Describe the steps you use to plan a lesson.

     Q:  Please describe the steps you use to plan a lesson.

     A:   A good lesson plan provides an outline for the accomplishment of specific tasks, while at the same time allowing for a measure of flexibility in terms of student interests and needs.  My lesson plans consist of several critical elements.  First, there must be a set of specific objectives.  I know that a well-crafted objective has two components: The students for whom the objective is intended and the anticipated performance.  Next, there must be an anticipatory set or motivational opening – that is, how will I stimulate student interest in a topic or subject.  Next, I must provide a series of guided practice activities.  These should incorporate several elements including specific instructional methodologies, creative thinking opportunities, “hands-on, minds-on” activities, and various ways in which students can practice the desired behavior(s).  There must be some form of closure to the lesson.  This can take the form of a teacher summary, a student summary, or some type of lesson product – a poster, brochure, mobile, or portfolio, for example.  Finally, I need to address evaluation and assessment – not as something done solely at the end of a lesson, but rather as a concept woven throughout the entire lesson.  Above all, I have to make sure that everything in a lesson is geared towards the identified objectives or a set of specific standards.

            If you don’t know how to write a lesson plan you’re going to have a very difficult time convincing any interviewer you are a competent teacher.  Make sure you know all the elements of a good lesson plan…cold!

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.