Denise Trach teaches a variety of English classes at Carmel High School in Carmel, NY. Her work on mindfulness – with both students and teachers – is an inspiration to all. You can connect with her on Twitter, IG, or find out more about her on her personal blog.

1. Walk us through a great lesson from last week.

I work with three different types of students: AP Lit kids, “typical” 12th grade kids, and kids in our alternative high school who suffer with anxiety 10th-12th grade. No class, no day, no year is ever the same. Here’s something I did last week with the Aschool kids that they loved and is typical of what a Friday with them looks like.

First, I asked them to choose an abstract noun to work with (and of course, we reviewed the difference between that and a concrete noun).

They chose one and wrote it on the top line in their Inspiration Journals.

I asked them to freewrite (no stopping; first thoughts only) for 5 solid minutes. Then I asked them to connect the word to a color. Then the five senses: what does it look like? Smell like? Sound like? Physically feel like? Taste like? We shared some of these; however, I never make them share anything they don’t want to, which means sometimes we just move on. On a clean page they took a black marker and made a random full page doodle. In the biggest space they placed the word. And along the dark lines, they wrote images from their freewrite and the questions, and anything else that came to mind. 

The point? It is a multipurpose task. They are writing. They are creating imagery. But they are also practicing anti-anxiety coping skills such as doodling and reflecting without necessarily having to journal their feelings. And when all is said and done, they have a piece of artwork.

I have done this with my other classes as well. I find that ALL students need to be taught mindfulness and how to access anti-anxiety tools.

2. What’s the last great poem or short story that you read?

“Everybody Has a Heartache: A Blues” by Joy Harjo

and

“Naming” by Joy Harjo 

I LOVE HER. I see a pretty cool lesson forming from “Naming.” Great mentor text.

3. How does a teacher know if they are succeeding?

A different answer now, for sure…

Today, I know that I am succeeding when I am experiencing a variety of emotions in a given day–I am still a feeling human being which makes me empathetic with my students. And the fact that they return to my class the following day helps.

4.  What’s one thing that we, as teachers, could be doing better?

REALLY LISTENING to kids.

REASSESSING what is important based on their needs.

REVISING our lesson plans to adjust to their needs.

REMEMBERING that in the classroom, they are the number one priority.

5. What makes your classroom culture unique?

I follow the pulse of the students, not necessarily the curriculum. I meet them where they need to be met.

6. What is the one novel you can’t imagine removing from your curriculum? Why? 

HAVING to remove (ie BANNING) ANY book from ANY classroom is abhorrent to me. Aside from that, it doesn’t matter to me if I had to cut a piece of literature because of time or even interest. There is no singular book that represents everything that I believe to be true about the human condition. 

7. Describe your work/life balance.

This question is a joke question, right???

Pre-pandemic I had no boundaries for when I did school work. Now, I don’t check email, and I try not to grade at home. I have more time at home now because my children are in college and high school, but I really learned to separate school from home. I am always attentive to what has the possibility of being brought into the classroom–new ideas, books, art, interests–but I try to keep work at school now. It wasn’t always like that. Even two years ago I was answering emails and grading all weekend and making myself available at all hours. But now, with people continually demanding from me ALL. DAY. LONG. I’ve created a healthy distance.

**One exception: if something serious happens to one of my alternative high school kids, and my partners in the program reach out to me, then of course, I am available.

8. Tell us about a change – practical or philosophical, big or small – that you’ve made since you’ve started teaching. 

When I first started teaching I did so because I loved to read and to write, and I left New York City and needed a job. It was a whirlwind beginning. I started out teaching as a means to settle myself down. It was most definitely NOT a calling. I realized along the way that I was not in this profession because I love reading and writing; I was doing it because connecting with others came naturally to me, and students wanted to connect with me. I STAYED in the profession because I realized that the connections I make with students can really change–or in a couple of cases save–lives.