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.