I often open and close the college writing classes I teach with two low-stakes writing assignments. Learn more here.

I’ve found that taking the time to reflect on teaching practices several times during the semester (as opposed to once after the semester’s end) helps me respond to classroom issues in real time and also helps to clarify which approaches were successful. See notebook here.

I think that rituals can help us to establish a sense of security. Because we perform certain habits regularly, our bodies and minds get used to them—so much that if we miss a regular ritual, sometimes we feel it. Keeping this in mind, why don’t we think through what practices we can perform with our students to establish sensations of security / comfort in the classroom? Read more here.

A gallery walk is a pedagogical strategy that centers student-led discussion. It’s typically used in K-12 settings, but I’ve used it in college writing classrooms. See how I’ve used it here. More information on gallery walks here.

This teaching handbook, developed by TLC (Teaching and Learning Center) staff at CUNY Graduate Center, provides helpful teaching strategies for CUNY instructors. I may be biased as a former staff member, but this guide is pretty comprehensive! Have a browse here.