Why do you want to be a teacher?

     Q:   Why do you want to be a teacher?

     A:   I’m passionate about kids.  I’ve worked as a volunteer at the YMCA camp, I’ve coached a Little League baseball team, and I was a guest storyteller for one semester at Happy Acres Elementary School.  I believe I can be a positive influence in the lives of children.  One of my college professors always used to say that teachers should be outstanding role models for children.  I believe I’m a good model because I’m involved in the lives of kids – not just in the classroom, but in all those activities that take place outside the classroom.

            This question is actually two questions in one.  An interviewer is often looking for the response to “How dedicated are you?” and “How passionate are you?”  If you can succinctly address those two queries you will always impress an interviewer.  Make sure the focus is on your specific reasons for entering the teaching profession.  A response like, “Many members of my family, including my grandmother, my aunt, two nieces, and my mother have been teachers – so it seemed natural for me to become one, too.” will always turn off an interviewer.  Keep the focus on your reasons and don’t talk for more than two minutes.

The Single-Most Important Question You Must Always Answer - Part IV

How will this person make my job easier?

During the course of an interview you can create one or more “openings” that will provide you with opportunities to respond to this never-asked question.  Notice how Jennifer set up (in a very positive way) Mrs. Morson, the principal at Red Ridge Elementary School:

Mrs. Morson:  Well, it’s been a very interesting conversation, Jennifer.  We’ve talked about many things.  Are there any questions you’d like to ask?

Jennifer:          Yes.  Given the current emphasis on inquiry-based science I’m wondering what challenges your teachers are having in meeting the demands of an inquiry-based curriculum?

Mrs. Morson:  We have several older teachers who haven’t had a lot of training on inquiry-based science.  They’ve found it to be a real struggle in designing lesson plans that are more student-centered and less teacher-directed.

Jennifer:          Well, science is one of my passions.  In our science methods course we learned how to write inquiry-based lesson plans.  During my student teaching experience I had the opportunity to help other fourth grade teacher craft lesson plan using an inquiry model.  I also worked with my major professor on a project to bring more inquiry-based science into some local schools.

Mrs. Morson:  It sounds like you have a real passion for inquiry-based science.

Jennifer:          Yes, I do.  I’d like to bring that passion here to Red Ridge.  I believe I have the skills and energy that can re-invigorate the overall science program.  I’m a good organizer, I work very well with people, and I love writing science units.  I’d welcome the opportunity to work with Red Ridge teachers on designing and implementing a new science curriculum.  I love challenges and I love hard work!

Jennifer gave Mrs. Morson an opportunity to share one of the school’s ongoing struggles.  Then, Jennifer provided a response that highlighted one of her strengths as well as her willingness to address that challenge.  Mrs. Morson never asked Jennifer, “How will this person make my job easier?” but Jennifer took the time to answer the question and, not surprisingly, secure the job.

The Single-Most Important Question You Must Always Answer - Part III

Here’s how Tyler responded to the unasked question during the course of his interview with Mr. Hamilton at First Street Elementary School:

Mr. Hamilton: In reviewing your resume, I noticed that you’ve spent quite a bit of time with a group called Camp Wildcat.  Can you tell me what that is?

Tyler:               Certainly.  It’s a student organization at the University of Arizona that works with underprivileged students from throughout Tucson.  We offer several camping experiences throughout the year at a facility several miles outside of town.  University students volunteer as counselors, activity leaders, tutors, cooks, and a whole variety of other jobs.  It’s a way of offering kids outdoor activities and experiences they may not get in an urban environment.

Mr. Hamilton: What kinds of things did you do?

Tyler:               When I first got to the U of A I heard about this group during student orientation.  I knew I wanted to get involved since I was planning to be a teacher.  I started working in the student office and then volunteered for some of the weekend camps.  I was hooked?  I ran for Assistant Camp Director and was elected in my Junior year.  I was put in charge of organizing the summer camp program, recruiting student volunteers, and coordinating all the activities – all while taking a full load of classes.  Since I’m a detail person, I was able to stay focused and organized while still maintaining my sanity.  I love working with people – particularly when we all have the same goal in mind.  It was a very successful venture and, I believe I was able to use my talents in a very positive way – helping less-fortunate kids grow and learn.

Through his response, Tyler gave Mr. Hamilton information he needed, but never asked for.  Tyler demonstrated that he was organized, goal-oriented, a team player, and someone who always has kids’ best interests in mind.  These are all qualities of great teachers and all qualities principals want in their teaching staff.  Tyler was never asked if he had those qualities, but he took the time to answer the unasked question.