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.

Anna Vick, a special education teacher at Highlands Ranch High School in the Douglas County School District, has no shortage of tools to get students learning.

She uses art projects, YouTube videos, music, aromatherapy, brain breaks and more to reach her students, all of whom have serious emotional disabilities.

Vick is one of 15 teachers who were selected for the inaugural Colorado Teaching Policy Fellowship operated by the national nonprofit Teach Plus. The nine-month program aims to involve teacher leaders in state-level education policy discussions, including how the state responds to the Every Student Succeeds Act, the new federal education law.

This interview has been condensed and lightly edited.

Why did you become a teacher?

I have always loved working with children, but fell into the field of special education somewhat by accident. I was hired on as a teaching assistant, and my role ended up being allocated to special education. Although I wasn’t sure about the idea, I tried it and fell in love.

One of my biggest inspirations as an educator is my cousin, Katie, who is on the autism spectrum. As we are close in age, I grew up learning about Katie’s needs along with her incredible talents and strengths. We have always had a strong relationship, and knowing her has given me insight into creative ways that I can best support my students.

What does your classroom look like?

My classroom is full of student artwork. Specifically for students with emotional support needs, art can be very therapeutic and has been a positive outlet throughout the school year.

I love globes, so we have several of those around the room, too. On a sensory note, there are muted covers for our bright fluorescent lights in order to help students stay more regulated. The covers cast more of a yellow light, creating a soothing atmosphere. We are lucky to have big windows for natural light as well. Aromatherapy and mindfulness/relaxation music have also made a positive difference in the room.

What apps/software/tools can’t you teach without? Why?

I love using videos to supplement my teaching. Especially when students are heavily impacted in reading or communication, videos can bring out learning that might not have connected otherwise.

I’ve found some great instructional videos on YouTube for math concepts. I’ll often use these on the projector at the beginning of the period and then introduce a game or activity where students can apply the skill in collaboration with staff and peers. They learn without even realizing it, and this has been a great way to reach students with serious emotional disabilities who might not be able to engage in a lecture/textbook teaching format.

How do you plan your lessons?

I use online resources, talk with fellow teachers, and get creative about options and activities that can create differentiation for each student. Even if I don’t take the resource straight from a website, I often look online just to get ideas on effective ways to teach and reinforce concepts. I can modify these ideas to create a lesson more targeted to the needs of my students, but teaching blogs and websites give me great ideas regarding practical applications of skills and concepts. I also use backwards planning, which allows me to think about the bigger picture and identify the end goal before beginning the planning process.

What qualities make an ideal lesson?

An ideal lesson has something for all learners and is differentiated based on pace and need. I try to incorporate technology, reading, writing, independent work, activities, games, discussion, and some direct instruction in each unit (and ideally, each day). I am grateful for the opportunity to work in the center-based program, as having a smaller caseload allows me to truly teach to the student and avoid letting students get “lost in the crowd.”

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

I always encourage students engaging and collaborating, even if they are incorrect on the concept itself. I am always so thrilled to have students asking or answering questions. That, in and of itself, is a target for me before any actual content can be learned. Therefore, if a student expresses or shows that he or she is not understanding the content, I first positively reinforce the fact that engagement is happening in the first place. I then sit with the student in a small group or one-on-one, addressing the issue through multiple modes of instruction (e.g. technology/video learning, talking through concepts, showing visuals, etc.). One of the best feelings as a teacher is seeing the conceptual block clear so a student can move forward after mastering content.

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

I really enjoy brain breaks and physical activity during classes. Specifically with my student population, I have found taking walks to be very effective. It’s great when weather is warm enough to go outside, but even a walk around the building can help students refocus during long block days. If students are disengaging in the middle of instruction, I might also try changing my method; for instance, giving some independent work instead of direct instruction, allowing students to practice problems on the whiteboard, adding some background music, or giving a different kind of visual support.

How do you maintain communication with parents?

I send daily parent communication sheets as a “back and forth log” for student behavior, learning, and progress. Other than this, I make a point of asking parents what is the best method of communication for them. I am happy to text, email, call or meet in-person with parents to discuss issues or concerns as they arise. I also find it helpful to reach out to parents just to check in or report a positive for the day. On my daily sheets, I am sure to fill out the “celebration” space each time. Even on the most challenging of days, this helps me to think of a positive piece for the student. It impacts my perspective, and I hope it impacts the perspectives of students and parents reading the sheet each day.

What hacks or tricks do you use to grade papers?

Color, color, color! I find color-coding for errors, citation problems, spelling, sentence structure, etc. can help both my students and I to determine the areas in which further support is necessary. I typically grade online to keep the process streamlined, and often post my comments in the Google Drive or in the word processor that we’re using.

What are you reading for enjoyment?

I read a great deal of non-fiction, but Dostoevsky is one of my all-time favorite authors. Crime and Punishment is the best.

What’s the best advice you ever received?

“If people knew better, they’d do better.” I was working in a school with a very high poverty rate and the staff faced many difficult situations each day. I had an administrator who always reminded us of this, helping us to take the blame off of others and to look at bigger systemic issues to support and educate for growth.

As an advocate for collaborative problem-solving, I have learned that students behave appropriately when they can. If a student is demonstrating problem behaviors, the function must be examined along with the lagging skills. Targeting interventions in these areas is the surest key to success. Work smarter, not harder!