Why shouldn’t we hire you?

     Q:  Why shouldn’t we hire you?
     A:   You might not want to hire me because I’m young and inexperienced.  But, please don’t let my youth and inexperience fool you.  For example, I assume you are looking for a teacher who will be a positive influence in the lives of students – someone who knows her craft, who can motivate students, and who can solve problems both big and small.  I assume you are looking for someone with lots of classroom experience, lots of practical ideas, and lots of background knowledge about learning styles and teaching strategies.  I believe I can bring all those attributes to this job.  In student teaching I worked closely with the other fifth grade teachers to improve reading scores by 18%.  I also was part of a team that initiated a behavior intervention program with the school counselor.  And, I helped write a series of inquiry-based thematic units for the science program.  I honestly believe you should hire me because I’m a go-getter and I’m intensely passionate about teaching.

            This is a question that pops up every so often and one designed to see if the candidate can think quickly on his or her feet.  It’s also asked to see if there is any negativity in the candidate’s philosophy.  The best way to respond is to turn the question around and, instead of focusing on the negative emphasize the positive instead.  Notice how the response above was turned into a positive one – one that focused directly on what the candidate could bring to the school.  Specific examples and experiences were used to support her philosophy with a very positive attitude.

Why did you decide to major in biology (or history or elementary education)?

Q    Q:    Why did you decide to major in biology (or history or elementary education)?

A:   Ever since I was in fifth grade I’ve been fascinated with biology.  I’ve always had a desire to know as much as I can about the flora and fauna of a particular area.  I belong to the local chapter of the Isaac Walton League, I’ve worked at the state natural history museum as a summer intern, and I established a pond study project while I was in high school.  Biology is a love of mine and can’t think of anything I’d rather do than share my passion for the subject with a new generation of learners.

            This is an excellent opportunity to demonstrate your passion and your ardor for a particular subject.  Let the interviewer hear that excitement in your response; let the interviewer get a sense of how committed and sincere your interest is.  Make sure you defend your choice of major with some specific examples of how you have used it outside of normal academic requirements (e.g. volunteer work; clubs, organizations, and community agencies; out of classroom experiences).  You’ll earn major “brownie points” if you can show that your selection of a major was not one of convenience, but rather one of commitment.

What might your college supervisor want to change about your teaching style?

Q:   What might your college supervisor want to change about your teaching style?

     A:   I’m a detail person; my supervisor likes to look at the big picture.  I would obsess over the smallest detail, the tiniest item, or the smallest bit of information – making sure that each and every piece was part of a perfect lesson.  My supervisor tried to get me to look at the larger picture – the overall goals of a lesson or unit.  While I’m still concerned about all the necessary details of a lesson plan, I’ve come to see the importance of where I’m headed in each lesson.  I’ve learned that an eye on the standards – rather than simply the pebbles along the path – will often make the journey more productive for my students.  My supervisor helped me appreciate the journey as much as the destination.

            Here’s a great opportunity for you to demonstrate how you handle criticism as well as how much you are willing to adjust your philosophy.  Are you inflexible or are you open to change?  Are you set in your ways or are you willing to look at a situation from a new angle?  Whenever you are asked one of these types of questions it’s always a good idea to point out some minor differences of opinion, rather than a major conflict.  Equally important, demonstrate how you worked with someone (your college supervisor, for example) on resolving the issue.  Show how you can accommodate the ideas of others and especially how you can do that in a spirit of shared cooperation.

What principles do you use to motivate students to learn?

Q:  What principles do you use to motivate students to learn?

     A:   I recall one of my college professors discussing this topic in considerable detail.  Specifically, motivation is comprised of three critical elements.  First, I must always provide instruction that will ensure a measure of success for every student.  That is, every student must know that she or he can achieve a degree of success with an assignment or academic task.  Second, I need to create a community of learners.  A community of learners is a classroom that celebrates all its members and provides a supportive, inspirational, and motivational environment.  The third element that I’ve discovered leads to the motivation of students is whether or not students see a value in what they are learning.  During student teaching I found that for motivation to occur, students must know the reasons, rationale, and whys of any learning task.  When I provided students with specific reasons on why they needed to learn about the Articles of Confederation, for example, they were more engaged and more motivated.  I want all my students to see a connection between what they learn in the classroom and their lives outside that classroom.  That’s true motivation!

            Many prospective teachers mistakenly believe this to be a “throw-away” question – one that anyone can answer.  Not so!  You need to tell the interviewer that no matter what grade or subject you plan on teaching, that you are aware of the basic principles of motivation and how you will make them part of your classroom curriculum.

What new skills or ideas do you bring to the job that other candidates aren’t likely to offer?

Q:  What new skills or ideas do you bring to the job that other candidates aren’t likely to offer?
A:   I’m keenly aware of how the new standards are impacting classroom teachers.  I know how teachers struggle with the implementation of those standards simply because I was asked to do the same in my student teaching experience.  I learned very quickly that standards-based education is much more than a knowledge of the standards – it’s a commitment to an ideal, a philosophy that can have a significant impact on student learning.

            This question provides you with a unique opportunity to demonstrate your knowledge of current issues, concerns, or initiatives in education.  It is not really a question of how much better you are than others, but rather one that shows how knowledgeable you are about the wider world of education.  If the competition is good, as it would be by this stage of the hiring process, then this question (and your response) should let the interviewer know that you’re bringing something extra to the position.  Don’t fall into the trap of comparing yourself to others (“I’m more qualified than anyone else because….”), but rather show what you do know (and let the interviewer make the comparison in his or her head).