How Do You Compare?

If you're looking for a tough interview question, you can't do better than this one!  This is one of those "stinkers" that will trip you up if you're not prepared.  Know that most interviewers will want some information on how you compare with other candidates.  Here's a query that delivers that data AND assesses your reaction to that data.

     Compared with other student teachers, how would you rate yourself?

     A:   On a one to five scale (as used on the state evaluation form) I consistently achieved an average of 4.7 on all five areas of student teaching competence.  My cooperating teacher consistently rated me high on all the necessary markers for student teaching.  While I know that student teaching is still a learning process, I achieved evaluative marks and comments that were some of the best.  I like to set high standards for myself, just as I do for my students.  Always learning and always getting better are goals I always want to be working toward.

Be honest and be sincere when you answer this question.  If you have some numerical data or written reviews to share with the interviewer, please do so.  It’s data that can easily be verified later.  If your scores or evaluative marks are not as high as you would like, let the interviewer know that one of your primary goals is to keep improving.  In short, you’re not a “finished product” – you are still a “work in progress.”

Evaluating Student Progress

Are you looking for a guaranteed question - one that pops up in almost every single interview?  Here's one that I can assure you will be asked no matter what subject you plan to teach or what grade you would like to work with.  This is a question you always want to be ready for.

     How do you know if students have learned what you taught them?

     A:   Evaluation is an integral part of the learning process.  As such, it must be sensitive to the needs, attitudes, and abilities of individual students as well as the class as a whole.  I must be careful that I do not over-rely on one form of evaluation just because it is easy or convenient for me to use.  Rather, I need to utilize a multi-faceted evaluation program if I am to determine whether students are mastering the objectives for each lesson. To that end I need to use formative evaluation measures in order to assess student progress with the material being presented, as diagnostic instruments to determine student strengths and weaknesses, and to provide student and teacher feedback.  I also need to utilize summative evaluation measures at the conclusion of a unit of study in order to asses the extent of pupil’s achievement, to provide a basis for the calculation of course grades, and provide data from which parent reports and school transcripts can be prepared.

I like this question for several reasons…and so do a large number of principals.  Your response demonstrates the extent of your knowledge about assessment and evaluation, your plan for putting that knowledge into practice, your understanding of the connection between lesson objectives and student performance, and your comprehension of both product and process evaluation.  It’s a tall order, but one you need to master.

When Your Cooperating Teacher Wasn't Happy....

Curve balls!  If you've ever watched a professional baseball game on TV, you have undoubtedly heard the announcer talk about a pitcher's various pitches.  The curve ball, as you might imagine from it's name, is one of the trickiest pitches for a batter to hit.  Well, guess what, there are some "curve ball questions" that sometimes pop up in teacher interviews.  Here's one that could having you swinging wildly if you're not ready for it:

Tell me about a time when your co-operating teacher wasn’t happy with your teaching.

A:   During my first week of student teaching I was very nervous and I jumped right into my math lessons without taking the time to do an anticipatory set.  The students had puzzled looks on their faces and I couldn’t figure out why until my co-operating teacher pointed out that I’d left out one of the most important parts of any lesson.  I realized how important it was to follow the standard lesson protocol and take the time to properly introduce every lesson. Since that first week Mr. Jesson has been very pleased with my performance.

This is not the time to blame others or to make lame excuses.  Take full responsibility for your actions and show how you were willing to make any necessary changes as a result of the incident.  It is not necessary to go into a great deal of detail here; instead point out a minor conflict and quickly explain how you used it to become a better teacher.

What Are Your Goals?

Looking for a question you can count on getting in almost every interview?  Here it is.  Be ready for it.

      What are your goals in education?  Where do you see yourself five years from now?  How does this position fit into your career plans?

A:  First, I want to be the best teacher possible.  To do that, I’ve set three primary goals for myself.  I’d like a position that challenges me; one where I can continue to grow and develop as a teacher.  Second, I’d like to be a positive influence in the lives of children at both the cognitive and affective level.  Third, I’d like to include the community in the total education of children.  Based on what I have learned so far, I believe Running Brook Intermediate School offers me the best opportunity to accomplish those goals.  I would hope to be here for many years – growing, learning, and contributing right alongside my students.

The interviewer wants some assurance that you plan to stay in the school/district for an extended period of time.  This is also a great opportunity to answer the always unasked question ("How will you make my job easier?) because your permanence in the school/district will relieve the principal of one more responsibility – having to hire another teacher.  In short, the principal wants to know if you plan to stay in the position over the long haul and if you’ve given thought to the future beyond your first year of teaching.

What Kind of Principal Would You Like to Work For?

Every once in a while, you get a question seemingly out of the blue.  Here's an example of one of those questions.  Suffice it to say, its not one you would expect.  But, it's an example of those types of questions you need to be ready for.

     What kind of principal would you like to work for?

     A:   From my own observations and conversations with teachers I think that a good relationship with a building principal needs to be based on trust and communication.  I can certainly help in that regard by always keeping my principal informed.  I know that the last thing any administrators needs or wants is a surprise.  If I was inviting a guest speaker into my classroom, setting up a terrarium with a collection of snakes, or assigning a controversial book for my students to read, I would want to inform my principal.  I’ve learned that keeping the principal in the loop, information-wise, is always a good idea.  If I have a problem student or anticipate the storming of the office by an irate parent, I should let my principal know early on.  A well-informed principal can assist me in working through a problem, particularly if she or he has information early in the process.  That information sharing, I believe, is critical in establishing both trust and open lines of communication between me and my principal.

 

Administrators want to hire people who will not create problems, but will make the principal’s job a little easier.  You will note that a good response to this query is pro-active rather than reactive.  Rather than describe the principal (which may or may not match the person interviewing you), explain what you will do to enhance a positive teacher/principal relationship.  You’ll get more points that way.

WE'RE BACK! and What Are the Challenges of Inclusion?

We're back from our short hiatus.  And, this time, we're going to pose a question that pops up quite frequently in teacher interviews.  You really need to be well-versed in this topic as it will, not only determine whether you get the job of your dreams, it will also determine how successful you are in that job.

     What are some of the challenges of inclusion?

     A:   Based on my experiences in student teaching as well as those I’ve had during my Field Experience requirements, I believe there are four primary challenges teachers need to be aware of.  These would include 1) The danger of a two-system situation; that is, a clear and distinct separation between general and special education.  2) Another challenge for me is to make sure that there is complete accountability and a process in place to collect data objectively.  3) One of the biggest challenges would be to ensure that my expectations for special education students are not artificially low or, even worse, non-existent.  And, finally 4) I need to ensure, and convey, a philosophy that my general education classroom would be not be disrupted if and when special education students are included.  I know these are not easy challenges to deal with; but, deal with them I must if each and every one of my students is to achieve a measure of academic success.

 

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 – especially if you are an elementary teacher.  Take the time and make the effort to know everything you can about inclusion.  Otherwise, your job search may be longer than you planned.

Taking a Break!

Dear Friends:
     During this slow time in the hiring season, I thought it would be a good idea to give my brain and this blog a little break.  We'll be back on the first weekend in November with more tips, ideas, strategies, and innovative techniques that will help you get that teaching job of your dreams.  In the meantime, if you'd like to pick up one of the books listed on the right side of this post, please do so (They're guaranteed to keep your brain active!).
     I look forward to seeing you again in November.
Cheers,
Dr. Anthony D. Fredericks

 







Never Give Up!

Here's a question I particularly like.  I've used it many times when interviewing teacher candidates and I know it has been used by lots of principals around the country.  Answer this question correctly and you will truly Ace Your Teacher Interview.

     What are you going to do for that kid who just doesn’t get it?

     A:   Never give up!  I believe every child has the right to an education.  Every child should be provided with educational opportunities that are geared to his or her needs, interests, and abilities.  If there’s one thing that the concept of Differentiated Instruction taught me it’s that through assessments and learning profiles I can provide tiered activities that will offer each child a measure of success.  My challenge is to discover what tier the child should be assigned and the best practice strategies that will offer him or her the greatest opportunities to succeed.  But, most important, I will never give up on any child.

Here’s a great opportunity to show your passion and desire to teach.  Keep your response positive and be sure to inject some current research or best practices into your answer.

The Single-Most Important Question You Must Always Answer!

Dear Readers:
     At the request of a former student, I'm going to reproduce part of Chapter 6 in the book Ace Your Teacher Interview (http://amzn.to/2gRBUWx).  The focus is on the one question that comes up in every single interview situation - a question so critical, that it can determine whether or not you will get a teaching position...particularly in a very competitive job market.  This question is so important that I would like to invite you to share this post (e.g. Facebook, Instagram, Twitter, LinkedIn, etc.) with friends and colleagues - you will definitely be helping them out.

Chapter 6

The Single-Most Important Question

You Must Always Answer!

            It’s the one question that is always in the mind of any interviewer.  It doesn’t matter whether you are interviewing for a job stocking shelves at a local grocery store, interviewing for the CEO position at a major company, or interviewing for a position as the manager of a minor league baseball club – every interviewer has this question on his or her mind when they interview candidates for a position.  And here’s why it is important – the question will never be asked in any interview…but it must always be answered.

            The question is this:

1. How will this person make my job easier?

            You are being interviewed because the interviewer hopes you can bring value, dedication, and expertise to the job.  Those qualities are what any boss wants to see in his or her employees.  Those qualities help the boss (principal) do his or her job better and ensure that a product (education) gets into the hands of the consumer (students).  That single question will never come up in any teacher interview (or any other kind of interview for that matter), but if you can answer the question – several times during the interview - you will put yourself heads and shoulders above the rest of the competition and ensure a very favorable assessment on the interview.

How will this person make my job easier?

            For most bosses – and for every building principal – their responsibilities are numerous and non-stop.  They must handle a whirlwind of responsibilities, demands, schedules, unexpected events, and last minute chores that strain their patience and their resolve.  It’s like a circus performer who juggles 15 bowling balls while encouraging a dozen lions to jump through flaming hoops AND walking a tightrope a hundred feet in the air.  And, that’s every day.  To say that principals are overworked and overscheduled would be to understate the obvious.

            Each of those principals is looking for ways to maximize their performance and minimize their stress.  If you can demonstrate ways in which you will make the principal’s job a little easier…a little less crazy…a little less stressful, then you will be the one he or she remembers when it comes time to make a final decision on who gets hired and who doesn’t.

 

INSIDER TIP:      An interview is like a sales pitch.  You are trying to sell a product and the interviewer wants to purchase the best product available.  Only in this case you are not trying to sell “YOU.”  Rather you are trying to sell the benefits of “YOU.”  How will “YOU” benefit the school?

            Here’s an example:

            Josh was interviewing for a third grade position at Shady Lane Elementary School.  A week before the interview he read an article in the local paper about how the school’s reading scores were going down.  During the interview the principal asked him, “What will you be able to bring to this position?”

            Josh responded, “During my student teaching experience I worked with another teacher in setting up an after-school tutoring program for students who were below grade level in reading.  We met with the kids twice a week and offered them one-on-one tutoring services in addition to an outreach program for parents on how they can get actively involved in their children’s reading growth and development.  By the end of the tenth week the kids were showing reading gains of 27 to 39 percent.

            ‘I would like to have the opportunity to initiate a similar venture here – giving kids an extra chance in reading and working closely with their parents to promote reading in a very positive way.  I believe my experience and organizational skills can go a long way in helping the program be successful.”

By reading the article, Josh knew that the school was experiencing some challenges in regards to students’ growth and development in reading.  He also surmised (correctly) that this was a concern of the principal, simply because it had been featured in the local paper.  So, Josh wisely decided to address the principal’s concern and answer the question that was in the back of her mind – but one she never asked:

 How will this person make my job easier?

# # # # #

 

NOTE:  This is just the first part of Chapter 6.  Please feel free to read the rest of the chapter to discover additional ideas and additional interview examples.

Why Did You Apply for This Position?

In writing this blog over the past five years one essential item has surfaced again and again.  In speaking with scores of teacher candidates who have secured jobs - particularly in very competitive school districts - the one fact that has made all the difference in the world is that the most successful applicants took the time to learn something about the school or district.  I spent a great deal of time talking about the importance of this factor in Ace Your Teacher Interview and many people have written me and posted on-line reviews attesting to the success of this strategy in their job search.  Many have told me it was the single-most important item that got them the job of their dreams.

Here's an interview question that comes up quite frequently - one designed to see if you've done your "homework."

     Why did you apply for this position?

     A:   Dinosaur Elementary School has an excellent reputation in the community.  According to your web page your overall reading tests scores are up significantly and your math scores in third and fifth grades show significant improvement over last year.  You obviously have a committed staff and I like to be part of a winning team.  You also have a dynamic and eclectic staff development program for teachers.  In my conversations with some of the teachers they remarked on the variety of workshops that have been offered – workshops geared for their specific needs.  While the emphasis has been on reading instruction, there have been sessions devoted to math and science as well.  I believe every teacher, no matter what their experience, can profit from additional training.  That’s something else that has also impressed me about Dinosaur.

This is an opportunity for you to highlight your special knowledge about the school or district.  It signals to the interviewer that you took the time to do your homework – learning specific details other candidates may not have investigated.

Motivating the Unmotivated

Motivation is a critical factor in how students learn.  Yet, make no mistake about it: you will have unmotivated students in your classroom!  Here's a question that frequently surfaces in many interviews - one designed to see if you have a "handle" on this critical element of the teaching/learning paradigm.

     How would you motivate an unmotivated student?

     A:   I remember Rodney – one of the student’s in Mrs. Rooney’s classroom.  Rodney was a completely unmotivated student – he could care less about learning and he could care less about school.  He was there only because he had to be.  As a student teacher I was assigned to work with Rodney.  My assignment was to motivate him – to get him interested in Life Science specifically and in learning in general.  I went back to all those notes I took in college and developed a plan based on five key elements.  First, I involved Rodney in a combination of both individual and group projects.  Second, I periodically invited him to meet with me and discuss any barriers to his individual learning.  Third, I provided him with numerous opportunities to set his own goals in Life Science.  We made sure those goals were realistic and we started with tiny steps before moving to larger ones.  Fourth, I always modeled my enthusiasm for learning.  I always portrayed myself as an eager and enthusiastic learner.  And, fifth, I provided Rodney with frequent offers of help.  The change wasn’t immediate, but we began to see some improvement in Rodney’s behavior and his academic performance after several weeks on this new program.  Rodney discovered that he had an innate love for Life Science – especially when we focused on wetlands creatures – which he knew a lot about.  I think the whole experience was beneficial for both of us.

Make sure you convey your awareness of the importance of this issue as well as specific ways you plan to deal with it.  Always relate your response to a specific individual or incident you experienced in your pre-service training.

++++++++

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What Are Your Plans?

Here's a question that frequently comes up in many interviews...and one very few candidates prepare for.  Be ready for this one and you can place yourself at the "head of the pack" - a candidate who thinks through all the factors that make for an outstanding classroom teacher.

     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 science education.  I want to learn everything I can about the latest research and latest teaching strategies – particularly as they impact on the school’s emphasis on inquiry-based learning.  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.

What Skills Are Most Critical?

Here's a terrific interview question (actually two questions in one).  Not only are you being assessed on the skills necessary to be an effective teacher; so too, are you being asked how well you embody those skills.  This is definitely a question you want to practice many times in advance of any interview.

     What skills do you think are most critical to this position?

     A:   For me, three basic skills stand out:  1) The ability to effectively manage student behavior; to create a classroom environments that both supports students and helps them succeed in an environment with high expectations and individual attention.  2) Time management – being able to effectively manage all the duties and responsibilities of classroom teaching in a productive and efficient way.  And, 3) Creating a “Community of Learners” – a philosophy that celebrates learning and success for every child; a classroom environment in which everyone works together for a common goal and a common purpose.  I know these are tough challenges for any beginning teacher but I believe I have the persistence and experience to make them happen.

Again, as in so many of the questions you might be asked about yourself, be very specific and offer detailed information about your goals and how you will make them happen.  Don’t be wishy-washy, but don’t be over-confident either.  Tap into some of your student teaching experiences and offer the interviewer some concrete examples of how you took advantage of your skills.

 

 

 

 

 

What Do You Enjoy Most?

One of the major objectives of any teacher interview is to determine, not only the philosophy of a candidate, but the strength of that philosophy, too.  Is the candidate fully engaged in the educational process or is the candidate just paying "lip service" to the profession.  Know that your philosophy is just as critical as is your education and training.  Be prepared for questions such as the following:

     What do you enjoy most about working with young people?

     A:   I particularly enjoy their natural sense of curiosity – the way they ask questions, the way they pose problems, and the ways in which they look at the world.  One of the most powerful books I read recently was “Mindset” by Carol Dweck.  In that book she talks about how everyone has one of two mindsets - “Growth” or “Fixed.”  Her research showed that mindset unfolds in childhood and ultimately drives every aspect of our lives.  In addition, she showed how creative geniuses in all fields - music, literature, science, sports, business - apply the growth mindset - that eternal sense of curiosity - to achieve results.  Even more important, Dweck demonstrated how we can change our mindset at any stage of life to achieve true success and fulfillment.  I want to foster, promote, and stimulate that growth mindset in my classroom – a classroom that promotes, supports, and enhances curiosity ultimately leading to academic and personal success.

Here’s a question where your passion for teaching will come through – either loud and clear…or soft and indistinct.  Let the interviewer know you are in it for the kids…and not for anything else.

Frustrated During Student Teaching?

How do you react to frustrating situations?  This is a question principals always have in the back of their head as they interview teacher candidates.  Is this a person who can accept the "downsides" of teaching and grow into a better teacher or is this a person who is unwilling to accept the inevitable frustrations of classroom work?  The question below often surfaces in interviews - it's one which offers you a unique opportunity to share some valuable information.

     Tell me about a situation that frustrated you during student teaching

     A:   I was frustrated when my college supervisor made me write out my lesson plans for the first ten weeks of student teaching.  Many of my friends only had to write complete lesson plans for the first four weeks and then they went to “block plans.”  However, in talking with my supervisor I learned that it is always advisable to over-plan – that is, write lesson plans that are more detailed and more involved early in the teaching process.  I discovered the advantage of that on two occasions – once when an assembly had to be cancelled and another when a teacher on our social studies team called in sick at the last minute.  I sure was glad to have those extended and expanded lessons – they really came in handy.  I understand now why I was asked to do a lot of over-planning early in my student teaching experience.

Are you someone who blames everyone else when things don’t go right?  Or, are you someone who takes advice and uses it in a positive way to become a better teacher?  This is a grand opportunity for you to show how you turned a negative into a positive.

Teaching Methods for 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 – especially if you are an elementary teacher.  Take the time and make the effort to know everything you can about inclusion.  Otherwise, it’s lights out…for you!

 

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Ace Your First Year Teaching - Part III

What if I told you I have a piece of inside information that will virtually guarantee your success as a classroom teacher.  Would you be interested?  Of course, you would!  Then here it is: the two best friends you could ever have in a school are the school secretary (administrative assistant) and the custodian(s).  These two people, more than anyone else, run a school.  It doesn't matter whether you are teaching in a rural, suburban, or inner city school or whether you're teaching elementary school or high school; your friendship with the secretary and custodian(s) will virtually guarantee your success as a teacher!

Why is that?  Just think about all the tasks and duties these people provide.  How would the school be able to function, how would it exist from day to day, without the work and efforts of these individuals?  The number of times the secretary saved my neck or the number of times the custodian got me something I really needed are more than the number of pages in this book.   They were my lifesavers when I needed materials ordered, a lightbulb fixed, a report sent in on time, a bucket and mop for a classroom "accident," a call made to an irate parent, or a bunch of tables in my classroom for a special science experiment.



My friendship with the custodian and secretary paid more dividends than I could ever imagine.  Notice that I used the word friendship.  I depended on these people so I could do my job.  I valued their support; I valued their input; but most important, I valued their camaraderie and friendship.  Establishing, fostering, and maintaining positive relationships with the secretary and custodian(s) is important both professionally and personally. Here are some guidelines:

·         Don't assume that less education means less intelligence.  One of my custodian friends can tear down and rebuild any computer hard drive faster (and better) than any technician at the local computer store.

·         Learn the names of the secretary and custodian early on.  Take the time to find out about their families, hobbies, and pastimes. Talk with them about their lives away from the school.

·         Always treat the secretary and custodian with respect and courtesy.  Greet them every morning with a smile and a pleasant comment.

·         Here's a neat idea.  Make it a point to stop and converse with the secretary and custodian every day.  Move beyond the simple "Hi, how are you?" greetings we often exchange with people as we rush through the day.  Take 2 or 3 minutes for a brief conversation or a friendly talk. You may discover something interesting.  You may discover a kindred spirit.

·         As appropriate, send them a birthday card or note thanking them for their work.

·         Talk positively about the secretary and custodian in your conversations with colleagues.  Acknowledge and celebrate their contributions to the school community.

Obviously, the friendships you establish with the secretary and custodian are not simply for the purpose of getting something done later on.  These people are valuable and critical elements in the overall functioning of the school and of the community in which you work.

 

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Ace Your First Year Teaching - Part II

Welcome back!  Once again, we're going to take a look at the brand new book Ace Your First Year Teaching (check it out on the right side of this post) to grab some ideas helpful in effectively establishing your new classroom this coming Fall.  This week's posting comes from Chapter 3 ("Becoming an Effective Teacher") - pages 29-30.

A Student Orientation

If you were to walk into the classroom of any outstanding teacher, regardless of her or his grade level, one thing will become immediately clear: students are respected, attended to, and clearly more important than the subject matter or the instructional materials used.

Quotable Quote

"Effective teachers let students know that they are somebody, not some body." - William Purkey

 

 

·         The best teachers are those who truly care for their students.  They exhibit empathy and try to see the world through their students' eyes.  They know students have good days and bad days just like they do, and they adjust their instruction accordingly.

·         So, too, are good teachers 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 students.

·         Students need to know that they will never be embarrassed or ridiculed nor will they be intimidated or shown excessive favoritism.  The best teachers have positive attitudes about everyone in the school - students, custodians, secretaries, aides, librarians, cafeteria workers, and fellow teachers.  High-achieving classrooms are supportive, warm, and accepting.

·         Good teachers listen.  They're aware of the "rule of two-thirds," which states that in traditional classrooms (regardless of grade or subject) two thirds of class time is taken up by talking, two thirds of that time is taken up by teacher talk, and two thirds of the teacher's talk is telling or demonstrating rather than interacting with students.  These teachers know that students have much to contribute to the curriculum and to each other and provide numerous opportunities for them to do so.

·         Effective teachers provide opportunities for students to get extra help.  They are observant of students' needs and work to provide the instruction or materials that will help them succeed and flourish.  Student progress is constantly monitored and adjusted as necessary.

·         The finest teachers are those who have high expectations for their students.  They continually challenge their students, engaging them in higher-order thinking activities, problem-solving, creative-thinking extensions, and other instructional activities that s-t-r-e-t-c-h their minds.   I once worked for a principal who said, "Students don't fail, teachers do!"  It was his belief that good teachers must take personal responsibility for their students' learning.  Good teachers are sensitive to the instructional needs of every student and work for the success of each individual in the classroom.

·         Good teachers know they can significantly increase student engagement in the learning process by incorporating students' ideas in classroom discussions by:

o   Rephrasing student ideas in teacher words.

o   Using student ideas to take the next step in problem-solving.

o   Drawing relationships between student ideas and information shared earlier.

o   Using what students say as a summary of important concepts.

 

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Ace Your First Year Teaching

Hi Friends:
     We're going to take a little "detour" during the next few postings.  Since many readers are getting ready for, and thinking about, their first year of teaching, I'm going to share a few excerpts from my latest book - Ace Your First Year Teaching - which has recently been released.  Even if you haven't gotten that new teaching position yet, I would invite you to download these tips and save them.  I think you will find them useful in the very near future.
     This week's tip comes from Chapter 4 (Establishing an Invitational Classroom) [p. 49-50]:

 Reciprocity

       Here’s a question many novice teachers ask, “How should I deal with the ‘bad’ kids in my class on the first day of school?”  My short answer is always, “Just like the ‘good’ kids.”  That is to say that if you believe that respect is an essential element in your classroom, then it behooves you to demonstrate that respect to each AND EVERY student in the room - “good students” as well as “bad students.”

       Psychologists tell us that, as humans, we have a natural and normal tendency to want to do something nice for someone who does something nice to us.  If, for example, you give me a compliment I will want to return the compliment at some later stage in our relationship.  On the other hand, if I say something nice about you in class, then you will probably be inclined to share something nice about me in some future conversation.  This is what is known as the Law of Reciprocity.  Not only is it the basis for good classroom management, it is also a fundamental foundation for engendering respect throughout the classroom.

       Think about this: Every time you shout at a student, berate a student, admonish a student, reprimand a student, glare at a student, or simply stand with your hands on your hips (behaviors we tend to exhibit with our “bad students”) you are fracturing a relationship…you are sowing the seeds of disrespect.  The key to good classroom management is to treat everyone equally, everyone the same.  I know it’s a difficult concept given some of the “bad kids” who may inhabit your classroom, but it’s a necessary one.  If you sit a bad student near your desk on the first day of class or rebuke a bad student and let a good student “slide” on an issue or classroom rule you have essentially said, “I don’t respect you.”

       I know it’s tough and I know it’s challenging, but extending the same positive behaviors and reactions to ALL students in your room will pay enormous benefits.  Don’t single out the bad ones - in doing so you are starting off on the wrong foot.  You have psychologically segregated your students into two groups.  And when you have two distinct groups you will always have conflicts and confrontations.  Treat everyone positively and equally - from Day One - and you will be helping to establish an arena of respect that can pay scholastic dividends later in the year.  You will be building an invitational classroom.

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What Special Skills Do You Have?

Almost every interviewer will want to know how well-rounded you are.  They don't just want a teacher - they also want someone who can contribute to the school in ways beyond classroom instruction.  Here's a typical question:

     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.

This is a great question!.  Don’t blow this wonderful chance to let your personality and talents show through.  As we've shared in previous posts, 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.

A Master Teacher?

Do you know what it takes to be an outstanding teacher?  What qualities or beliefs do excellent teachers share in common?  What distinguishes a great teacher from a good teacher?  these are questions always in the mind of every interviewer.  He or she wants to know if 1) you know what make up a great teachers, and 2) How do you compare with those standards?  Here's a questions that often surfaces in interviews:

     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?”

+++++++++++++++++++++++++

How's your resume?

Is it the best it can be?

Does it have everything a principal needs to know?

If you're not sure, then maybe you should check out:

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Why Weren't Your Grades Better?

Here's a tricky question that frequently comes up in an interview situation - particularly when your GPA isn't as strong as you would like.  Obviously, you don't want to hide from the truth...rather you want to be completely open and honest with the interviewer.  Your honesty will play a large role in the eventual hiring decision.

     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.

Dealing with Different Cultures

In my discussions with principals around the country, there 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. 

     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!

Demonstrate (with specific details) how you have been part of this process.  Let the interviewer know that you are excited about the possibility of working in a diverse classroom.  You'll be sending a very positive message...one sure to help you rise above the competition.