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.