What you will do the first few days of school?

Q:  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 each and every student.

            Here’s an opportunity to answer two questions in one.  First, what is your philosophy of teaching?  And, 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.

üEXTRA CREDIT:      Interviewers always appreciate problem-solvers.  Tell the interviewer how you can help her solve professional problems and you’ll always be ahead of the pack.

Why should we take a closer look at you?

Q:  We have a number of applicants interviewing for this position.  Why should we take a closer look at you?

A:   More than just a major in college, teaching for me is a passion.  I’ve worked closely with our local Boy Scout troop, volunteered as a youth leader in my local church, and spent quite a bit of time in the children’s department in the local public library.  With me, you’ll get passion and commitment – but you’ll also get a wide range of experiences in several different settings…experiences that give me a broad base beyond course work and student teaching.

            This is a question often asked near the end of an interview.  It is a great way to put a punctuation mark on who you are and what you will bring to a school.  It’s similar to the question, “Why should we hire you?” and provides you with a terrific opportunity to leave the interviewer with a most favorable impression.  Practice this one and be prepared to offer specific details (in less than two minutes).  Your response should also answer the one question you'll never get asked ("How will you make my job a little easier?").  Oh, by the way, don’t “talk negative” about the other candidates…if you do, you’re done!

Describe an ideal classroom.

     Q:  Describe an ideal classroom.
     A:   I believe an ideal classroom is composed of five basic elements.  These include 1) Learning occurs best when the development of positive attitudes and perceptions is made part of every learning task.  2) Knowledge is best learned by making connections between what is known and what is to be learned.  I always want my students to understand what it is to construct meaning.  3) I believe that for learning to be effective and meaningful, students should be provided with opportunities to use knowledge in practical situations – that is, opportunities to apply that knowledge.  4) We know that in an ideal classroom students learn best when they need knowledge to accomplish a goal they consider important.  This often involves problem-solving, decision-making, and inquiry-based learning.  And 5) in that ideal classroom, teachers can help students develop the mental habits that will enable them to learn on their own.  Critical thinking activities and metacognitive practices help ensure this.  While these five principles are all part of that ideal classroom, they are also goals or aspirations I see for myself and my students.  That ideal classroom may not always be achievable, but it can certainly be a realistic goal.

            Demonstrate your knowledge of educational principles and practices that can be part of every teacher’s classroom.  Detail those items and show how they can serve as goals for your future classroom.  The interviewer wants to know two things: 1) What’s good teaching; and 2) What kind of teaching will you practice?

What is your philosophy of classroom discipline?

   Q:  What is your philosophy of classroom discipline?

   A:   I would want to establish a specific set of rules for students to follow.  This set of rules would be designed to create a sense of order and comfort so that teaching and learning can take place.  But, in order for the rules to be effective, I know they need to be built on some very basic principles.  These principles would include 1) Students should have a sense of ownership of the rules – they should be invited to contribute a set of expectations about classroom behavior.  2) Classroom rules should always be framed in positive terms.  Instead of “Don’t hit people,” I would say ‘Respect other people.”  Instead of “No talking when someone else is talking,” I would say, “Take turns talking.”  3) I would make sure all students understand the classroom rules through concrete examples, specific anecdotes, and personal stories.  And, 4) I would make sure my classroom rules were consistent with school rules.  Above all, my classroom discipline policy would be structured on a set of rules that would be communicated in clearly defined terms and language students understand, provide the specific rationale or reason for a rule, and offer concrete examples of each rule as I would want it practiced.

            Discipline is one of the most important concerns in schools today.  You should definitely plan on being asked a “discipline question” at some time during the interview.  Your response should be carefully crafted in terms of specificity and purpose.  The more detailed you are in your response the better you will be viewed by the interviewers.  Never talk in generalities when responding to this query.  Be precise!

INSIDER TIP:      Always think about the interviewer and gear your responses toward her or his concerns.  If you can demonstrate how your talents or experiences can address one or more of her or his concerns you will always come across as an interesting candidate as well as a first-rate teacher.  Be outwardly oriented and you’ll always have a successful interview.

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!