"I Hate You!"

Here's a question that frequently pops up in interviews.  This question is, quite simply, a test of your discipline and classroom management philosophy.  It gives you a unique opportunity to demonstrate that you are up on the latest behavioral strategies and techniques for handling student issues. 

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.







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 Would Others Say About You?

Here's an interview question that pops up much more than you might think.  It's a good self-reflection query that allows an interviewer to see who you really are.  Your perceptions of what others think about you can be quite revealing.  Most important, your response will determine if your personality is consistent with the "personality" of the school.  If you've researched the school beforehand, you'll know if the two personalities are compatible.

     How would your college supervisor (or cooperating teacher) describe you?

     A:   He would probably use two words to describe me – “dynamic” and “persistent.”  I’m a person who is always on the go; someone who is always willing to try new things, new approaches, and new strategies.  I guess I’m never satisfied with the status quo.  For example, our third grade students were having difficulty making connections between their background knowledge and the information in a story during their reading lessons.  I asked my cooperating teacher if I could use a strategy one of my professors taught me – something called “Concept Cards” to help students see how the knowledge we bring to reading is as important as the knowledge we get from reading.  It took me about a week to set up this new approach and it worked beyond our wildest dreams.  It was a struggle at first, but I stuck with it and now all the third grade teachers are using it.  It was a great experience for the students and a great opportunity for me to apply some book knowledge in a practical way.

 

 

Pick something positive that your supervisor or cooperating teacher would say about you, but be honest.  You can bet that your interviewer will ask this person the same question.  Then, to support your point, describe a very specific example of how you solved a problem or tackled a difficult situation.  Provide specific details about how your efforts contributed to improved student performance.  Describe the strategy or approach and the specific results you obtained.

Characteristics of a Master Teacher

Take a look at the question below - one you will (most likely) hear in a teacher interview.  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. 

     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.

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?”

Teaching Learning Disabled Students

Here’s a question that frequently arises in teacher interviews, for both elementary and secondary positions.  This is a wonderful opportunity for you to demonstrate 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 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.

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

 

 

Interview Questions You Shouldn’t Even Think About Asking!!

 In the course of an interview, don’t ask any of the following questions!  If you do, you might as well pack up your bags and slip out the door – because you’ve just shot yourself in the foot and practically doomed your chances for any kind of job at that school.  Trust me, the following questions are destined to make the principal’s job just a little easier: they are guaranteed to eliminate you from any further consideration as a teacher candidate.

 

You’ll quickly note that most of these questions are self-serving and self-involved.  While some will be obvious “no-no’s” others may appear to be less so.  Nevertheless, please do yourself a tremendous favor and strike all of these from your interview preparations.  By the way, all of these questions have been asked by teacher candidates…and are continuously being asked by teacher candidates.  Not a single individual asking these questions was ever offered a teaching job!  Not one!

·      “How much will I be paid?”

Don’t ask any questions related to salary or pay.  If you are more interested in money rather than teaching then you’re in the wrong profession.

·      “What kinds of benefits will I get?”

Questions about benefits are always considered inappropriate.  After you get hired is the time to ask this question.

·      “How long do you expect me (or teachers) to be at school each day?”

Stay away from any questions about school hours.  Good teachers have no time clock.

·      “Will I be able to take time off for personal business?”

Asking about time for personal business is never a good idea.  It demonstrates your lack of commitment.

·      “Do you celebrate Hanukah or Christmas here?”

Questions about a community’s religious, political, or socio-economic breakdown are always in poor taste.

·      “Will I be able to keep my part-time job at Wal-Mart?”

Do you really want to show that you are not totally committed to the teaching profession?  Really?

·      “I heard that teachers have to do bus duty once a week.  Is that true?”

Asking about ancillary duties will always get you in hot water.  Always!

·      “Will I get in trouble if I punish a kid?”

Stay away from questions that might indicate an uncomfortableness with discipline.

·      “Do I have to join the teacher’s union in this district?”

Questions about the “bargaining unit” are never appropriate.  When you get hired you’ll get all the relevant information about the “bargaining unit” (if there is one).

·      “Can I transfer to another grade after this year?”

Remember you’re applying for a specific job.  Don’t suggest that it’s not your first priority.

 

When asked, these questions essentially “kill” any chances a candidate has in getting a teaching job.  Don’t even consider them!

Check it out:  http://www.barnesandnoble.com/w/ace-your-teacher-interview-anthony-d-fredericks/1030650068?ean=9781681570044