Monday, November 12, 2012

If an administrator visited your classroom, what would she/he see?


Q:       If an administrator visited your classroom, what would she/he see?

     A:   She would see an educational environment where every student is respected, every student is trusted, and every student is learning.  She would see an active classroom – a classroom where students are never absorbing information passively, but are, instead, actively participating in a curriculum that puts a premium on personal and meaningful engagement.  She would see students taking responsibility for their learning through self-established goals, projects and activities that are pedagogically sound and standards-based.  She would see students achieving…she would see students challenged through higher level thinking questions, specific RTI activities, and a teacher dedicated to success.  She would see a classroom that embraces every student’s cognitive and affective potential.  She would see a community of learners!

            The answer to this question should focus, not on the physical environment (“Well all the chairs would be lined up in neat, straight rows and the teacher’s desk would be placed in the front of the room and….”), but rather on your philosophy of education.  This is a question that gets to the heart of what it means to be a teacher.  Here’s where you can let your beliefs and your values shine.  But be careful – this is not the time to ramble.  Be concise and keep your answer to two minutes or less.

Monday, October 22, 2012

How have you handled criticism of your lessons or teaching performance?


     Q:  How have you handled criticism of your lessons or teaching performance?

     A:   My college supervisor sometimes mentioned that I had time management issues – that is, I found it difficult to get everything done that I had planned.  Some parts of a lesson would go too long and others didn’t have enough time to develop.  I learned that this is a common problem with pre-service teachers.  So, I took the opportunity to talk with some of the more experienced teachers in the school to see what kinds of tips or strategies they had that would help me master my time a little better.  One of the best ideas I got was to list my lesson objectives on the board for students to see and then check them off as the lesson develops.  That gave me - and the students - visual proof on how the lesson was progressing.

            This question often provides the interviewer with insight into your accountability and professional character.  How do you handle criticism – positively (as a learning opportunity) or negatively (the reviewer didn’t know what he/she was talking about).  It would be most valuable to take this opportunity to demonstrate (with specific examples) how you were able to use that criticism to become a better teacher.

Sunday, October 7, 2012

What are your plans for graduate school?


Q:  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 reading.  I want to learn everything I can about the latest research and latest teaching strategies – particularly as they impact on my students’ comprehension development.  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.

Monday, August 20, 2012

How would you handle a student saying, “You are the worst teacher ever! I hate you!”


Q:  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.
            This kind of question is a test of your discipline and classroom management philosophy.  Demonstrate that you are up on the latest behavioral strategies and techniques for handling student issues.  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.
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.

            This kind of question is a test of your discipline and classroom management philosophy.  Demonstrate that you are up on the latest behavioral strategies and techniques for handling student issues.  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.

Wednesday, July 25, 2012

What characteristics make a master teacher?


     Q:  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.

            The interviewer wants to know if you are aware of the qualities of outstanding teachers AND how well you match those 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?”

INSIDER TIP:
     Never leave an interview without asking at least two to three questions of your own.