "teaching about gender diversity" produced during Skype conversations (see Airton, 2014, 2019a, 2020). In the third section, the authors offer "examples" (MacLure, 2010, 2013) from their conversational record that initially emerged into significance affectively, and not semantically. In the conclusion, they suggest what this analysis offers teachers who seek to make their schools and classrooms more welcoming of all the ways that gender is lived.