As a first-year writing instructor, I generally expect a few mainstays: a handful of bored students, recurring absences, and plenty of covert texting. In order to disrupt the usual lackluster engagement associated with required classes, I approach my writing seminar like a theatre class. By incorporating common performance practices such as the warm-up and personal narratives, I have bypassed many teaching landmines my peers encounter. Through simple theatre techniques, the class becomes cohesive, self-regulating, and most importantly, a place where burgeoning scholars can practice radical humanism.