Your Philosophy of Teaching

     Before any interview, write out your personal philosophy of teaching.  If it’s not included as part of the job application form, it will certainly be included as part of the interview.  Being able to express your personal philosophy at the drop of a hat is critical and will provide you with a solid foundation for a successful interview.



     What is your philosophy of teaching?

     A:   I believe teachers act as facilitators of the learning process rather than monitors.  When we sincerely invite youngsters to select and direct their own learning experiences (and teach them to do just that), they can achieve a measure of independence and motivation that will carry them beyond the four walls of the classroom.  In short, the way we teach is as important as – if not more important than – what we teach.  Indeed, I believe the chief role of a competent educator is to guide students in their own explorations – providing them with the tools they need and the necessary instruction to use those tools and then giving them the chance to discover the joys and excitement of learning as a personal goal rather than a dictated one.

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

 

 

A Master Teacher

Are you cognizant of what it takes to be a master teacher?  In the question below, the interviewer wants to know if you are aware of the qualities of outstanding teachers AND how well you match those qualities. 

    

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.

 

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?”

The Best Teacher

Most of us have been positively influenced by one or more teachers in our educational career.  We get into teaching because some teacher made a profound difference in our lives. As a result, you may find yourself facing this all-too-common question:

Describe the best teacher you ever had and what he or she taught you about teaching.

A:   That would be Mr. Hart, my 11th grade English teacher.  He was tough…he was more than tough, he was demanding, challenging, and uncompromising.  He never took second best – we had to turn in our best work or it would come back to us with “Do Over” penned across the front.  We probably had more to say about Mr. Hart – unflattering, to be sure – than any other teacher we had.  But, as I look back, he taught me more about writing than anyone ever has.  He taught me that writing is a subject of exactness, a subject of details and definitions.  “You can’t be mushy,” he would say.  And, we weren’t.  He pushed us to new heights, he prodded us into new and often uncomfortable areas, and he made us all better writers.  I think one of the primary reasons why I want to be an English teacher is because Mr. Hart took an average student – me – and turned her into a far better writer than she would have been otherwise.  I want to make that difference in students’ lives, too!

 Let the interviewer know how this person made a difference in your life and how you want to “pass the baton” to a new generation of learners – giving them the same learning opportunities as you had.  This is the time to be passionate, sincere, and complimentary.  Like you, I’ve had a few really tough teachers in my life, but they all planted some powerful seeds that have taken root and sprouted in each and every class I teach today.  Make sure the interviewer knows precisely how you’ve been influenced and precisely how you will influence others.

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

"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.