After teen’s suicide attempt, this Colorado teacher wrote letters to each student. Now, she’ll share her story on a bigger stage.

Teacher Brittni Darras is lifted by graduating seniors from Rampart High School's varsity cheerleading squad, which Darras coaches.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

Brittni Darras, an English teacher at Rampart High School in the Colorado Springs-based Academy School District, was shocked by what she learned about one of her students in a parent-teacher conference. The outgoing teen had recently attempted suicide, the girl’s mother told Darras.

The news made Darras realize that other students were probably suffering in silence, too. She decided to write personalized cards to her more than 100 students telling them how much they mattered.

“It changed the way I see my role as a teacher,” she said.

Last fall, Darras’ efforts earned her the 2016 Hero of Mental Health award from AspenPointe, a nonprofit mental health provider in Colorado Springs. In July, she’ll speak at the TEDxMileHigh 2017 event at the Ellie Caulkins Opera House in Denver.

Darras talked to Chalkbeat about her card-writing campaign, what motivates her to wake up at 5:45 a.m. and why she doesn’t mind if students talk in class.

This interview has been condensed and lightly edited.

Why did you become a teacher?

I have known I wanted to be a teacher since I was in third grade. When I was in elementary school, during summer breaks, I would teach my little brother “lessons” and make him practice school-related work. He was a real trooper!

At the time, I thought I wanted to teach elementary school, but when I entered college, I started tutoring at my former high school through the AVID (Advancement via Individual Determination) program. I left every day inspired by how hard my students worked. I enjoyed having conversations with them about college and their future plans. By the end of that semester, I switched my major from elementary education to secondary education.

What does your classroom look like?
I like to think of my classroom as a place that is both interactive and caring. My students are frequently up and moving around. For example, one of my favorite interactive activities includes me posing a statement relevant to the unit I am teaching. My students have to stand against the “agree” or “disagree” wall and be prepared to defend their position in regard to the statement. We have had phenomenal discussions about heroes and what it means to be a hero as a result of this activity. It serves as a great introduction to our tragic hero unit.

I consider my classroom caring, because I always reiterate the need for my students to use positive self-talk and to use encouraging words with each other. I also make it a point to ask my students each Friday what their plans are for the weekend, and I always follow up on Monday to ask how their weekends were. It gives me an opportunity to learn what else my students do outside of school, and it provides me with very valuable information about each of my students.

Fill in the blank. I couldn’t teach without my _______. Why?
My students. They are the reason I wake up and go to work every day. It’s like I always tell them, “If you love your job, you never work a day in your life.” I love what I do because of my students, so if it wasn’t for them, it wouldn’t be worth waking up every morning at 5:45 a.m.

What is one of your favorite lessons to teach? How did you come up with the idea?
One of my favorite lessons is a scene interpretation assignment where students have to pick some kind of alternate reality and apply it to a chapter in a novel or a scene in a play we have read in class. They then have to alter the dialogue or script to match their alternate reality. Finally, they perform the new version in class.

How do you respond when a student doesn’t understand your lesson?
If one student doesn’t understand my lesson, I like to pair that student up with another student who understands the topic a little better. It helps develop leadership, and it allows my students to share their knowledge and understanding. It helps the students realize they ARE smart!

How do you get your class’s attention if students are talking or off task?
I don’t mind if students are talking. Many times, I ask them to talk. I believe having conversations allows my students to make more sense of the material, and it also allows my students to help and support each other through the learning process.

If students are off task, 99 percent of the time, a conversation with that student one-on-one solves the problem. Most of the time, if a student is off task, it is not intentional. Instead, it is usually because something else is going on at home or with their friends that is causing inner turmoil and making it hard for them to focus. These conversations allow me to assist and support my students as well as show them that I care about more than just their grade on their report card.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
I get to know my students by learning about what they do outside of school. As mentioned before, every week, I ask them how their weekend was, which gives me valuable information about their sports, hobbies and passions. Last year, I created an “Events” section on my board where students could write the date and time of upcoming events, such as their sporting events or school plays. It allowed me to show up to a variety of these events, and I was also able to follow up with my students to ask how the event was if I wasn’t able to attend.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
A memorable time that had the most impact on me was when I had contact with a student’s mom at parent-teacher conferences. Her mom told me she had been absent from my class because she almost committed suicide. While this was tragic and devastating, it made me realize that this beautiful, outgoing, friendly girl can’t be my only student who is struggling.

As a result, I took action and wrote personalized cards to each of my students to let them know how much I care about them and why they make a difference in my class and on this planet. It changed the way I see my role as a teacher; teacher’s often see students more hours in a day than the students’ own parents do, so it is important for teachers to support students emotionally instead of just academically.

What are you reading for enjoyment?
Right now, I am reading A Prayer for Owen Meany. Part of it is for enjoyment, and part of it is to prepare to teach AP Literature next year!

What’s the best advice you ever received?
The best advice I ever received is to live each day like it’s my last. I am grateful each day for the opportunities and experiences that I have, and I try to encourage my students to embrace each day and each moment also. I strongly believe that when you start to examine the positive aspects of life, you live a happier, more fulfilling life.

Don’t just help students graduate. Prepare them for what’s next, says high school teacher

Sharon Collins at a New Heights Academy Charter School graduation with students.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

When Sharon Collins found out that some of her students who were strong academically in high school had dropped out of college, she realized more could be done to prepare students for success after they graduate.

An environmental engineer-turned-teacher, Collins has taught middle school math and nearly every high school math subject. Currently teaching seniors at New Heights Academy Charter School in Harlem, Collins tries to ensure that her students feel supported and prepared after they leave her classroom by continuing to meet with and advise them as part of OneGoal, a program that helps teachers become mentors for students during college.

On top of that, her school models their classes after college courses to get students used to a university structure. And to continue growing as an educator herself, Collins works with Math for America as a co-facilitators on a peer learning team. Here, Collins shares how she engages students and pushes them to enjoy math and continue learning.

What’s one way you build strong personal relationships with students?

I teach seniors, so at the start of the year I meet with each of them individually. It helps me know them as people and as learners. I ask them about the future, about college, about possible careers. Where do your interests lie? It’s important know their feelings about math. We have a four-year math requirement, whereas there is normally is a three-year requirement in high schools. My goal is always for the students who hate math to like math by the end of the year — I show them how math relates to the world around them. I also get to know them through going on senior retreat and spending time during lunch period to open classroom. Once you put in that extra time to show that you care, they will put in more effort.

What does your classroom look like?

When you walk in you’d see student projects everywhere. You can see calculus students building roller coasters, board game designs made by the statistics class, who invite 8th graders to come play them to show them that math is fun. In pre-calculus, we do “Shark Tank,” where students come up with idea for product that will help them get money or help humanity and build prototypes of them. I have students from previous years come and serve as the judges. My classroom always has students coming in. Even during 9th period, which is when they can go home, they love to stay, and they get tutoring or just come and talk to me about what they’re thinking about college.

What issue in the education policy realm is having a big impact on your school right now and how are you addressing it?

Something in general is the intensity of the anti-immigration bias because the student population is 95 percent Latino at my school and that it had an impact on Washington Heights. One way to help with that is with this program I’m involved in called OneGoal, a program where you become a mentor for students in college to help them graduate. In it, we have the space to talk about these issues and just have individual conversations, in particular with undocumented students —just letting them know that they have a safe place here.

But in regards to policy, the issue in high school of not focusing on college is an issue. The goal of high schools is more on graduating students rather than what the next step is for them. That’s how I got involved with OneGoal. I mean, students graduate, but it was interesting seeing who graduated and who didn’t. Even students who were really strong academically sometimes didn’t graduate. I attended a workshop that helped students through college. It’s not all about academic challenges, it’s the social-emotional part too. So OneGoal starts in high school and follows students through the first year, providing them mentorship and support. So over the past year my focus has been going through that transition with students. It can be overwhelming. Their academics go at a faster pace, and its difficult transitioning from teacher to mentor. But it helps so much and college readiness is something that high schools need to be more focused on.

What does your grading style look like and what hacks do you use?

At New Heights, we changed grading style last year to make it more similar to what college looks like. There’s homework and classwork but they don’t count for grades, so this was a big flip for students since now it’s exam based. If you don’t do well on an exam, though, you can retake it. You can do test corrections, or in humanities you can write a paper to bring up the grade. That was a big switch, and I still feel like homework is important to make sure students do well on an assessment. So if you want to retake the test you have to do all of your homework and classwork, to show that there’s a connection between the homework and the testing. But in my class the summative assessments that are a big part of the class are the projects. We do about three to four per quarter. They’ll submit one and publicly present to class or school administration, and they have a rubric they can look at to see which areas they didn’t score high on to be able to resubmit it for a new grade. It’s all challenging because it’s a whole new way, but we want to show them the process of modification.

What’s the best advice you ever received?

Show unconditional love to all students. The influence of a great teacher lasts a lifetime. I was the first one to go to college in my family, and most of my student will be too. The amazing teachers I had and their confidence in me and what I could do was transforming.

What’s your go-to trick to re-engage a student who has lost focus?

To get students attention, I have this saying “Tres, Dos, Uno, Namaste,” and that’s kind of the keyword where they know to come together. I love doing yoga and at the beginning of every yoga class my teacher says “the light in me sees the light in you.” Students face challenges, with poverty and tragedy. I try to make the classroom a positive space. I greet them at the door, I high five students. Learning should be fun, and that’s something that I want to associate for them. So namaste, that’s the word that they associate with me.

How do you respond when a student doesn’t understand something?

One thing I do is I have students work in small learning teams — so what happens is I’ll give a formative instruction, see who’s struggling, pull them aside to work with them on the content during a project. Something that I tried last year was having a co-teaching model —so students would teach students, and sometimes they just feel more comfortable doing that. It might just click more, because their peers can relate the materials to things they know about. Another thing is that I always give students my cell, so that they can text me at any time. Sometimes I’ll get a text so late at night. I won’t give them the answer but I’ll help them, I’ll ask them questions to make them think about the problem a different way.

How this Colorado English teacher connected with a mom everyone said was impossible

PHOTO: Steve Debenport | Getty Images

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in the series here.

It was the start of the semester and Ted Halbert, an English teacher at Brighton High School north of Denver, had been warned. The mother of one of his students was extremely hard to handle, the other teachers said.

But Halbert didn’t wait for problems to flare. Instead, he contacted the boy’s mother early on, outlining his hopes for the teen and establishing a pattern of email back-and-forth that lasted through the year.

Halbert talked to Chalkbeat about his rule of thumb for communicating with the boy’s mother — and all parents, why he feels heartbroken when district tax levies fail, and how he uses a Metallica song to explore an anti-war novel with his students.

Halbert is one of 48 educators nationwide selected for the 2019 National Education Association Foundation Global Learning Fellowship. The goal of the program is to help teachers develop the skills to understand and act on issues of global significance.

This interview has been condensed and lightly edited.

Was there a moment when you decided to become a teacher?

Teaching is my second career. After graduating from Michigan State University with a degree in communications, I spent a year as a student with the international, cross-cultural, and performance-based organization Up with People. It was an incredible experience for me. I loved learning about the world and being in the world with diverse people and living with host families (I have lived with more than 140 host families on four continents). I was hired by Up with People and spent nine years with them — the last three as general manager. But, the organization ceased operations in December 2000 and I was out of a job.

I got a job working for Girls Inc. of Metro Denver as the director of new business and marketing but didn’t love it. But after school the girls would come to our facility for classes and I immediately figured out that I loved being around the learning environment and the learners.

And then, Sept. 11, 2001, happened. That day I made a vow to myself to make the most of my life and not wait for change. The next day I quit Girls Inc. and told the president that I was going to become a teacher. And so I did. I was 33.

How do you get to know your students?

From the first moment they walk in my classroom I do two things: First, I welcome them personally, by name, every day. Second, I try to find out something unique and interesting about each and every student and ask them about it as often as I can. This is an intentional process and must be considered carefully because there are some students who want to hide — they don’t want me to engage and interact — but I refuse to let them and eventually, we create a positive relationship based on growth and trust (and laughter).

Tell us about a favorite lesson to teach. Where did the idea come from?

Before reading the incredible novel “Johnny Got His Gun” by Dalton Trumbo, we listen carefully to Metallica’s song “One,” which was partially inspired by the movie based on Trumbo’s book. We draw what we think is thematically happening in the song, and pull lyrics as evidence to back up our ideas. This gets them engaged and excited to read the book. I mean, if Metallica wrote a song about it, right? So cool.

What object would you be helpless without during the school day?

Cool socks.

What’s something happening in the community that affects what goes on inside your class?

The refusal of the local community here in Brighton and the 27J area to support education through bonds or mill levies is absolutely maddening. Our textbooks are 25 years old. Our technology is outdated. Our rooms are packed with kiddos and when the bell rings at 7 a.m., some of them are barely awake. It truly takes the entire community to ensure the complete education of our young people and when a community does not step up, it breaks my heart. There is serious inequity in how we value our young people and something needs to be done about it. Regardless, I welcome every kid with enthusiasm and work my hardest so that they get the best education possible.

For the record: We have passed some bond issues, but only after making drastic decisions like split schedules (when 9th and 10th grades come early in the morning and 11th and 12th grade stay later) and pack our classes with kiddos. These actions wake up the community for a while so we can pass bonds so we can build new schools and facilities. Makes me sad … These kiddos are so amazing and they deserve better from their community.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

I had a boy in my room and I was warned that his mom was “crazy” and impossible to manage. People who had the student in their class in other years would roll their eyes and wish me luck.

I reached out to her immediately and set up a relationship with her with very specific guidelines and goals. The goal, obviously, was the academic growth of her son, but I also made it clear that it was my goal that he have fun and be engaged, and want to come to class. Right off the bat, this impressed her and we were off to the races. The other goal (and this is so important when working with individual parents) was that our email communication would not take longer than 20 seconds to create and send. I’m rather serious about this with parents. I will keep in touch with them on an individual basis, but it must be concise and honest. The mother and I built a great relationship based solely on the health and success of the child. We had an incredibly successful year. The other teachers would grumble and complain, and I would just smile.

What part of your job is most difficult?

Understanding why education and young people and teachers aren’t more valued by our society is by far the most difficult part of my job. My students are the economic drivers of our future and deserve the best we can offer them. Where are the adults? Where are the politicians? Where is the support?

What was your biggest misconception that you initially brought to teaching?

My biggest misconception was that the students would be difficult to manage. I was wrong. They are wonderful, curious, funny, smart, and engaged and they give me hope. It is society and the community not supporting us that I didn’t expect.

What are you reading for enjoyment?

I am always reading multiple books, usually one fiction and one non-fiction. Right now, I am inhaling Colson Whitehead’s “The Underground Railroad” (wow) and “The Bounty: The True Story of Mutiny on the Bounty” by Caroline Alexander.

What’s the best advice you’ve received about teaching?

Teaching is about relationships. Build the relationships and they will come.