The Ideal Teacher!

I'm frequently asked, "What are the three or four questions most often asked during a teacher interview?"  That's always a difficult question to answer simply because there are so many possible questions to ask.  The Ace Your Teacher Interview book is an assembly of 149 of the questions most often posed to teacher candidates.  However, the following question is one that ranks high as a "favorite" of many principals and school administrators.  EVERY candidate should be ready for this:

     How would you describe the ideal teacher?

     A:   The ideal teacher is someone who embraces and practices several standards of good teaching.  While there are many standards, I believe that three are critical and necessary for good teaching to take place.  These include 1) The ideal teacher understands how children learn and can develop learning opportunities that support their intellectual, social, and personal development.  2) The ideal teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.  And, 3) The ideal teacher understands and uses formal and informal assessment strategies that ensure the continuous intellectual development of all learners.  While these are certainly not the only standards good teachers should practice, I believe them to be three of the most important.

This is a question you’re likely to be asked near the beginning of the interview.  Then, the interviewer will try to determine (throughout the remainder of the interview) if, indeed, you are the candidate who best exemplifies these ideals.  It’s equally important that you know what good teachers do (and how you would embrace that philosophy) in response to those concepts.

 

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How Will You Compliment This School?

One of the essential “ingredients” in every new employee is the ability to work well with others and the ability to be part of a highly functioning team.  The interviewer wants to know how you will become part of the “education team” and that your personality will complement the staff already in place.  Here's a question you are sure to be asked:

     How will you compliment this school?

     A:   I particularly enjoy an environment in which there is a great deal of camaraderie and support.  My two previous visits to Deer Valley High School revealed that teachers here are quite supportive of each other.  There are book discussion groups, teacher-led in-service meetings, and several social events throughout the year.  There is a spirit of cooperation and collegial support throughout the school – a spirit I can embrace and prosper in.

This is an opportunity to assure the interviewer that you are a true “team player.”  You’ll also note that this is a good question to determine whether you have done your homework on the school prior to your interview.

 

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What Are Your Expectations?

One of the constant themes of most teacher interviews revolves around your reasons for getting into the education profession.  One of the most commonly asked interview questions is, "Why do you want to teach?"  Your ability to respond to that query is often the deciding factor in whether you are offered a job.  Here's another similar question:

     What three expectations do you hold for yourself?

     A:   When I’m teaching children I always want to be fair and consistent.  I know that fairness isn’t about treating everyone the same, it’s giving everyone what they need.  I also want to be flexible.  I know that no two teaching days are the same and I need to be able to bend, adjust, and modify at the proverbial drop of a hat.  If I can’t change when something comes up unexpectedly then I may be cheating my students out of some wonderful learning opportunities.  But, above all, I expect myself to be a good role model for children.  I want to display all the joy and excitement I have about education and let my students be part of that enthusiasm.  I’ve always believed that good teachers are good models and I never want to forget that in any classroom or any academic activity.

This is the flip side of ‘Why do you want to teach?”  Can you provide the interviewer with three concrete reasons why you entered this profession?  Can you convincingly explain, in a few short sentences, your motivation for teaching?

 

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Your Most Creative Lesson

Most interviewers want to know what your strengths are.  Where do you shine?  What skills would you bring to the school?  What are some positive aspects of your teacher training program?  The following question is designed to showcase your talents - an opportunity to underscore your philosophy...and how you put it into action.

     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.

 

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A Second Career Choice?

It is not unusual to be asked a "zinger" - a particularly challenging question designed to determine the strength of your philosophy or the intensity of your commitment to teaching.  Here's an example that frequently pops up in many interviews:

     What was your second career choice?

     A:   I’ve never considered anything else but teaching.  I’ve been influenced by many teachers in my life – from elementary school all the way through college.  I know how one teacher can change the life of one student.  Perhaps I was that student – an average individual who was pushed to excel by Mrs. McDonald in sixth grade, challenged to go above and beyond by Mr. Donahoe in tenth grade, and inspired to create a “hands-on, minds-on” curriculum by Dr. Oliver in college.  Teachers have had a profound influence in my life and I would like to make the same kind of difference in the lives of my students.  I can’t think of any other profession, or any other occupation, that would give me the opportunity to change lives – in such a positive way – as teaching.  For me, there is no second career.  I want to teach!

Don’t even think about suggesting an alternate career path.  This is when you must convince the interviewer – beyond a shadow of a doubt – that your life’s mission is teaching.  Demonstrate your singular passion for the field and let it be clear that teaching is in your blood, is an integral part of who you are, and is the singular pursuit of your life.  This is not the time to be wishy-washy – this is the time to be clear, passionate, and compelling about your career choice.

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Full Inclusion Classrooms

Here’s a question that frequently arises in teacher interviews, for both elementary and secondary positions.  This is an opportunity for you to show both a breadth and depth of knowledge about special needs students.  If you are “running neck and neck” with another candidate, your detailed and specific response to this question will always tip the scales in your favor.

     What are some teaching methods used in full inclusion classrooms?

     A:   One method is the One Teach One Support method.  With this method students sit in rows in front of the chalkboard and instructing teacher.  As the teacher, I would station myself off to the right or left of the students in order to provide extra help and support as needed. In this model the participants are all following my instruction so that no child is excluded.  I could also use Station Teaching. Using this method my classroom would be divided into two, even three, different sections.  One group of students would be situated facing horizontally toward the blackboard; the second would be arranged vertically facing the right wall.  If a third group is present they would be arranged parallel to their vertically arranged classmates and will be turned to face the opposite wall or the front of the classroom.  Students with special needs will be divided among these groups evenly.  A third method I could use would be Parallel Teaching.  In this case my classroom would be arranged so that students are split into two groups. These two groups would be placed back to back with students from each group facing me.  One group would face me in the front of the classroom, and the other group with face the special education teacher in the rear of the classroom.  Students with special needs would be divided equally between these two groups and their classmates - making sure that one group doesn’t contain all the special needs students.  Of course, these aren’t the only options I could use, but they are some of the most effective in terms of a full inclusion classroom.

If the answer above sounds detailed and specific – that is intentional.  If I was a betting person, I could almost guarantee you that you’ll get a question (or two) regarding inclusion.  Take the time and make the effort to know everything you can about inclusion.



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Most Challenging Discipline Problem

You can almost “bet the farm” that you’ll get asked one or two discipline-related questions in any interview.  The principal or interviewer wants to know how you handle one of the “constants” in the life of any classroom teacher.  Here's one of the most frequently asked questions: 

     Tell me about your most challenging discipline problem.

     A:   That would be Derek!  In a word, Derek was unmotivated.  He could care less about history and he could care less about life in general.  For Derek, everything was boring.  In a conversation I had with him I discovered that he loved stock cars and probably knew more about stock cars than most of the people who raced them.  One day I brought in a photo of my brother’s stock car and showed it to Derek.  His face lit up like a Christmas tree!  I arranged for Derek and my brother to meet after school one day and the two of them couldn’t stop talking for hours – stock cars, stock cars, stock cars!  From then on I had his attention.  He and I worked out a simple behavior plan – he’d do a certain amount of homework or a class assignment and in return he’d earn some points.  The ultimate reward was the opportunity to work the pits at one of my brother’s races at Williams Grove Speedway.  I never saw a student change so much as Derek.  His final project for the course was on the history of stock car racing.  It was phenomenal!  Nobody had taken the time to find out what Derek was all about…but when we did he was a changed person.

In response to the question, you should provide a specific example and show how you addressed the issue with specific details.  Never talk in generalities on matters of discipline; demonstrate with specific details and specific examples how you dealt with an issue. 

 

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The Most Difficult Aspect of Teaching

Principals want to know whether you have a cogent and solid philosophy of teaching.  If your philosophy isn't well-established by the time of an interview, you will be casting considerable doubt on your ability to do the job.  Here's a question (and response) that frequently comes up in many interviews.

     What do you think is the most difficult aspect of being a teacher?

     A:   Patience.  One of the toughest lessons I learned is that change does not come about overnight.  Just because I put together a dynamite lesson plan doesn’t necessarily mean that every student will “get it” the first time around.  Just because I make a sincere effort to involve parents in the affairs of my class doesn’t mean that every parent will come on board.  And just because I reprimand a student for some inappropriate behavior doesn’t mean that he will change right away.  I have to always keep in mind that good teaching, like good gardening, always involves a large measure of patience.  A gardener doesn’t expect all his seeds to sprout at the same time; neither should a good teacher.  I think that if I can keep that concept in mind then I’ll be successful in this profession.

Here’s an opportunity for a large dose of humility and an equally large dose of reality.  Show that you’ve done some self-evaluation and demonstrate that you’ve learned something in the process.  You’ll win a lot of fans that way.

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The Biggest Challenge for Teachers

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.  Here's a typical question: 

     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 “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.

 Be sure to demonstrate how you have addressed an element of an 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.

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What Do You Like Best About Teaching?

Interviewers want to know about your philosophy.  They want to know if you have a solid philosophy or whether you've just developed your philosophy in the last 24 hours or so.  Your philosophy reveals a lot about who you are as a teacher; it also gives an interviewer solid information about where you stand on critical issues.  Here's a typical query:

 

     What do you like best about teaching?  What do you like least?

     A:   For me, teaching is an incredibly rewarding career!  It offers unlimited possibilities to influence generations of students, imparting to them the excitement of learning, the passion of discovery, and the magic of an inquisitive mind.  I believe that teaching is both a science and an art.  It is also a way of making a difference in the lives of others.  It is the shaping of minds and the shaping of futures.                       

            What I like least would probably be the fact that I have a limited amount of time to work with my students.  I have only 180 school days and seven-and-a-half hours in each of those days to share with them all the wonderful things they can learn.  While I can’t change the time I have available, I can change students’ lives.  I can’t think of anything more exciting.

 Don’t select controversial topics for your response.  You won’t know where the interviewer stands on those topics and you don’t want to upset her or him.  Select topics that are non-controversial or non-confrontational.

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Your Special Skills

A teacher interview offers you a wonderful opportunity to highlight skills and talents that may not be evident on your resume.  Here's a question often asked near the end of an interview - a chance for you to highlight your unique talents.

      What special skills or talents will you bring to your classroom?

     A:   I’ve always been interested in theatre.  I was in a number of plays in college and served as a youth director for a production at a local repertory company in town.  I’ve read some books about readers theatre and how valuable it can be as a language arts activity.  I’ve learned how it can help kids become more fluent readers and would like to make it part of my language arts curriculum.  From what I’ve read I think it can be a positive addition to the classroom curriculum and a way to get kids more actively engaged in their own learning.

With this question the interviewer is providing you with an opportunity to demonstrate how well-rounded you are.  Don’t blow this wonderful chance to let your personality and talents show through.  As in all your responses, select examples that can have a connection to what goes on in a classroom or to specific elements of the overall curriculum.  Let your talents and skills shine, but don’t go overboard.

Classroom Management II

If you're looking for a question (or series of question) sure to dominate any interview - you can certainly count on hearing queries about classroom management.  They will come in all sizes and all shapes - but it is as certain as death and taxes that you will be faced with one or more questions.  Be prepared!  Here is another typical one frequently shared in an interview:

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.

If You Could Change Anything...?

Every once in a while, you'll get a question designed to see how well you can think on your feet.  These questions are often asked to determine your overall attitude - positive or negative - and how that attitude might be revealed in an "off the wall" query.  Be ready for these.

If you could change anything about your teacher preparation program, what would it be?

A:   I wish we would have more field experience hours required in preparation for students teaching. At High Tuition College we were required to complete 150 hours of field experience prior to student teaching.  I’ve always felt that that simply wasn’t enough to prepare us for the demands and challenges of the student teaching experience.  So, on top of that requirement I spent a lot of time over breaks and vacations volunteering at my local elementary school.  I was a guest reader in the school library for the “Readers are Leaders” club, I helped out with the after-school tutoring program, and I coached the junior soccer team.  I wanted to obtain as many experiences with youngsters as possible – even beyond what the college required.  I knew that those experiences would help me be a better teacher in the long run.

Obviously, you don't want to bad-mouth your college or university teacher training program (the interviewer may have graduated from there, too).  Briefly mention one small aspect of the program that may not have met your expectations.  Show how you dealt with that aspect in a positive way, going above and beyond the usual requirements to learn more than was required.  This is a great chance to demonstrate how one of your strengths was used to address a problem or recurring situation.

Classroom Management

Classroom management is one of the most important concerns in schools today.  You should definitely plan on being asked a “management question” at some time during the interview.  Here's a sample:

     What is your philosophy of classroom management?

     A:   I would want to establish a specific set of rules for students to follow.  This set of rules would be designed to create a sense of order and comfort so that teaching and learning can take place.  But, in order for the rules to be effective, I know they need to be built on some very basic principles.  These principles would include 1) Students should have a sense of ownership of the rules – they should be invited to contribute a set of expectations about classroom behavior.  2) Classroom rules should always be framed in positive terms.  Instead of “Don’t hit people,” I would say ‘Respect other people.”  Instead of “No talking when someone else is talking,” I would say, “Take turns talking.”  3) I would make sure all students understand the classroom rules through concrete examples, specific anecdotes, and personal stories.  And, 4) I would make sure my classroom rules were consistent with school rules.  Above all, my classroom management policy would be structured on a set of rules that would be communicated in clearly defined terms and language students understand, provide the specific rationale or reason for a rule, and offer concrete examples of each rule as I would want it practiced.

Your response should be carefully crafted in terms of specificity and purpose.  The more detailed you are in your response the better you will be viewed by the interviewers.  Never talk in generalities when responding to this query.  Be precise!

Using Technology

Most of the administrators I talked with want to know how versed teacher candidates are in technological issues.  Your response to a question such as the following should demonstrate your awareness of and comfortableness with technology as a powerful teaching tool.

How will your students’ overall performance improve as a result of technology?

     A:   I believe my students’ performance will improve in three specific areas.  One, students will have increased opportunities to become more actively engaged in the dynamics of a lesson.  Technology will offer them an array of information available nowhere else.  Second, I believe technology will help me help my students improve their thinking skills as well as their problem-solving abilities.  Through the use of technology, we will be able to focus on higher-level thinking skills that go beyond rote memorization into new worlds of discovery and exploration.  And, third, it will provide me with some incredible opportunities to differentiate my instruction.  I’ll be able to use technological resources to target specific students with specific instructional options.  I was able to incorporate all these concepts into a unique project during my student teaching experience.  The project, which we named “Explorers for Hire” was developed as part of our social studies unit on the exploration of the New World.  Students had to obtain information from the Internet about specific explorers, they had to write personal biographies, they each took on the role of a specific explorer and applied for a selected exploration, they mapped and tracked their routes of exploration, they planned their voyages and the supplies they would need, and they reported the results of their exploration in the form of special documents and records.  It was a great project – one the students embraced enthusiastically and one that generated a new interest in social studies.

 In your response to this question you need to include two things.  One, you must demonstrate your knowledge of technology and its instructional advantages.  And, two, you must provide the interviewer with a specific example of how you put those principles into practice.  In other words, you must be able to “talk the talk and walk the walk.”

Your Classroom Environment: Different Cultures

In my discussions with principals around the country, this was a question that was quite often asked, in one form or another, in teacher interviews.  Administrators expressed to me the fact that in today’s pluralistic society, teachers need to be aware of the many faces they will see in their classrooms and the ways in which those children can be informed and ways in which they (and their culture) can be celebrated.  Demonstrate (with specific details) how you have been part of this process.

     Describe how you will deal with different cultures in your classroom.

     A:   Good teachers are always sensitive to their students’ cultural backgrounds.  They respect students’ languages, customs, traditions, and beliefs.  They never make fun of students who are different, but rather celebrate these new opportunities for enriching the learning experiences of all children.  One of the most effective ways of doing that, I’ve discovered, is through the use of relevant children’s literature.  Reading books about people from different cultures, developing units about customs and traditions in various parts of the world, and exposing students to the beliefs and ways of immigrants from various parts of the world with literature can be some of the most effective ways of helping students understand and appreciate the multicultural world we live in.  I had the unique opportunity to develop and teach a thematic unit on multicultural literature while in student teaching…and I’ll never forget it!

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Resolving Classroom Conflicts

A principal or interviewer wants to hear, not just about the successes you’ve had, but also how you have dealt with some of the inevitable challenges of day-to-day teaching.  As a result, here's a question you're likely to get:

Describe a time in student teaching when you failed to resolve a classroom conflict.

A:   We had this student in second grade – Matthew – who was very hyperactive.  He was on meds, but his parents always forgot to give him his medication before he came to school.  As a result, one of us had to maintain very close proximity to Matthew throughout the day in order to keep him in check.  In hindsight, I would have worked harder to establish open lines of communication with his parents.  I would have created a more intensive classroom behavior modification program that would have rewarded Matthew for good behavior.  I would have focused more on those times when Matthew exhibited good behavior and would have established a concrete plan of action to record those successes.

In responding, always focus on the positive – never blame a student or his parents.  Show what you learned as a result of this experience and how you might use that experience to address a similar challenge in the future.  Keep the spotlight on the fact that you are vitally interested in improving your teaching skills and that you are always willing to grow and learn.

Are You a Team Player?

One of the essential “ingredients” in every new employee is the ability to work well with others and the ability to be part of a highly functioning team.  The interviewer wants to know how you will become part of the “education team” and that your personality will complement the staff already in place.  Here's a question you're likely to hear (in one form or another) in almost any interview.

    How will you compliment this school?

     A:   I particularly enjoy an environment in which there is a great deal of camaraderie and support.  My two previous visits to Deer Valley High School revealed that teachers here are quite supportive of each other.  There are book discussion groups, teacher-led in-service meetings, and several social events throughout the year.  There is a spirit of cooperation and collegial support throughout the school – a sprit I can embrace and prosper in.

This is an opportunity to assure the interviewer that you are a true “team player.”  You’ll also note that this is a good question to determine whether you have done your homework on the school prior to your interview.

What Sets You Apart?

Here's a most interesting question that pops up every now and again.  If you're not careful, this can be a tricky one (and many people have "stubbed their toe" on this query).  Don’t sound arrogant with your answer to this question; but display a sense of confidence.  This would be a good opportunity to bring in the observations, perceptions, and evaluations of others – particularly those who have observed you during your student teaching experience. 

     What sets you apart from the crowd?

     A:   I guess you could say that I’m success-oriented.  I really like it when my students succeed – not just one or two – but when everyone has the chance to improve in some selected area – whether that is social studies, science, music, or language arts.  I’ve been known to create several different versions of the same lesson plan – my own differentiated curriculum – so that every child has the opportunity to enjoy some measure of success.  My friends would say that success is my passion; my college supervisor would say that it’s really part of who I am.  It’s something I hope will be part of every lesson I create and every child I work with.

Your answer should be short and pithy – never drone on about everything you did during student teaching or in your pre-service field experiences.

Teaching Learning Disabled Students

Here’s a question that frequently arises in teacher interviews, for both elementary and secondary positions.  This is a grand opportunity for you to show both a breadth and depth of knowledge about special needs students

What are some strategies you plan on using to teach learning disabled students?

     A:   I am aware that learning disabled students will present me with some unique and distinctive challenges.  Therefore, it is important for me to remember that LD students are not students who are incapacitated or unable to learn; rather, they need differentiated instruction tailored to their distinctive learning abilities.  Some of the strategies I plan to use include, 1) I plan to provide learning disabled students with frequent progress checks.  I want them to know how well they are progressing toward an individual or class goal.  2) I plan to give immediate feedback to my learning disabled students.  They need to see quickly the relationship between what was taught and what was learned.  3) Whenever possible, I need to make my activities concise and short.  Long, drawn-out projects are particularly frustrating for a learning disabled child.  And, 4) I know that learning disabled children need and should get lots of multisensory experiences.  A multisensory approach will help these students learn to the best of their abilities.  I’m confident I can address the specific needs of the learning disabled students in my classroom.

If you are “running neck and neck” with another candidate, your detailed and specific response to this question will always tip the scales in your favor.

The Ideal Teacher

Here's a tough question that often trips up a lot of interviewees.  It's one you need to be prepared for; simply because it is asked so often.  It's a question you’re likely to be asked near the beginning of the interview.  Then, the interviewer will try to determine (throughout the remainder of the interview) if, indeed, you are the candidate who best exemplifies these ideals.

     How would you describe the ideal teacher?

     A:   The ideal teacher is someone who embraces and practices several standards of good teaching.  While there are many standards, I believe that three are critical and necessary for good teaching to take place.  These include 1) The ideal teacher understands how children learn and can develop learning opportunities that support their intellectual, social, and personal development.  2) The ideal teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.  And, 3) The ideal teacher understands and uses formal and informal assessment strategies that ensure the continuous intellectual development of all learners.  While these are certainly not the only standards good teachers should practice, I believe them to be three of the most important.

It’s critically important that you know what good teachers do (and how you would embrace that philosophy).  Be sure to do your homework on this query - it is, quite frequently, the centerpiece of many interviews.  Make sure your passion shows through loud and clear on any response.

 

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Why Do You Want to Teach?

What is your educational or teaching philosophy?  This is a question that will come up in every single interview.  You must be prepared to answer it with conviction, determination, and sincerity.  The question may take one of several forms, but it will be asked at some point in the discussion.  This is one query you want to practice several times - it has the potential to make all the difference in the world.  Don't wimp out on this one.

     Why do you want to teach?

     A:   I had a professor in college who always used to say, “To learn is to change.”  That saying has always influenced me simply because I can see all the positive changes that have occurred in my life through education.  I want those changes to be part of what I can share with young people.  I want students to see how education can not only keep us current, but can also keep us growing, and changing, throughout our lives.  It’s not the accumulation of knowledge that is important, it is what we do with that knowledge that keeps change happening, and that keeps us growing.  I want to initiate and fan those flames in my students as much as my teachers have done in me.

Provide some evidence that you have given this question serious consideration.   Make sure a sincere and committed desire to teach comes through loud and clear.  Every principal has heard the all-too-common response, “Because I want to make a difference in kids’ lives.”  Try something new, something that refers to a specific reason or incident in your life that propelled you into education.  This would be a very good opportunity to weave a short anecdote or brief personal story into your response.

Your Greatest Weakness

Here is one of the best questions in any interview – for both the interviewers and the respondent.  Always be ready for this one!  This is not the time to rant about all your imperfections or, even worse, the imperfections of others.  Don’t admit to a weakness in teaching a particular subject, or in classroom management, or disciplining students.  Select one or two personality attributes that are more general than specific.  For example, trying to do too much, being a perfectionist, running out of time, not getting to everything on a “To Do” list.  These are “imperfections” we all have and that we all wrestle with.  This is the only time you don’t want to be too specific.  Select an “innocent” weakness and frame it in positive terms.  Above all, keep your response short and sweet.

     What is your greatest weakness?

     A:   People sometimes tell me that I come up with too many creative ideas.  I’m always trying to think “outside the box” when I design lesson plans, units, or extended projects.  I always want to include more activities and more projects in my lessons and sometimes find myself getting impatient when I don’t have enough time to do them all.  I’m still learning how to be more patient with my creativity.

 

Here's the perfect summer reading assignment!  Everything you need to know about securing the job of your dreams is in this book.  Check it out!

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Professional Growth???

Have you given some thought to what you plan to do after you get your degree?  Please don’t make the fatal mistake of assuming that you have all the education you will ever need to be an effective teacher.  If you go into the interview with that attitude I can promise you that you’ll leave the interview with nothing more than a handshake and a pat on the back.  Here's a question that pops up in almost every interview.  Be ready for it.

  

What are your plans for professional growth?

     A:   I know that good teachers are those who keep learning, who continually add to their knowledge base throughout their teaching career.  I’m equally aware that my education is a continual learning process.  It doesn’t stop just because I’ve graduated and have a teaching certificate.  It means that if I am to provide the best possible education for my students, I need to provide myself with a variety of learning opportunities throughout my career.  To that end, I plan to take several graduate courses with an eye towards getting my Master’s in Reading.  I’m planning on attending several regional and state conferences so that I can begin developing a network of fellow teachers – both experienced and novice.  I’ve recently ordered some new teacher resource books recommended by one of my professors so that I can stay up-to-date on some of the new strategies for reading instruction.  I guess that if I want my students to be good learners, I’m going to have to be a model of good learning myself.

 Hint:  Design your future!  Write it down and plan to insert it somewhere into the conversation.  Trust me, you'll be asked this question and your response will indicate whether you're sufficiently prepared to assume ALL the responsibilities of a professional educator.

Teachers' Biggest Challenge

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.  Here's a typical question:

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.

 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.

 

How's your job search?  If you're still looking for some answers you might want to check out the following resource:

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Why Weren't Your Grades Better?

Let's assume you don't have a 4.0 GPA (I certainly didn't).  You may be worried that your grades will be an impediment to getting a teaching position.  Don't be!  You didn't get to this stage in the hiring process solely because of your GPA.  You got here because of other skills, talents, and qualifications.  As a result, the following question is one often posed during an interview.  How you answer it will reveal a lot about your personality and your educational perspective.

     

Why weren’t your grades better?

A:   I had a great educational experience.  I learned a lot while in college – not only about the art of teaching, but also about myself.  I learned that if you want to succeed you need to devote yourself 100% all the time.  When I first got to college I was overwhelmed by all the requirements, all the responsibilities, and all the activities on and off campus.  I got involved in lots of clubs, lots of organizations, and lots of extra-curricular activities.  As a result, my grades suffered during my first two years.  It was only when I was enrolled in my teacher-preparation courses that I realized that I would need to buckle down and commit myself 100% to my chosen profession.

Whatever you do – don’t make excuses when answering this question.  Always take responsibility for your actions (or inactions).  Don’t try to bluff your way out of this question – the interviewer probably has seen your transcript and knows exactly what your GPA is.  Own up to your mistakes, take responsibility, and show how you have grown as a result.  Never get defensive or place blame.

Why you?

Here is a question frequently asked near the end of an interview.  It is a great way to put a punctuation mark on who you are and what you will bring to a school.  It’s similar to the question, “Why should we hire you?” and provides you with a terrific opportunity to leave the interviewer with a most favorable impression. 

We have a number of applicants interviewing for this position.  Why should we take a closer look at you?

A:   More than just a major in college, teaching for me is a passion.  I’ve worked closely with our local Boy Scout troop, volunteered as a youth leader in my local church, and spent quite a bit of time in the children’s department in the local public library.  With me, you’ll get passion and commitment – but you’ll also get a wide range of experiences in several different settings…experiences that give me a broad base beyond course work and student teaching.

Practice this one and be prepared to offer specific details.  Your response should also answer the most important question in any interviewer's mind ("How will this person make my job easier?").  One other thing - don’t “talk negative” about the other candidates…if you do, you’re toast!

Other Teaching Experiences

In most interviews, the interviewer wants to know if you’ve had varied and diverse opportunities in working with children.  Have you experienced diverse populations of kids and have you been involved in an eclectic array of child-centered activities?

 

What experiences have you had working with students other than student teaching?

A:   For the past three years I have been a volleyball coach at the local YMCA – working with the junior volleyball team.  I have been an after-school tutor at the West End Community Center on Thursday evenings – helping youngsters with various homework assignments.  Each summer I am a volunteer reader at Long Valley Regional Library where I share books and stories with three to five year olds.  I’ve been a camp counselor for four years at the Big Mountain Nature Camp and I’ve helped supervise playground activities during the annual Spring Fling held each year in Centerville.  I guess I’ve always been attracted to kids and take every opportunity I can to work with them, teach them, and be a positive influence in their lives.

Bottom line: The more programs and activities you’ve experienced – beyond student teaching - the better your chances at obtaining a teaching position.

 

Check this out:

http://www.brpressbooks.com/teacher-interviews-why-theyre-important/