What steps would you take with a student who was disruptive in your classroom?

Q:  What steps would you take with a student who was disruptive in your classroom?

     A:   First, I would make sure my intervention was quiet, calm, and inconspicuous.  For example, one day I saw that Michael was not paying attention in class.  So, I used his name in part of my presentation, as follows: “As an example, let’s measure Michael’s height in centimeters.”  The disruptive student – Michael – who had been whispering to his neighbor, heard his name and was drawn back into the lesson with no disruption of the class.  I also believe that the more immediate a reprimand, the less likely a student will feel I condone his or her behavior.  And, perhaps most important, reprimands should be kept brief.  The more I talk, for example, the more I will distract from the lesson and the more I “reward” a student for inappropriate behavior.

             This is another opportunity in which a personal example or anecdote will help to illustrate your point and your philosophy.  Show the interviewer that you’ve had some first-hand experiences and that you knew how to deal with them.  Don’t even think about suggesting that the student be sent to the principal’s office.  If you do, you’re dead!

FROM THE PRINCIPAL’S DESK:      “We have had candidates carry in suitcases of dusty art and materials they spread out all over the table.  Some used it, but it was mostly overkill.”

What are some things teachers do that create classroom management problems?

Q:  What are some things teachers do that create classroom management problems?

     A:   Teachers sometimes, inadvertently, create discipline problems through certain kinds of behaviors.  Professor Lewiston, in his course on “Management, Discipline, and Behavior” shared some of the most common behaviors. These included 1) extreme negativity, 2) an excessive authoritative climate, 3) overreacting, 4) mass punishment, 5) blaming, lack of instructional goals, and not recognizing students’ ability levels.  I learned that avoiding these, and other similar behaviors, can go a long way toward creating a climate of trust and caring that will significantly reduce misbehavior.

            Describe your knowledge of the inappropriate behaviors in addition to your own personal reaction to those behaviors.  Let the interviewer know that you are aware of factors that may have a negative influence on students learning and that you are conscious of what you need to do to avoid those behaviors.

What have you found to be the toughest aspect of discipline?

     Q:  What have you found to be the toughest aspect of discipline?

     A:   Consistency!  I discovered in all my experiences with children that the key to an effective discipline policy in any classroom is consistency.  For me, consistency means three things:  1) If I have a rule, I must enforce that rule.  2) I shouldn’t hand out lots of warnings without following through on consequences.  Lots of warnings tell students that I won’t enforce a rule.  And, 3) I must be fair and impartial.  I must be sure that the rules are there for everyone, and that includes girls as well as boys, tall people and short people, students with freckles and students without freckles, and special needs students as well as gifted students.  Maintaining consistency is, and will continue to be, a challenge.  But it’s a challenge I’m ready for.

            The questions about discipline are many and varied.  They can come in a number of ways.  You need to be adequately prepared to respond to each and every one of them in a way that demonstrates your knowledge of this all-important topic and the specific ways you plan to address it.

What is your philosophy of classroom discipline?

   Q:  What is your philosophy of classroom discipline?

   A:   I would want to establish a specific set of rules for students to follow.  This set of rules would be designed to create a sense of order and comfort so that teaching and learning can take place.  But, in order for the rules to be effective, I know they need to be built on some very basic principles.  These principles would include 1) Students should have a sense of ownership of the rules – they should be invited to contribute a set of expectations about classroom behavior.  2) Classroom rules should always be framed in positive terms.  Instead of “Don’t hit people,” I would say ‘Respect other people.”  Instead of “No talking when someone else is talking,” I would say, “Take turns talking.”  3) I would make sure all students understand the classroom rules through concrete examples, specific anecdotes, and personal stories.  And, 4) I would make sure my classroom rules were consistent with school rules.  Above all, my classroom discipline policy would be structured on a set of rules that would be communicated in clearly defined terms and language students understand, provide the specific rationale or reason for a rule, and offer concrete examples of each rule as I would want it practiced.

            Discipline is one of the most important concerns in schools today.  You should definitely plan on being asked a “discipline question” at some time during the interview.  Your response should be carefully crafted in terms of specificity and purpose.  The more detailed you are in your response the better you will be viewed by the interviewers.  Never talk in generalities when responding to this query.  Be precise!

INSIDER TIP:      Always think about the interviewer and gear your responses toward her or his concerns.  If you can demonstrate how your talents or experiences can address one or more of her or his concerns you will always come across as an interesting candidate as well as a first-rate teacher.  Be outwardly oriented and you’ll always have a successful interview.