Why Do You Teach?

Here's a question that often comes up in teacher interviews.  The person asking the question wants to know something about your philosophy, your personality, and your desire to make a significant impact in the lives of students.  It's a golden opportunity for you to separate yourself from the crowd.

Q:  What gives you the greatest pleasure in teaching?

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

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

 





A Very Challenging Interview Question!

          Here's a question that stumps a lot of teacher candidates.  On the surface, it looks quite easy.  But, there's a lot of implications hidden in this query.  Prepare yourself for this one and you can score some major points in any interview.  In fact, most candidates won't do the necessary research and try to fake their way through a response.  Do your homework and you'll put yourself WAY AHEAD of the pack.

     What do you know about this school?

     A:   According to the school’s web page you have achieved AYP in each of the past five years.  Your reading scores are up and your math scores are making some significant improvements.  That says to me that your teachers are sincerely committed to integrating some instructional changes to the reading and math curricula.  Along with the two extra days of in-service training recently approved by the school board this underscores a sincere commitment to the needs of students.  I’ve talked with several teachers and to a person they are all impressed, and all supportive of, the new schedule.  This schedule makes additional time available for literacy instruction – something which is showing up in the improvement of test scores.  Some of the parents have even remarked on a new sense of energy in the school – certainly something to be proud of.



          This is a frequent question in any interview.  Simply put, the interviewer wants to know if you’ve done your homework.  What do you know about the school other than how many teachers work there and the color of the hallways?  Make sure you take the time to pour over school board minutes, the school’s web site, and any printed newsletters or brochures.  Talk with people in the school – teachers, maintenance staff, bus drivers, and learn as much as you can about the climate and philosophy.  Chat with parents and community members in the supermarket, hardware store, or gas station.  Learn anything you can and plan to share that knowledge in the interview.

In addition, you can always get extra points if you research the school’s recent test scores and frame some sort of positive comment around those scores.  For example, “I see that you’ve made an 8% improvement in your reading scores over last year.  You must be very proud.”  Or, “I note that your recent math scores have held firm over the last three years.  I’d like to contribute my enthusiasm and expertise in teaching math in helping to improve those results.”

Classroom Management

     Here's a question frequently asked in many teacher interviews.  In fact, it's one of the MOST frequently asked question (in one form or another).  Prepare yourself with this query and you can score some major points in any interview.

 What classroom management techniques do you use or are you most comfortable with?

A:   I had a very interesting conversation with my cooperating teacher early in my student teaching experience.  She gave me a piece of advice I’ve never forgotten and which I’ve used on numerous occasions.  She said that teachers often make the mistake of using “stop” messages rather than “start” messages.  For example, “Stop talking.  We need to get started.”  A better message is ‘Get out your math books and turn to page 44.”  I learned that a “start” message establishes a productive, businesslike tone for a lesson.  The focus is not on the negative behavior, but rather the importance of the lesson.  When I began to practice that philosophy in my own classroom I saw some tremendous changes…very positive changes, I might add.

 

This is a great opportunity to share a story or personal anecdote that demonstrates how you put a philosophy or concept into practice.  It would be equally important to share how that opportunity helped you become a better teacher.

What can you tell me about The Common Core?

     When interviewing for a teaching position, you need to be knowledgeable about "hot topics" and current educational initiatives.  Administrators want to know if you have done your homework and are "up to speed" on what is happening both locally as well as nationally.  The following question is one you are likely to be asked - be prepared to offer an appropriate and succinct answer.





What can you tell me about The Common Core?
A:   The Common Core provides teachers, parents, and students with a set of clear, consistent expectations in math and English language arts throughout all the grades to ensure that all students have the skills and knowledge necessary to succeed in college, career, and life upon graduation from high school.  The Common Core focuses on developing the critical-thinking, problem-solving, and analytical skills students will need to be academically successful.  The standards also provide a way for teachers to measure student progress throughout the school year and ensure that students are on the road to academic success.  These standards are also aligned to the expectations of colleges, workforce training programs, and employers.  They promote equity by ensuring all students are well prepared to collaborate and compete with their peers throughout the country.
            This question is specifically designed to see if you know your “stuff.”  Show that you’ve done your homework ahead of time and that you are knowledgeable about the role of standards in curriculum design and effective teaching.

Themes - Part IV

     A good interview is one in which the candidate demonstrates several competencies.  These final two themes are those every school administrator looks for in new teachers.  Make these part of your philosophy and resume and you will demonstrate that you have the "chops" to make a difference in the classroom and a difference in the lives of students.



7.  Lesson Planning

            A lesson plan is only a guide.  A well-designed lesson plan is flexible, subject to change, and reflective of the individual needs of each and every student in the classroom.  A good lesson plan provides an outline for the accomplishment of specific tasks, while at the same time allowing for a measure of flexibility in terms of student interests and needs.  You need to demonstrate to any interviewer your familiarity with lesson design as well how you are able to tailor lessons to the specific instructional needs of your students.  Be prepared to be detailed and specific as well as flexible and accommodating.
            Please relate the process you go through when planning a typical lesson.  Please share some ways in which you have assessed students.  What are the essential components of an effective lesson?  Think of a recent lesson you taught and share the steps that you incorporated to deliver the lesson.  Share your process of short and long-term planning for delivering effective instruction.  Think of a lesson that was ineffective or did not meet your expectations – what adaptations did you make to address the lesson?  How do you infuse technology to enhance your instruction?  It’s critical that you provide an interviewer with insight into your lesson planning, lesson delivery, and lesson assessment.  Anecdotes and examples must be critical elements of your responses.

8.  Flexibility

            Can you ‘roll with the punches?”  Can you “go with the flow?”  Can you “change directions in midstream?”  Can you “bend in the wind”?  All these questions have to do with perhaps the most significant attribute of any good teacher – flexibility.  Interviewers want to know that they will get the most “bang for the buck” – that you can handle a wide variety of classroom situations, a wide range of teaching challenges, and a wide array of changes, modifications, or alterations – all at a moment’s notice.  Your willingness and eagerness to present yourself as someone who can adapt without getting flustered or change without getting upset is a key attribute – an attribute that can often “nail” the interview.
            Are you willing to teach at another grade (elementary)?  Are you willing to teach another subject area (secondary)?  How would you handle a fire drill in the middle of your favorite lesson?  What if we brought in a brand new reading series next week, what would you do?  Are you comfortable with change?  Would you be willing to work in an after-school program?  Administrators are always interested in individuals they can use in a variety of situations.  The willingness to be flexible and the desire to quickly adjust to change are both positive characteristics valued in any school.