What are some teaching methods used in full inclusion classrooms?

     Q:  What are some teaching methods used in full inclusion classrooms?
     A:   One method is the One Teach One Support method.  With this method students sit in rows in front of the chalkboard and instructing teacher.  As the teacher, I would station myself off to the right or left of the students in order to provide extra help and support as needed. In this model the participants are all following my instruction so that no child is excluded.  I could also use Station Teaching. Using this method my classroom would be divided into two, even three, different sections.  One group of students would be situated facing horizontally toward the blackboard; the second would be arranged vertically facing the right wall.  If a third group is present they would be arranged parallel to their vertically arranged classmates and will be turned to face the opposite wall or the front of the classroom.  Students with special needs will be divided among these groups evenly.  A third method I could use would be Parallel Teaching.  In this case my classroom would be arranged so that students are split into two groups. These two groups would be placed back to back with students from each group facing me.  One group would face me in the front of the classroom, and the other group with face the special education teacher in the rear of the classroom.  Students with special needs would be divided equally between these two groups and their classmates - making sure that one group doesn’t contain all the special needs students.  Of course, these aren’t the only options I could use, but they are some of the most effective in terms of a full inclusion classroom.

            If the answer above sounds detailed and specific – that is intentional.  If I was a betting person, I could almost guarantee you that you’ll get a question (or two) regarding inclusion – especially if you are an elementary teacher.  Take the time and make the effort to know everything you can about inclusion.  Otherwise, it’s lights out…for you!

What are some of your hobbies or leisure-time activities?

     Q:  What are some of your hobbies or leisure-time activities?
     A:   I guess I’ve always been an “outdoors nut.”  I really enjoy getting outside and hiking, camping, and exploring nature.  Last summer I hiked down into the Grand Canyon and spent three days traversing Rocky Mountain National Park in Colorado.  Next summer I plan to spend a week hiking the Appalachian Trail from Maine down into Pennsylvania.  I’ve read Richard Louv’s book “Last Child in the Woods” and strongly believe that nature should be an important part of every child’s education. I’d like to share my passion for the outdoors with my students.

            This is another opportunity for you to sell yourself – not just as a teacher, but also as a well-rounded individual.  Be sure to emphasize any hobbies, activities, or pursuits that might carry over to the classroom.  Be sure to let your passion for these activities show through.

FROM THE PRINCIPAL’S DESK:      “Smiles, friendliness, joyful, excited, energetic, and enthusiastic are emotions and conveyances I look for in a candidate.”

Describe the best teacher you ever had and what he or she taught you about teaching.

      Q:  Describe the best teacher you ever had and what he or she taught you about teaching.

A:   That would be Mr. Hart, my 11th grade English teacher.  He was tough…he was more than tough, he was demanding, challenging, and uncompromising.  He never took second best – we had to turn in our best work or it would come back to us with “Do Over” penned across the front.  We probably had more to say about Mr. Hart – unflattering, to be sure – than any other teacher we had.  But, as I look back, he taught me more about writing than anyone ever has.  He taught me that writing is a subject of exactness, a subject of details and definitions.  “You can’t be mushy,” he would say.  And, we weren’t.  He pushed us to new heights, he prodded us into new and often uncomfortable areas, and he made us all better writers.  I think one of the primary reasons why I want to be an English teacher is because Mr. Hart took an average student – me – and turned her into a far better writer than she would have been otherwise.  I want to make that difference in students’ lives, too!

            Most of us have been positively influenced by one or more teachers in our educational career.  We get into teaching because some teacher made a profound difference in our lives.  Let the interviewer know how this person made a difference in your life and how you want to “pass the baton” to a new generation of learners – giving them the same learning opportunities as you had.  This is the time to be passionate, sincere, and complimentary.  Like you, I’ve had a few really tough teachers in my life.  I may have sworn at them (and all their assignments) during those classes, but they all planted some powerful seeds that have taken root and sprouted in each and every class I teach today.  Make sure the interviewer knows precisely how you’ve been influenced and precisely how you will influence others.

The Biggest Interview Myth

     In an article ("Ten Job Interview Myths Debunked") published in the October 12, 2011 issue of Forbes Magazine, David Couper, a Los Angeles career and executive coach and the author of Outsiders on the Inside: How to Create a Winning Career … Even When You Don’t Fit In addresses some common misperceptions about interviews.  According to Cooper, the biggest interview myth is that the most qualified candidate gets the job.  Couper makes the point that the final hiring determination most often comes down to personality rather than qualifications.  In other words, people are most often hired because of a "likeability" factor; not because they had the highest GPA, the most sterling letters of recommendation, or a resume jam-packed with accomplishments and awards.
     As one principal told me, "I want to hire a personality, not a grade point average!"

How would you differentiate your instruction to meet the needs of your diverse learners?

Q:  How would you differentiate your instruction to meet the needs of your diverse learners?

A:   During my student teaching experience I had the opportunity to work with several special needs students.  I quickly learned that there are some generalized strategies that I always need to keep in mind.  These would include 1) Being aware that special needs students may not want to be singled out for any special treatment.  To do so may identify their disability for other students.  2) I need to consider learning over a long period of time.  I realize that special needs students may require extended periods of time to master a concept or learn a specific skill.  3) I need to be especially careful that I don’t fall into the trap of focusing on the weaknesses of special needs students.  It’s vitally important that I’m aware of and that I seek to identify the individual strengths of each student.  And, 4) I want to provide opportunities for students of all abilities to learn from each other.  I want to be sure that everyone feels like he or she is contributing.  I know that all that is a tough order, but I’m eager for the challenge.

            Be sure you demonstrate your knowledge of special needs students, their instructional needs, and your willingness to teach them.  Always convey an aura of “positiveness” and enthusiasm in responding to this question.  Demonstrate that you are eager for both the challenge and the opportunity.

INSIDER TIP:      It’s always appropriate to talk about a setback or disappointment you’ve had in working with students.  But, it’s even more important to show how the experience made you a much better teacher today.