Dealing with Different Cultures

In my discussions with principals around the country, there was a question that was quite often asked, in one form or another, in teacher interviews.  Administrators expressed to me the fact that in today’s pluralistic society, teachers need to be aware of the many faces they will see in their classrooms and the ways in which those children can be informed and ways in which they (and their culture) can be celebrated. 

     Describe how you will deal with different cultures in your classroom.

     A:   Good teachers are always sensitive to their students’ cultural backgrounds.  They respect students’ languages, customs, traditions, and beliefs.  They never make fun of students who are different, but rather celebrate these new opportunities for enriching the learning experiences of all children.  One of the most effective ways of doing that, I’ve discovered, is through the use of relevant children’s literature.  Reading books about people from different cultures, developing units about customs and traditions in various parts of the world, and exposing students to the beliefs and ways of immigrants from various parts of the world with literature can be some of the most effective ways of helping students understand and appreciate the multicultural world we live in.  I had the unique opportunity to develop and teach a thematic unit on multicultural literature while in student teaching…and I’ll never forget it!

Demonstrate (with specific details) how you have been part of this process.  Let the interviewer know that you are excited about the possibility of working in a diverse classroom.  You'll be sending a very positive message...one sure to help you rise above the competition.

 

A Positive Classroom Environment

Among all the themes of a teacher interview, interviewers want to know most about your philosophy of teaching.  They need to know if you've given sufficient attention to this all important component of pedagogical success and whether you would be a "good fit" for the philosophy of the school or the current faculty.  This is one area you cannot neglect - simply because you will get several "philosophy" questions during the course of any interview.  Here's one of them:

To establish a positive classroom environment, share what you will do the first few days of school.

A:   I know that those initial days of a new school year are critical, as well as anxious – especially for ninth-grade students.  Some of the things I would do would include 1) meeting and greeting my students at the door to my classroom.  I want to shake their hands, call them by name, and welcome them into the room.  2) I want to establish a seating pattern or seating chart early on.  I’d want to assign them to desks alphabetically, at least initially, so I can learn their names quicker.  3) I would want to talk briefly about myself – sharing with students my own education, my family, and especially my philosophy of education in general and English education specifically.  4) I’d want to take attendance each day, making sure I add a positive comment about each student as I begin learning their names and the correct pronunciation of those names.  5)  I would also share an initial set of rules and classroom expectations – no more than five in number – and invite them to help establish additional classroom procedures throughout the year.  Finally, 6) I would inform students about my expectations for each class and each period.  They need to know my expectations about bringing textbooks, note taking, homework assignments, and appropriate behavior.  I know it’s a tall order – but one that will be essential to the eventual success I envision for every student.

Here’s an opportunity to answer two questions in one.  First, what is your philosophy of teaching?  And, two, have you sufficiently thought about and planned out those critical first days of school?  You want the interviewer to know that you have planned ahead, not that you’ve just made up the answer right there on the spot.

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What Frustrated You?

Most interviewers include questions designed to probe how you react to criticism.  Are you someone who blames everyone else when things don’t go right?  Or, are you someone who takes advice and uses it in a positive way to become a better teacher?  How you answer these questions will determine whether you are a "team player" or someone who blames everyone else for your mistakes or over sights.  Here's a typical question:

     Tell me about a situation that frustrated you during student teaching

     A:   I was frustrated when my college supervisor made me write out my lesson plans for the first ten weeks of student teaching.  Many of my friends only had to write complete lesson plans for the first four weeks and then they went to “block plans.”  However, in talking with my supervisor I learned that it is always advisable to over-plan – that is, write lesson plans that are more detailed and more involved early in the teaching process.  I discovered the advantage of that on two occasions – once when an assembly had to be cancelled and another when a teacher on our social studies team called in sick at the last minute.  I sure was glad to have those extended and expanded lessons – they really came in handy.  I understand now why I was asked to do a lot of over-planning early in my student teaching experience.

This is a grand opportunity for you to show how you turned a negative into a positive.  Notice how the respondent took what could have been an "easy way out" and made it something special.  I can assure you that this is someone a principal definitely wants to hire.

 

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Are You Qualified?

Every once in a while you'll be asked a "zinger."  A "zinger" is a question you don't expect or a question from "out of the blue" - one an interviewer might ask just to see how well-prepared you are.  These questions are often unexpected, but how you answer them may well determine if you are the one candidate offered a position.  Be prepared!  Here's a typical query sometimes dropped into an interview conversation.

     Do you believe you’re qualified for this position?

     A:   Absolutely!  I had terrific experiences in all my college methods courses.  I was exposed to several different philosophies of teaching from some very exciting and very engaging professors.  I actively participated in the Student Education Association and effectively coordinated the annual teaching conference on campus.  I especially appreciated all the learning opportunities I had as a student teacher.  My college supervisor continually challenged me to be a better teacher and my cooperating teacher was an absolute inspiration.  I sometimes can’t believe the incredible growth I’ve made as a teacher and I want to continue that process here at Parkwood Middle School.

You may not be asked this question directly, but it’s one that needs to be answered nevertheless.  Be sure to exude confidence and poise in your response – the interviewer wants to know if you are sincere, or are just trying to pull the wool over his or her eyes.  Be sure to cite some specific examples of your qualifications – examples that can be recorded on the interviewer’s sheet of notes from the interview.

 

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Where Have You Struggled?

Interviewers are most interested in knowing how you plan to face some of the inevitable challenges of teaching.  You are not a perfect "product" when you graduate and obtain your initial certification...administrators know that.  But, they also want to know how you plan to deal with that inevitability; in other words, what are your plans for self-improvement.  Here's a question you are certain to be asked.  Make sure you're ready to respond.

     What personal skill or work habit have you struggled to improve?

     A:   Early in my student teaching experience I often found it difficult to say “no.”  I would volunteer for anything and everything.  I guess I just saw so many jobs that needed to be done that I jumped in and wanted to do them all.  I soon saw that this was taking time away from lesson planning, classroom management, and individualized instruction.  Now, instead of trying to be all things to all people, I try to tackle those ancillary duties that will have the greatest impact on student learning.  I haven’t perfected that yet, but I’m much better now at managing my time.

This is a good opportunity to highlight a task or chore that popped up early in student teaching.  It would be appropriate to select something that everyone struggles with – time management, lesson planning, classroom management – and ways you tried to improve yourself as a result.  Don’t select something that is personal (“I have anger management issues with three of my ex-boyfriends.”), but rather something that is universal to all teachers.