If an administrator visited your classroom, what would she/he see?

Q:       If an administrator visited your classroom, what would she/he see?

     A:   She would see an educational environment where every student is respected, every student is trusted, and every student is learning.  She would see an active classroom – a classroom where students are never absorbing information passively, but are, instead, actively participating in a curriculum that puts a premium on personal and meaningful engagement.  She would see students taking responsibility for their learning through self-established goals, projects and activities that are pedagogically sound and standards-based.  She would see students achieving…she would see students challenged through higher level thinking questions, specific RTI activities, and a teacher dedicated to success.  She would see a classroom that embraces every student’s cognitive and affective potential.  She would see a community of learners!

            The answer to this question should focus, not on the physical environment (“Well all the chairs would be lined up in neat, straight rows and the teacher’s desk would be placed in the front of the room and….”), but rather on your philosophy of education.  This is a question that gets to the heart of what it means to be a teacher.  Here’s where you can let your beliefs and your values shine.  But be careful – this is not the time to ramble.  Be concise and keep your answer to two minutes or less.

How have you handled criticism of your lessons or teaching performance?

     Q:  How have you handled criticism of your lessons or teaching performance?

     A:   My college supervisor sometimes mentioned that I had time management issues – that is, I found it difficult to get everything done that I had planned.  Some parts of a lesson would go too long and others didn’t have enough time to develop.  I learned that this is a common problem with pre-service teachers.  So, I took the opportunity to talk with some of the more experienced teachers in the school to see what kinds of tips or strategies they had that would help me master my time a little better.  One of the best ideas I got was to list my lesson objectives on the board for students to see and then check them off as the lesson develops.  That gave me - and the students - visual proof on how the lesson was progressing.

            This question often provides the interviewer with insight into your accountability and professional character.  How do you handle criticism – positively (as a learning opportunity) or negatively (the reviewer didn’t know what he/she was talking about).  It would be most valuable to take this opportunity to demonstrate (with specific examples) how you were able to use that criticism to become a better teacher.

What are your plans for graduate school?

Q:  What are your plans for graduate school?

     A:   I plan to devote my time and attention to being the best teacher I can for the first two years of my teaching career.  I want to put all my talents and all my efforts to ensure that I’ve mastered the curriculum, the day to day life of a successful classroom teacher, and the academic success of every one of my students.  When I have that down, then I would like to attend Mount Merry University to obtain my master’s in reading.  I want to learn everything I can about the latest research and latest teaching strategies – particularly as they impact on my students’ comprehension development.  I plan to spend about two years in obtaining my masters.

            Have a plan.  Interviewers want to know that, just like your students, you see yourself as a learner, too.  Consider how a graduate degree will help you improve your teaching effectiveness and make additional contributions to the school.

How would you handle a student saying, “You are the worst teacher ever! I hate you!”

Q:  How would you handle a student saying, “You are the worst teacher ever!  I hate you!”

A:  I would remember to focus on the behavior rather than on the student.  I might say something like, “It seems as though you are upset with me.  Would you care to explain further.”  I learned in my methods courses that when teachers get comments like that, the worst response would be to put the student on the spot.  Instead a conversation is more productive when the emphasis shifts to the actual comment rather than the student’s personality.  I’ve also discovered that sending an “I message” is a very productive way of diffusing the student’s anger.  A message such as, “I understand that you are upset with me.  I wonder if you can tell me why.”  To build up the trust necessary for an effective conversation it’s valuable to let the student vent and then get to the heart of the anger without assaulting the student’s emotions.

            This kind of question is a test of your discipline and classroom management philosophy.  Demonstrate that you are up on the latest behavioral strategies and techniques for handling student issues.  If you were to say something like, “I’d make the student go stand in the corner for ten minutes,” you would clearly show that you do not have the student’s best interests in mind or that you were not aware of appropriate behavior management techniques.  Make sure you can cite a specific technique (by name) and how you would apply it to a specific situation.

A:  I would remember to focus on the behavior rather than on the student.  I might say something like, “It seems as though you are upset with me.  Would you care to explain further.”  I learned in my methods courses that when teachers get comments like that, the worst response would be to put the student on the spot.  Instead a conversation is more productive when the emphasis shifts to the actual comment rather than the student’s personality.  I’ve also discovered that sending an “I message” is a very productive way of diffusing the student’s anger.  A message such as, “I understand that you are upset with me.  I wonder if you can tell me why.”  To build up the trust necessary for an effective conversation it’s valuable to let the student vent and then get to the heart of the anger without assaulting the student’s emotions.

            This kind of question is a test of your discipline and classroom management philosophy.  Demonstrate that you are up on the latest behavioral strategies and techniques for handling student issues.  If you were to say something like, “I’d make the student go stand in the corner for ten minutes,” you would clearly show that you do not have the student’s best interests in mind or that you were not aware of appropriate behavior management techniques.  Make sure you can cite a specific technique (by name) and how you would apply it to a specific situation.

What characteristics make a master teacher?

     Q:  What characteristics make a master teacher?

     A:   I believe there are three qualities every outstanding teacher should have.  First, he or she should be a constant learner.  They should realize that education is as much about the journey as it is the destination.  Continuous learning is an essential ingredient in every teacher’s career.  Second, they need to develop a positive partnership with their students.  They need to create a classroom that is truly a “Community of Learners” – one that supports and encourages learners of very stripe both cognitively and affectively.  And, third, a master teacher must be willing to admit mistakes.  Teaching is never a perfect science and we will all make some mistakes along the way.  Good teachers – just like good students – learn from their mistakes to become stronger, better, and more accomplished.  I believe I have those three qualities.

            The interviewer wants to know if you are aware of the qualities of outstanding teachers AND how well you match those qualities.  From your answer the interviewer must be confident that you are keenly aware of the expectations of teachers and must be equally aware that your skills and talents are in line with those abilities and/or philosophy.  If you are not directly asked this question, it would be a good one to use as a wrap-up to the interview – particularly in response to a question like, “Is there anything else you would like to say or add to this interview?”

INSIDER TIP:      Never leave an interview without asking at least two to three questions of your own.

How much homework will you assign your students?

     Q:  How much homework will you assign your students?

     A:   In our “Curriculum and Instruction” course we learned that there is a positive correlation between homework as a learning tool and student achievement in the classroom.  However, we also learned that the amount of homework assigned needs to be tailored to the student’s age and grade level.  So, how much homework should I assign my students?  Although there is no definitive answer I’d like to use a simple formula that Dr. Graber shared with us.  That is “Homework = Grade Level x 10.”  This means that the amount of after-school homework (in minutes) is equal to the grade taught times 10.  Since this position is for fifth grade that would mean that I would assign approximately 50 minutes of homework per evening (5th grade x 10 = 50).  This 50 minutes of homework would include all subjects collectively – reading, math, science, and social studies.

            It is always to your advantage to cite some pertinent research or an authority in the field (it’s O.K. to consider your former professors as authorities).  This lets the interviewer know that you just didn’t make up your answer on the spot, but that you are aware of some evidence to back up your response.

Talk about time management.

     Q:  Talk about time management.

     A:   For me, good time management is all about transitions.  I define transitions as those times during the day when I move from one activity to the next.  But, in order for those transitions to be effective they need to be taught.  For example, I would let students know when (in two minutes, for example) an activity will end (“We’ll have a whole class review of triangles in two minutes’).  I’d let students know what they can expect in any subsequent or follow-up activity (“After lunch, we’re going to continue looking at the structure of onion cells.”).  And, I’d be sure my lessons had clear beginnings and endings.  I’d review the lesson objectives before the lesson begins and again at the conclusion of the lesson.  Actively involving students in time management procedures helps ensure a fully functioning school day and fully functioning curriculum.

            Show that you understand the importance of time management.  Provide the interviewer with specific examples of how you will put time management principles to work in your own classroom.

What concerns you most about teaching?

     Q:  What concerns you most about teaching?

     A:   I have a real passion, a real interest, and a real concern about quality teaching.  I want to be able to maintain that passion for good teaching throughout my professional life.  I want students to be equally passionate about learning…as excited as I am.  I want them to experience all the joys I’ve had as a student.  To learn a new technique or new strategy and then to see it work in a classroom situation is absolutely thrilling for me.  I want to help students experience that same level of enthusiasm in their academic pursuits, too.

            Don’t misread this question.  Although you are asked about your “concerns,” don’t make the mistake of thinking that the interviewer wants you to discuss a negative.  Use this question as an opportunity to discuss a “positive” – something that all good teachers think about.  Make sure your positive attitude shines through loud and clear.

If you are not successful in getting a full time job, what will you do?

     Q:  If you are not successful in getting a full time job, what will you do?

     A:   I am committed to teaching and I’m committed to education.  Being a teacher is my top professional goal.  I believe I can make a very positive contribution to this field and I’m willing to wait for the right opportunity to make that happen.  If it’s not a full-time position then I would be equally happy to be listed on any number of substitute teaching lists.  The more opportunities I have to expand and improve my teaching abilities I see as beneficial to my long-term goals.  If I don’t get that full-time job, I’ll work harder, volunteer more, and take any opportunity I can to work with youngsters.  This is what I want to do and I’ll take advantage of every opportunity possible to do it.

            Don’t be shy!  Share your passion for teaching and your commitment to education.  It’s important the interviewer knows of your universal desire to teach – your intense and dedicated drive to make a difference in the lives of children.  That commitment must show through – just as much for a full-time teaching position as for a place on the substitute teaching list.  By demonstrating that universal desire you provide the interviewer with both reason and rationale for any and all positions in the school or in the district.

How would you handle varied reading abilities in your classroom?

     Q:  How would you handle varied reading abilities in your classroom?

     A:   RTI combines universal screening and high quality instruction for all students with interventions targeted at struggling students.  First, it is important to screen all students for potential reading problems at the beginning of the year and again in the middle of the year.  Teachers need to monitor the progress of students who are at elevated risk for developing reading disabilities.  Next, differentiated instruction should be provided for all students based on assessments of students’ current reading levels (Tier 1).  Next, teachers should provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on universal screening.  Typically, these groups will meet between three and five times a week for 20-40 minutes (Tier 2).  Third, the progress of Tier 2 students should be monitored at least once a month.  This data can be used to determine whether students still need intervention.  Finally, intensive instruction should be provided daily in order to promote the development of various components of reading proficiency to students who show minimal progress after a reasonable amount of time in Tier 2 small group instruction (Tier 3).

            Repeat after me:  “Do your homework on reading instruction!”

üEXTRA CREDIT:      Avoid using tentative terms such as “I think,” “I feel,” or “I guess.”  Over-use of these terms tends to leave a less-than-positive impression with the interviewer – that you are unsure or indecisive.  Interestingly, women tend to use these terms moreso than men.

What do you think is the biggest challenge teachers face today?

     Q:  What do you think is the biggest challenge teachers face today?
     A:   Teachers are challenged from all sides – the media, parents, government officials, elected leaders, and communities.  We are in the proverbial spotlight – constantly.  That’s why I think that one of the greatest challenges we face is that of assessment.  That is, are students learning to the best of their potential and are teachers providing their students with the best quality education possible.  Educational initiatives such as “No Child Left Behind” and “Race to the Top” have put educational assessment on the front burner, so to speak, of educational reform.  Are we teaching what we should be teaching and are students achieving as they should be achieving?  During my student teaching experience I was able to fully integrate assessment throughout all my lesson plans – from beginning to end.  For that, I can thank Dr. Cranshaw, who showed me how to effectively integrate assessment throughout any lesson, any unit.  I certainly don’t have all the answers regarding assessment, but I’ve received some excellent training and excellent experiences I can use throughout my career.

            Rule #1:  Be sure you are up to date on the latest educational theories, initiatives, “hot topics,” and issues.  You will, sometime during the interview, be asked about your opinion or your experience in dealing with one of these concerns.  Do your homework!  Be sure to demonstrate how you have addressed an element of that issue sometime in your pre-service training.  If you don’t you will be sending a very powerful message to the interviewer that you don’t stay up to date and that you are unaware of what is happening outside the classroom.  This is a mistake you can’t afford to make.

If you are not successful in getting a full time job....

     Q:  If you are not successful in getting a full time job, what will you do?

     A:   I am committed to teaching and I’m committed to education.  Being a teacher is my top professional goal.  I believe I can make a very positive contribution to this field and I’m willing to wait for the right opportunity to make that happen.  If it’s not a full-time position then I would be equally happy to be listed on any number of substitute teaching lists.  The more opportunities I have to expand and improve my teaching abilities I see as beneficial to my long-term goals.  If I don’t get that full-time job, I’ll work harder, volunteer more, and take any opportunity I can to work with youngsters.  This is what I want to do and I’ll take advantage of every opportunity possible to do it.

            Don’t be shy!  Share your passion for teaching and your commitment to education.  It’s important the interviewer knows of your universal desire to teach – your intense and dedicated drive to make a difference in the lives of children.  That commitment must show through – just as much for a full-time teaching position as for a place on the substitute teaching list.  By demonstrating that universal desire you provide the interviewer with both reason and rationale for any and all positions in the school or in the district.

What gives you the greatest pleasure in teaching?

     Q:  What gives you the greatest pleasure in teaching?

     A:   I call it the “light bulb effect.”  It’s that time in a lesson, a unit, a whole class discussion when a student “gets it” – when that proverbial light bulb goes off over his or her head.  There’s nothing like it in the world!  It’s when that look of recognition crosses a student’s face, when a student exclaims, “Hey, this is really cool!”, or when a student jumps up and down with unmitigated excitement.  There’s a joy in the discovery and there’s an enthusiasm in the voice as students realize that they now understand something they didn’t previously.  That’s what I want to work for with all my students.  I want them all to experience that “light bulb effect” in each and every subject throughout the school year.

            Your answer should underscore your reasons for becoming a teacher.  Your response should be a validation of why you decided to enter this profession and what you will do in order to be one of the best.  Most importantly, there should be passion in your response!

Book News

Ace Your Teacher Interview was published in January 2012.  In less than 2 months it has completely sold out of its first printing.  It is now in its second printing and is being snapped up by teacher candidates all across the country.


Here are some of the reviews this book has received:

"I GOT THE JOB!  I GOT THE JOB!!  Thank you, thank you."

"This book gave me everything I needed to ace my own interview (I nailed it.).  It's the best $12.00 I ever spent."

"WOW!  I now have the skills and the confidence for a great interview.  I can't wait."

"It's all here - a practical book filled with super ideas and strategies."


Please share this post (via Facebook, Linkedin, Twitter) with your friends and colleagues.  Thanks.  A.D.F.

What steps would you take with a student who was disruptive in your classroom?

Q:  What steps would you take with a student who was disruptive in your classroom?

     A:   First, I would make sure my intervention was quiet, calm, and inconspicuous.  For example, one day I saw that Michael was not paying attention in class.  So, I used his name in part of my presentation, as follows: “As an example, let’s measure Michael’s height in centimeters.”  The disruptive student – Michael – who had been whispering to his neighbor, heard his name and was drawn back into the lesson with no disruption of the class.  I also believe that the more immediate a reprimand, the less likely a student will feel I condone his or her behavior.  And, perhaps most important, reprimands should be kept brief.  The more I talk, for example, the more I will distract from the lesson and the more I “reward” a student for inappropriate behavior.

             This is another opportunity in which a personal example or anecdote will help to illustrate your point and your philosophy.  Show the interviewer that you’ve had some first-hand experiences and that you knew how to deal with them.  Don’t even think about suggesting that the student be sent to the principal’s office.  If you do, you’re dead!

FROM THE PRINCIPAL’S DESK:      “We have had candidates carry in suitcases of dusty art and materials they spread out all over the table.  Some used it, but it was mostly overkill.”

What are some things teachers do that create classroom management problems?

Q:  What are some things teachers do that create classroom management problems?

     A:   Teachers sometimes, inadvertently, create discipline problems through certain kinds of behaviors.  Professor Lewiston, in his course on “Management, Discipline, and Behavior” shared some of the most common behaviors. These included 1) extreme negativity, 2) an excessive authoritative climate, 3) overreacting, 4) mass punishment, 5) blaming, lack of instructional goals, and not recognizing students’ ability levels.  I learned that avoiding these, and other similar behaviors, can go a long way toward creating a climate of trust and caring that will significantly reduce misbehavior.

            Describe your knowledge of the inappropriate behaviors in addition to your own personal reaction to those behaviors.  Let the interviewer know that you are aware of factors that may have a negative influence on students learning and that you are conscious of what you need to do to avoid those behaviors.

What’s the most creative or innovative lesson you taught?

     Q:  What’s the most creative or innovative lesson you taught?

     A:   During the fifth week of student teaching I contacted a family friend at Prospect Hill Cemetery.  He provided my fifth grade class with a tour of the Cemetery.  When we got back to the classroom we divided the class into several teams.  One team worked on a PowerPoint presentation, another team created a timeline of important events in the life of the cemetery from the Revolutionary War to the present, another team looked into burial customs from around the world, another team of students developed an annotated bibliography of books about death and dying, and the final team gathered oral histories from some of the docents and volunteers at the Cemetery.  What was originally conceived as a three-week project eventually turned into a two month multi-disciplinary project that combined social studies, art, music, language arts, and reading into a most exciting thematic unit.

            This is a grand opportunity to provide a specific and concrete example of how you went “above and beyond” the usual lesson planning for student teaching.  Be sure to provide specific details and any reactions you obtained from supervisors or administrators.  Show, as much as possible, how you are willing to pursue projects that are somewhat out of the ordinary – projects that engage students in creative or innovative ways.

What have you found to be the toughest aspect of discipline?

     Q:  What have you found to be the toughest aspect of discipline?

     A:   Consistency!  I discovered in all my experiences with children that the key to an effective discipline policy in any classroom is consistency.  For me, consistency means three things:  1) If I have a rule, I must enforce that rule.  2) I shouldn’t hand out lots of warnings without following through on consequences.  Lots of warnings tell students that I won’t enforce a rule.  And, 3) I must be fair and impartial.  I must be sure that the rules are there for everyone, and that includes girls as well as boys, tall people and short people, students with freckles and students without freckles, and special needs students as well as gifted students.  Maintaining consistency is, and will continue to be, a challenge.  But it’s a challenge I’m ready for.

            The questions about discipline are many and varied.  They can come in a number of ways.  You need to be adequately prepared to respond to each and every one of them in a way that demonstrates your knowledge of this all-important topic and the specific ways you plan to address it.

If I walked into your classroom, what would it look like?

     Q:  If I walked into your classroom, what would it look like?

       A:   The desks in the classroom would be arranged in a horseshoe pattern.  This will open up the front of the classroom for oral presentations, skits, and small group work on the floor.  My desk would be pushed into a corner in the back of the classroom, instead of being in the front.  I know that a desk can be perceived as a symbol of power – its placement in the front of the room is a symbol of power and authority.  I much prefer an atmosphere of shared governance in any classroom.  I would soften up all the straight lines and sharp angles with lots of rugs, bean bag chairs, perhaps an old sofa, a variety of plants and various animal habitats, and some pillows in a reading center.  I have learned that all those lines and angles can sometimes be psychologically inhibiting for students and that rounded edges, lines, and corners suggest psychological safety and comfort for youngsters.  My classroom would also have well-designed traffic patterns allowing students opportunities to easily get to the pencil sharpener, the wastebasket, from their desk to me, from their desk to the door, and from their desk to a center activity.  Those patterns need to be based on both safety concerns as well as ease of accessibility.  Most important, I want the classroom to be a community – one in which students are given opportunities to suggest patterns, arrangements, and configurations.  Those opportunities will help build a sense of personal ownership in what we do and learn.

            You probably haven’t given much thought to the physical arrangement of your classroom.  It, too, will provide the interviewer with some insights into your personal philosophy as well as your ability to plan ahead.

NEW BOOK!!

Dear Friends:
          I just received word that Ace Your Teacher Interview can now be ordered from Amazon.com.  Officially, it will be in stock on Friday, January 13, 2012.

Thank you,
Anthony D. Fredericks, Ed.D.

What you will do the first few days of school?

Q:  To establish a positive classroom environment, share what you will do the first few days of school.

A:   I know that those initial days of a new school year are critical, as well as anxious – especially for ninth-grade students.  Some of the things I would do would include 1) meeting and greeting my students at the door to my classroom.  I want to shake their hands, call them by name, and welcome them into the room.  2) I want to establish a seating pattern or seating chart early on.  I’d want to assign them to desks alphabetically, at least initially, so I can learn their names quicker.  3) I would want to talk briefly about myself – sharing with students my own education, my family, and especially my philosophy of education in general and English education specifically.  4) I’d want to take attendance each day, making sure I add a positive comment about each student as I begin learning their names and the correct pronunciation of those names.  5)  I would also share an initial set of rules and classroom expectations – no more than five in number – and invite them to help establish additional classroom procedures throughout the year.  Finally, 6) I would inform students about my expectations for each class and each period.  They need to know my expectations about bringing textbooks, note taking, homework assignments, and appropriate behavior.  I know it’s a tall order – but one that will be essential to the eventual success I envision for each and every student.

            Here’s an opportunity to answer two questions in one.  First, what is your philosophy of teaching?  And, have you sufficiently thought about and planned out those critical first days of school?  You want the interviewer to know that you have planned ahead, not that you’ve just made up the answer right there on the spot.

üEXTRA CREDIT:      Interviewers always appreciate problem-solvers.  Tell the interviewer how you can help her solve professional problems and you’ll always be ahead of the pack.