Teacher Interview Questions

Mr. Smith - Secondary (7th Grade) Reading Teacher

1. How do you handle a student you consider to be problematic?
It all depends on the problem behavior. First, I would check with
guidance after the first occurrence of serious misbehavior to see if they
might know what the root of the problem might be. If it happens again, I
would talk to the student, one-on-one. If neither resolve the problem, I
would contact the parents. Between myself, guidance, and (hopefully)
parental help, I would hope to solve the problem.
Reflection: I hadn't thought of using guidance for these issues and I'm
not sure why the thought hasn't occurred to me to do so. Definitely
something to keep in mind moving forward.
2. When faced with a new or unfamiliar content, how do you plan and
adapt?
To begin, I do some extensive research about the new content. I need
to have a thorough knowledge of what was to be taught. I would also check
with a colleague who has experience in that content for some years, if
available. I could perhaps utilize some of the teaching techniques which
that teacher employed. Teaching something for the first time is always the
toughest.

Reflection: This really summed up what I thought he would say and is

more or less what I would probably do; especially with research and reading
up on new material.
3. Other than classroom management, what's your biggest
challenge?
My biggest challenge is trying to present the curriculum in an
organized, meaningful, and relevant manner.
Reflection: Making content relevant is something that I know I'll be
challenged with too moving forward, especially in the field of history.
Hopefully I will able to connect past events with current world situations to
reach my future students in an effective manner.
4. How do you handle communication with parents?
I encourage parents to contact me whenever they have any questions.
The best contact method, for me, is through email. If parents simply do not
care about their student's education, I would call upon guidance to provide
assistance to provide support and encourage communication with the school
and me.
Reflection: Again, guidance is a surprise answer for some reason.
Email is my preferred method of contact, especially when the subject matter
is sensitive.

5. If you could go back to your first year of teaching, what do you

know now that you wish you knew then?
If this were possible, I wish I knew that a sense of humor in the
classroom goes a very long way. I wish I knew that learning just facts and
terms was not the main focus of teaching lessons. I also wish I knew that
flexibility in teaching was so important. By flexibility, I mean various ways to
demonstrate the lesson, whether it's by direct instruction, video,
PowerPoints, etc. Finally, I wish I knew that you have to have enthusiasm for
what you teach if you want your students to have any enthusiasm. Be a rolemodel for that.
Reflection: Having enthusiasm has always seemed essential to me. As
I reflect, all my favorite teachers and professors had enthusiasm for the
subject matter they were teaching and it really resonated well with their
students.
6. How have you built and maintained professional relationships
throughout your career?
I have done this through contact with teachers in the same subject
area, department meetings, in-service programs, and through conferences
and conventions. Through these, you learn to associate with certain people
and they can become friends or just co-workers you have a good working
relationship with.

Reflection: I was expecting a less-formal answer than this. I wanted to

hear about events outside of school that bonded co-workers together more
closely such as going out to eat and drink occasionally. However, I didn't
want to press him about relationships at work.
7. Do you find some classroom technology irreplaceable now in
today's world? If so, what? Do you find some to be overrated or
useless?
Absolutely. The technology I utilize, like PowerPoint, YouTube,
SmartBoards, and the dock-cameras. With that being said, TVs and DVD
players are becoming more and more obsolete.
Reflection: I predicted this would be the answers. It was reassuring to
me because outside of the SmartBoard, I feel pretty comfortable with the
other methods he mentioned.
8. Do you have any long-term goals set for your students? If so, what
are they?
Students are involved in a long-term research project which requires
them to apply research techniques taught in class, organize information into
an outline, and write a draft and final copy. This incorporates the reading
and writing skills taught throughout the year. Students are graded on each
component.

Reflection: This is something I will be able to transfer over to the

history and social studies field. Research and writing are essential
components of the field and using a model like this will teach students how
to be successful writers and show them how historians operate.
9. Do you have ELL students in your classroom regularly? What kinds
of strategies do you use to relay information and assess their
understanding?
Yes, I do. We generally have around five ELL students per grade level.
We try to use a lot of visual cues to assist with vocabulary instruction. I try
to use books at different levels on the same topic, some with pictures, to
develop understanding. Assessment is done verbally at times if writing skills
are weaker.
Reflection: Reinforced some key concepts we went over in our ELL
class. Lots of visuals, acknowledging various proficiency levels, trying to be
as flexible as possible to accommodate the students' needs while
encouraging the use of English.
10. What are your thoughts on inclusionary practices? Are they
effective? Are they used in your school?
Yes, inclusion is part of our school's philosophy. Students who are
included in my class range from those with mild learning disabilities to
students in the autistic support program. Successful inclusion is dependent

upon appropriate placement; decisions about inclusion should be made on a

case-by-case basis.
Reflection: I was happy to hear this because it mirrors my belief that
inclusion is most effective when done on a case-by-case basis and not an
overarching, all encompassing system.