Frequently Asked Questions Teacher Interview

What steps would you take with a student who was disruptive in your classroom? (G)

(1) First, I would make sure my intervention was quiet, calm; For example, if I saw a student who's not paying attention in class; I would use his name in part of my presentation, as follows: "As an example, let's measure Michael's height in centimeters. When he hear his name, he was drawn back into the lesson with no disruption of te class. (2) I also believe that the more immediate a reprimand, the less likely a student will feel I condone his or her behavior. (3) Also, reprimands should be brief. The more I talk, the more I will distract from the lesson and the more I "reward" a student for inappropriate behavior.

If I hired you today, what would you do first? (J)

(1) First, I would obtain the grade-level curriculum and all the associated text books. I would try to learn as much about the program as I possibly could. (2) Next, I would work with other grade-level teachers and see what challenges they faced over the past year and how they have addressed some of those concerns. (3) Third, I would pull out some of my college textbooks to review important on classroom management and discipline. Above all, I would do my homework and make sure I was ready to "hit the ground running" on the first day of classes in August.

*What would you do with a student who has ADHD? What are some strategies you plan on using to teach learning-disabled students? (E)

(1) Making my instructions brief and clear and teaching one step of a time (2) Carefully monitoring work, especially when students move from one activity to another (3) Adjusting work time so it matches attention spans (4) Providing a quiet work area where students can move for better concentration (5) Combining both visual and auditory information when giving directions (6) Whenever possible, breaking an assignment into manageable segments.

How will your students' overall performance improve as a result of technology? (F)

(1) more engaged (2) improve thinking skills as well as problem solving abilities (3) differentiate instruction (3) I believe my students' performance will improve in three specific areas. (1) One, students will have increased opportunities to become more actively engaged in the dynamics of a lesson. Technology will offer them an array of information available nowhere else. (2) Second, I believe technology will help me help my students improve their thinking skills as well as their problem solving abilities. Through the use of technology, we will be able to focus on higher-level thinking skills that go beyond rote memorization into discovery and exploration. (3) And, third, it will provide me with some incredible opportunities to differentiate my instruction. I'll be able to use technological resources to target specific students with specific instructional options. I believe that technology offers teachers effective ways to reach different types of learners and assess student understanding through multiple means. For example, during my placement as a student teacher at Hillview Crest elementary in Hayward, I incorporated images and interactive multimedia from an iPad into a mapping unit to provide comprehensible input to ELLs and make the learning authentic. I was able to see the enthusiasm and engagement that the students had with the added feature of technology to this unit.

Describe how you will make your classroom and the students comfortable. (D)

(1) not just the teacher's place (2) celebrate the work of students (3) students bring personal items/artifacts from home (4) promote a sense of ownership as well as sense of community Students need to know that a classroom is their place; that it's not just the teacher's place into which they have been temporarily invited. If students have the impression that a classroom is "owned" by the teacher, they will be less likely to make an investment in learning. Classrooms that invite student engagement and celebrate the work of students are classroom in which the best instruction takes place. Our classroom will be no different than a child's bedroom - a place where they will feel comfortable and can personalize, a place that values each and every occupant. To do that in our classroom, we will provide plenty of spaces to post student work. We'll invite students to suggest desk arrangements, color schemes, and decorations. As appropriate, we'll invite everyone to bring in personal items from home to use in the classroom. And we will celebrate students' different cultures and countries of origin by decorating with artifacts from those countries or cultures. Above all, we will promote a sense of ownership in the classroom as well as a sense of community.

*How do you know students have learned what you taught them? (F)

A good teacher understands and uses formal and informal assessment strategies that ensure the continuous development of all learners. Therefore, it must be sensitive to the needs, attitudes, and abilities of individual students as well as the class as a whole. MUSD: Edusoft to gather assessment data on student learning in order to modify instruction for individual students. Assessment programs such as Scholastic Reading Counts, the Scholastic Reading Inventory. These two computerized programs have enabled our teachers to determine precisely what each student's lexile reading level is, select appropriate books for each child to read, have students take a short comprehensive quiz on each book completed, and thereby increase their mastery of reading in the process. This is a great way to encourage and monitor independent reading by our students with books that engage and challenge them. (1) I must be careful that I do not over rely on one form of evaluation just because it's convenient for me to use. Rather, I need to use a multi-faceted evaluation program if I am to determine whether students are mastering the objectives for each lesson. (2) To that end, I need to use formative evaluation measures in order to assess student progress with the material being presented, as diagnostic instruments to determine student strengths and weaknesses, and to provide student and teacher feedback. (3) I also need to use summative evaluation measures at the conclusion of a unit of study in order to assess the extent of students' achievement, to provide a basis for calculation of course grades, and to provide data from which parent reports and school transcripts can be prepared.

Why should teachers use lesson plans? (F)

A lesson plan serves several purposes. (1) They ensure that students are taught what they need to know as established by the state standards. (2) They are an outline that allows teachers to prepare and attend to individual differences between and among students. (3) They ensure that teaching is both effective and efficient so classroom time is used appropriately. (4) They provide others, such as substitute teachers, with an appropriate instructional plan. (5) They also serve as a way for teacher to evaluate their teaching effectiveness.

Please describe the steps you use to plan a lesson. (F)

A well-developed lesson plan reflects the interests and needs of students. It has several key components. (1) First, there must be a set of specific objectives. It can be either performance objectives (what the students will be able to do at the end of the lesson) or knowledge objectives (what the students know at the lesson completion. (2) Second, there must be an anticipatory set or hook to stimulate student interest in a topic. (3) Third, there must be an instructional component including direct instruction and guided practice that tie back and support the objectives. (4) Fourth, there must be some form of closure to the lesson - a brief summary, or some quick student discussion about what exactly they have learned and what it means to them now. (5) Finally, there must be some form of assessment woven throughout the entire lesson. Most importantly, the assessment activities must be directly and explicitly tied back to the objectives otherwise they will not be valid!

How do you use standards to teach students technology?

Answer: (1) National Educational Technology Standards for Students (NETS) When I was student teaching at New Haven Unified School District, I found out that their district have adopted a set of Technology Standards and Skills for K-12. They are correlated with the National Educational Technology Standards for Students (NETS) developed by the International Society for Technology in Education. All skills are cumulative from on grade level to the next. For example, in grade 6, under the Technology Productivity Tools heading, students are expected to use a word processor to create multi-column document (newsletter, brochure), and be able to use the program thesaurus.

*What are some ways you would communicate with parents about students' progress?

Answer: (1) Q connection (2) phone calls (3) Moodle/Edmodo (1) I know from my earlier research that your school uses Q web-based student information system (SIS) to manage student data. So this would be one of the ways I would use to communicate with parents, students, and staffs. (2) I would also provide parents with my business card so they can call me anytime they have any questions. I would also want to plan a regular sequence of phone calls to let them know of the successes with parents on a regular and systematic basis. (3) Before school starts, I would set up Moodle, it's an open-source Learning Management System that allows me to create online courses with a focus on interaction and collaborative construction of content. Moodle is highly popular because it's free and has over 70 million users with over 1.2 million teachers.

*What are some ways you would communicate with parents about students' progress? Why is it important to communicate with parents? (H)

Answer: (1) Web page with updated information (2) phone calls (3) home visits I know from my earlier research that many teachers at your school have their own classroom Web pages. MUSD: Parent Involvement Center, "Parent University" (1) I would want to develop my own Web page that would be updated weekly and would provide parents with regular information about stories to be read, books to be discussed, and specific ways they could encourage reading at home. (2) I would also want to plan a regular sequence of phone calls to let them know of the successes with parents on a regular and systematic basis. (3) I would also like to visit many parents in their homes or in the community to informally or formally discuss strategies and techniques that would support the learning taking place in school. (4) Parent/teacher conferences

*What two things would you like to improve about yourself? What are your weaknesses? What skills or abilities do you still need to develop? What aspect of your teaching style would you like to change? (B)

Answer: (1) asking low-level questions (2) time-management Like many teachers, I guess I have a tendency to ask far too many low-level questions. I've learned that students become more involved in a topic when they are asked more high-level questions. Analysis, synthesis, and evaluation questions provide additional thinking and problem-solving opportunities for students. I'm working hard to make sure I include more of those kinds of questions in each and every discussions I have with students. I'd also like to improve my time management. I tend to be one of those people who always tries to do too much. I always want to include more activities and projects in my lessons, and I often find that there are not enough hours in the day to get everything accomplished. I need to prioritize my work better and give myself some time for reflection and inquiry.

*How do you deal with equity in your classroom. (D)

Answer: (1) avoid segregation in classroom seating and activities (2) classroom resources (e.g. posters and other displays) for gender and cultural equity (3) teacher-student interactions Classroom are a mix of genders and cultures, but not always equitable for all to learn. (1) Avoid segregation in classroom seating and activities, such as boys against girls in math fact contests. (2) Investigate the classroom resources available to students, especially posters and other displays, for gender and cultural equity. (3) Be aware of the classroom environment, grouping of students, and teacher-student interactions. For example, students from collectivist cultures (e.g. China, Korea, Japan) may show lack of participation because they view asking questions in class can send a negative signal to the teacher that the student who asks the question cannot comprehend the teacher well..

*What are your professional goals for the next five years? (B)

Answer: (1) curriculum & instruction (2) regional and national conferences I want to attend grad school to get a master in Curriculum & Instruction to learn more about ways that increase student achievement within and outside of schools. I would also like to attend a number of regional and national conferences so that I can stay up to date on the latest strategies and techniques to make more of a contribution to our school.

*What does your classroom look like on a typical day? Describe how you will make your classroom and the students comfortable? (D)

Answer: (1) educational environment (2) student participation (3) Gradual Release of Responsibility Model (1) You would see an educational environment in which every student is respected, trusted, and learning. (MUSD's vision: valued, challenged, successful) (2) You would see me as a facilitator, where the students play an active role in the learning process. They are on-task, actively engage in their learning because instruction is meaningful and relevant and standards-based. (3) You would see me asking a lot of higher-level-thinking questions, using the Gradual Release of Responsibility Model to provide students with opportunities to become thinkers and learners. You would see a community of learners where each student is learning to the best of his or her ability.

*What does it mean to be a successful teachers? (A)

Answer: (1) flexible (2) fair (3) high expectation (4) positive attitude (5) sense of humor I believe successful teachers have five distinctive qualities that set them apart from the so-called "average teacher." (1) For me, a successful teacher is flexible, someone who can take charge no matter what the situation or circumstances. (2) Second, I think successful teachers must exhibit a sense of fairness throughout the classroom, treating all students equally in the same situation. (3) Third, all outstanding teachers have high expectations for each and everyone of their students. (4) Fourth, and this is absolutely critical, successful teachers have a consistently positive attitude. They don't let the little things get them down, and they serve as positive role models for their students. (5) Finally, the most successful teachers have a sense of humor. Not crackling jokes all the time, but rather looking at the bright side of things, laughing out loud, and using self-deprecating humor when appropriate. As elements of successful teachers, those items are also personal goals for me as I begin this lifelong journey.

*What three adjectives would you use to describe yourself? How would your college supervisor/close friend describe you? What sets you apart from the crowd? (B)

Answer: (1) passionate (2) creative (3) flexible "Passionate" because I love working with children and I have a passion for the subjects I teach. (Example: working at a homeless shelter) "Creative" because I always go "above and beyond" in my lesson planning to engage students in creative and innovative ways. (Example: used iPad in a mapping lesson) "Flexible" because I'm always willing to modify and adjust - never little things get me down. (Example: stayed calm during earthquake drill)

*What is your greatest strength as a teacher? What is the greatest asset you will bring to the teaching profession? Why should we hire you? How will you complement this school? What special skills or talents you bring to your classroom? What expectations do you hold for yourself? (B)

Answer: (1) passionate about teaching (2) team player (3) enjoy learning First, I am passionate about teaching. I'd worked as a volunteer teacher at the Family Supportive Housing in San Jose, and spent three days a week at an elementary school teaching math to a group of first grade students in a self-contained classroom, all while taking courses for my master's degree. Second, I'm a team player. I enjoy working with people. During student teaching, I regularly participated in professional development and weekly grade-level collaboration. Third, I enjoy learning. I spend a lot of time watching TED talks and was able to attend a teaching conference about the new Common Core Standards. I hope to bring my passion for learning to a classroom in this school.

*What are the essential traits/qualities of an effective educator? What skills do you think are most critical to this position? (A)

Answer: (1) positive role models (2) student oriented (3) task oriented (4) good classroom management (5) lifelong learners Good teachers serve as a positive role models for their students. They model their excitement and enthusiasm for what they teach consistently and daily. They are student oriented. They truly care for their students. They show empathy and try to see the world through their students' eyes. They are task oriented. They concentrate on the instructional activities that cause learning to happen rather than on procedures. They are good classroom managers. They understand that classroom management is not about achieving order for order's sake; it's about achieving order so productive learning can occur. They also are lifelong learners. They continually add to their knowledge base throughout their teaching careers. For example, last year, I was able to attend a teaching conference about the new Common Core held at the Lawrence Hall of Science. I wanted to familiarize myself with the new CCS so I can be better prepared for this upcoming school year.

*How will you integrate technology into your classroom? Why do you want to teach technology? (F)

Answer: (1) research (2) publish students work (3) online assessment (1) The number-one use of technology comes in the form of research. The Internet, for example, provides students with a wealth of current information on any topic or any subject. I want my students to experience the incredible array of data available in any subject area. (2) A second project that can help integrate technology, while truly getting students exited about school, is Web site creation. I plan to publish a Web site with my class about information students have researched or personally created. This might include literary efforts, results of scientific investigations, critiques of books read, or problem-solving projects. (3) I also want to explore the possibility of online assessment for my students. If students have the opportunity to demonstrate what they have learned through the use of technology, then I have more time available to teach. It's an exciting concept I'm eager to explore. Still, I have to remember what one of my professors said: "The program should not be built around technology; rather, technology should be built into the program."

*Tell us a little about yourself. Why do you want to teach? What is your motivation for teaching? (B)

Answer: (1) success-oriented (2) passionate I graduated from SJSU with a degree in accounting because I've always considered myself a problem-solver. However, it wasn't until I took a job as a substitute teacher that I finally found my true calling. I wanted to be a teacher! I am success-oriented and I really want my students to succeed - not just in the core academic subjects but also in life. I am also passionate about teaching and learning. I pursued a Masters of Science in Educational Technology because I wanted to integrate technology into the curriculum to deepen and enhance the learning process for my students.

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

Answer: The first few days of school are important, as well as nerve-wreaking for students. (1) Meeting and greeting 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. (4) I'd want to take attendance each day so I can begin learning their names and the correct pronunciation of those names. (5) I would also share an initial set of rules and classroom expectations - and invite them to help establish additional classroom procedures throughout the year. (6) I would inform them about 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.

Tell me about a time when you didn't perform well in student teaching. (F)

Answer: asking low-level questions, allowing students to ask their own questions.

What is the most important quality of a teacher? (A)

Answer: flexibility I believe the most important quality of a teacher is flexibility. I've realized that there is no such thing as an average day in teaching. Machines break down, lesson don't work, technology goes on the blink, students get sick, and a hundred other things can, and often do, go wrong. A flexible doesn't let these inevitable events get him or her down. You can't survive in the teaching profession if you are inflexible. For example, during my student teaching, we had an earthquake drill right in the middle of my lesson; I demonstrated flexibility by remaining calm and followed school evacuation procedures.

*Describe how you will deal with different cultures in your classroom. (D)

Answer: units about customs and traditions (e.g. Cultural Dolls Project) The student body in our schools reflects the racial, socio-economic and cultural diversity of the Bay Area. As a teacher, I recognize that when a student's culture is valued, it can have a positive affect on their performance. I encourage students to share their cultures by developing units about customs and traditions in various parts of the world, exposing students to some of the positive impacts of immigration on our country and economy. This can create a "community of learners" in my classroom, where differences become strengths. During student teaching, I had the opportunity to teach a thematic unit called "Cultural Dolls Project" where students researched about their heritage and presented to the class regarding their culture.

Why do you want to be a math teacher? (B)

Beside the fact that there is a huge demand for math teachers in California, math is a way of life; every fact of life on earth uses mathematics on one manner or another. (1) Word problems teach students about problem-solving skills. It also teaches us about recognizing patterns. (2) Using charts, tables, and graphs will help children learn to share and organize information about the world around them. (3) Learning how to measure and compare is an important life skill that encompass the concepts of length, weight, temperature, time, and money. The math skills students learn will last a lifetime. It is my goal to help my students see the relevance of mathematics to their everyday lives. (Example: solid geometry unit)

*What is Bloom's Taxonomy? (F)

Bloom's Taxonomy is a classification of learning objectives. There are six level of skills in the cognitive domain. (1) Remember - memorizing facts (What are the health benefits of eating apples?) (2) Understand - comparing facts (Compare the benefits of eating apples vs. oranges.) (3) Application - solving problems using acquired knowledge (Which kinds of apples are best for baking a pie, and why?) (4) Analyze - making inferences, breaking down information into pieces (List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.) (5) Evaluate - present and defend opinions by making judgments about information (Do you feel that serving apple pie for an after school snack for children is healthy?) (6) Create - compile information together (Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.)

*How much homework will you assign your students? (F)

In our "Curriculum and Instruction" course, we learned that there is a positive correlation between homework as a learning tool and student achievement in the classroom. However, we also learned that the amount of homework assigned needs to be tailored to the students' age and grade level. So how much homework should I assign my students? Although there is no definitive answer, I'd like to use a simple formula that Dr. Graber shared with us. That is "Homework = Grade Level x 10." This means that the amount of after school homework (in minutes) is equal to the grade taught times 10. Since this position is for fifth grade, that would mean that I would assign approximately 50 minutes of homework per evening, including all subjects collectively: reading, math, science, and social studies.

What can you tell me about comprehension strategies? (F)

Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. Some of comprehension strategies include: (1) Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include direct explanation, teacher modeling ("thinking aloud"), guided practice, and application. Comprehension strategies: (1) Monitoring comprehension, (2) Graphic and semantic organizers (Venn-Diagram, Storyboard, Storymap) Direct explanation The teacher explains to students why the strategy helps comprehension and when to apply the strategy. Modeling The teacher models, or demonstrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using. Guided practice The teacher guides and assists students as they learn how and when to apply the strategy. Application The teacher helps students practice the strategy until they can apply it independently. Effective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks. Cooperative learning instruction has been used successfully to teach comprehension strategies. Students work together to understand texts, helping each other learn and apply comprehension strategies. Teachers help students learn to work in groups. Teachers also provide modeling of the comprehension strategies.

How do you deal with Copyright?

Copyright is the "legal right of authors to prohibit others from copying their work." As a technology teacher, I must: (1) Set an example for my students and be a role model by following the laws myself (2) Educate students on giving proper credit to the author/owner when using information prepared by them and also how to paraphrase (3) Educate students on how to correctly cite an author's work.

How do you deal with cyber bullying? (G)

Cyber Bullying is "the act of sending harmful or cruel text or images using the Internet or other communication devices" Children who are victims of cyber bullying show low self-esteem, depression, anxiety and anger. Some are even suicidal. (1) As a technology teacher, I must promote cyber-ethics in my classroom as students do online research. (2) Assign news articles related to cyber bullying incidents for student reading and class discussion (3) Have students write in response journal as part of classroom discussion

*What is digital literacy? (F)

Digital literacy is the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies. It requires one "to recognize and use that power, to manipulate and transform digital media, to distribute pervasively, and to easily adapt them to new forms"

*Talk about time management. (D)

For me, good time management is all about transitions - you know, those times during the day when I move from one activity to the next. But in order for those transitions to be effective they need to be taught. A highly effective strategy is to give consistent visual or auditory and verbal cues to alert students that a period of transition is coming. For example, I would let students know when an activity is about to end so they have enough time to finish up what they were working on. I would also let students know what they can expect in any subsequent or follow-up activity so they will not feel "caught off guard". I need to establish a set of rules & behavior expectations to help minimize the likelihood of inappropriate behaviors during periods of transition.

Why do you want to teach middle school? (B)

From the moment I began my volunteer experience with 7th grade algebra students at Hopkins Junior High in Fremont, I knew that this age level was the best fit for my teaching style and personality. I enjoy working with students in middle grades because they have the enthusiasm of elementary school students, yet are developing the logic and reasoning skills to make sense of their world. As a teacher, I strive to creatively engage students using hands-on activities that connect abstracts concepts to the real world. For example, in my latest Foundational-level Added Authorization in Mathematics coursework, I learned to use algebra tiles to visually model algebraic ideas related to integers, algebraic expressions, equations, and polynomials.

*What is the purpose of assessment? What is the difference between assessment and evaluation? (F)

Good assessment is multi-disciplinary and multi-faceted. It should be designed to address four major concerns of every teacher. (1) Assessment should provide meaningful feedback; that is to say, "are students learning what I'm teaching?" (2) It should be used to effectively measure instruction; in other words, "is the instruction tailored to the individual needs of students?" (3) Assessment is used to evaluate progress - "are students progressing in a satisfy manner?" (4) Assessment must inform instruction - It must be used to help develop appropriate activities that will ensure student success throughout the year. Assessment must be authentic; I used a variety of assessment tools including projects, demonstrations, portfolios, rubrics, and writing samples to help me effectively gauge each student's progress and performance in every lesson.

What can you tell me about guided reading? (F)

Guided reading is a strategy that helps students become good readers. The teacher helps students learn to use reading strategies, such as context clues, letter and sound knowledge, and syntax or word structure, as they read a text or book that is unfamiliar to them. The goal of guided reading is for students to use these strategies independently on their way to becoming fluent, skilled readers.

*What is your philosophy regarding homework? (F)

I believe that the value of homework is threefold. (1) One, homework helps students develop good study habits. (2) Two, especially if it is interesting and relevant, homework fosters positive attitudes toward school. (3) And, three, homework communicates to students that learning happens in and outside of school.

*What principles do you use to motivate students? How would you motivate an unmotivated students? How do you motivate reluctant readers? (G)

I recall one of my college professors discussing this topic in considerable detail. Specifically, motivation is comprised of three critical elements. (1) First, I must always provide instruction that will ensure a measure of success for ever student. That is, every student must know that he or she can achieve a degree of success with an assignment or academic task. (2) Second, I need to create a community of learners in my classroom, one that celebrates all its members and provides a supportive, inspirational, and motivational environment. (3) Third, students must see a value in what they are learning. During student teaching, I found that, for motivation to occur, students must know the reasons, rationale, and whys of any learning task. When I provided students with specific reasons on why they needed to learn about the 3D geometric shapes, for example, they were more engaged and more motivated. I want all my students to see a connection between what they learn in the classroom and their lives outside that classroom. That's true motivation.

*What is your philosophy of classroom discipline? How do you handle discipline problems? Describe your discipline plan or policy. What is the most important aspect about discipline? (G)

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.

What can you tell me about inclusion? (E)

Inclusion is the idea that special-needs children, whenever possible, should be included in all activities and functions of the regular classroom. For me, inclusion also means that students of all abilities, talents, and skills are offered learning opportunities to achieve to the best of their ability. It also means that I have to differentiate my instruction so that I can meet the needs of every student.

*Describe your teaching style. What is your philosophy of teaching? (B)

My teaching style is constructivist. Like Vygotsky, I believe that learning is not about the accumulation of knowledge, but rather an active, social process. When it comes to teaching, I assume the role of a facilitator. I do not tell my students all the answers. I provide students with opportunities to process the information, linking their background knowledge to the new content. I also ask lots of open-ended questions, allowing my students to work in groups (Reciprocal Questioning) to arrive at their own conclusions.

How do you teach netiquette? (G)

Netiquette is defined as "etiquette on the Internet" For example, some of the Internet etiquette include: (1) Not using school systems for personal use (2) Not sending flame mails (3) and responding promptly to email messages As a teacher, it is my responsibility to teach my students proper netiquette. Therefore, I should (1) Model ethical online behavior for my students (2) I would also conduct training sessions for students and hold classroom discussions (3) And participate in role playing, games and simulations with students.

*What are you going to do for that kid who just "doesn't get it"? (E)

Never give up! I believe that every child is entitled to a quality education that are tailored to their unique set of skills, interests and needs. Through differentiated instruction, I would need to identify the level at which the student is working on; their learning profiles; and provide different learning options that will offer him or her the greatest opportunities to succeed!

How do you deal with Internet Privacy? (G)

Privacy is defined as "the right to be left alone." However, the technology and the infrastructure of the Internet do not give users that choice. Online predators, use very creative techniques, including online observation, to find out about children. As a technology teacher, I must (1) Educate students about Internet privacy, especially the use and abuse of personal information (2) Teach students how to recognize, avoid and handle situations where their privacy will be compromised and their lives put in danger (3) Create safe, and monitored learning environement

*What is RTI, and what are its advantages? How would you handle the varied reading abilities in your classroom? (F)

Response to Intervention (RTI) is a model that provides multi-level and prevention for students at risk - those not making grade level standards and those with learning disabilities. It focuses on early diagnose and the right interventions. There are three tiers of interventions and the intensity and type of interventions are based on how well the student responds to the interventions or instructional strategies. It uses data to inform and guide instruction. Therefore, it's important to know what tier the student is at and develop appropriate interventions or instructional strategies to support the student.

How do you use technology to assess student knowledge? (F)

Speaking of assessment, I must be careful that I do not over rely on one form of evaluation just because it's convenient for me to use. Rather, I must use authentic assessments that are measurable yet student-centered, promote critical thinking and encourage students to take responsibility for his/her learning. (1) Anecdotal records: I observe their actions, their work, the way they are learning the skills I'm teaching. Are they engaged? Do they remember the skills taught in prior weeks and apply them? (2) Teach others: Can they demonstrate the skills to others? (3) Verbalize: Can students use the right words to share answers? Can they transfer knowledge learned in my class to other classes and outside the classroom? Do I hear funny stories from parents and teachers about how students used something learned? (4) Summarize knowledge: Can they use knowledge to create a magazine, an Animoto video, or HyperStudio? (5) Oral demonstrations: This can be summative, formative, informational, or informal. It can be a quick answer to questions in the classroom, coming up to the Smartscreen and solving a problem, teaching classmates how to solve a problem during class, or preparing a multimedia presentation to share with others online or in person. It includes much more than an assessment of learning. It judges a student's presentation skills, ability to talk to people-life skills fundamental.

*How do you differentiated instruction for ELLs?

Teachers are successful at differentiating instruction for ELLs when they: (1) Get to know as much as possible about each student — ELLs represent a wide range of academic skills, interests, languages, English language proficiency levels, and cultures. The more a teacher can learn about each student's background, the better prepared s/he is to provide appropriate instruction for that student. (2) Have high expectations for all students — Content should not be "watered down" for students who are still developing English language skills. Creative teachers think of ways to help students understand key material and "show what they know" in ways that match their language proficiency levels. (3) Have a variety of research-based instructional strategies at hand — Experienced teachers know that "one-size-fits-all" instruction is rarely successful. There are many different learning profiles in any given classroom, and students learn best when instruction matches their needs and learning styles. (4) Use ongoing assessment to guide instruction — Ongoing, informal assessment is vitally important to matching instruction to students' changing needs. (5) Provide multiple types of assessment — matching assessment to students' learning profiles and language proficiency ensures that every student has an opportunity to demonstrate what he/she knows. (6) Differentiate homework — If all students have the same homework assignments, some are doing busy work while others are struggling with work that they cannot possibly complete successfully (Tomlinson, 2005). (7) Collaborate — Instruction is most successful when all of the professionals who work with ELLs work together (8) Use flexible grouping — Small group instruction is a very effective way of making sure that all students can access important content, and keeping groups flexible allows teachers to match students with different peers for different types of activities. (9) Make content comprehensible for all students (Echevarria, Vogt, & Short, 2008) — Providing ELLs with alternative ways of accessing key content (e.g., charts, books written in their first language, simplified text written by the teacher, discussion, etc.) allows them to learn the same material as other students as they continue to develop their English language skills.

*How do you collaborate with grade level and staff? (H)

The 21st century teacher must be able to embrace collaborative practices in professional learning communities. What does it mean to you? How do you embrace collaborating ideas (not just worksheets). Focus on looking at student work and finding common practices to support student learning. If we expect students to work together in groups, it's only natural we model that with adults too!

*What is a balanced literacy program? (F)

The Balanced Literacy Program is a comprehensive, differentiated approach to reading and writing instruction. It is based on a framework that is designed to help all students learn to read and write effectively. The idea is to integrate reading into all subject areas and all parts of the instructional day. Some of the components of a balanced literacy program include: (1) read aloud (2) shared/guided reading (4) independent reading (interactive writing) and etc... I prefer to use the five finger test. At the very beginning of the year teach students how to browse for books. Look at the cover, read the back or inside covers, open the book and read one full page. Every time a student comes across a word they don't know they hold up a finger. 0-1 fingers up --- too easy, 2-4 fingers --- just right, 5 or more fingers --- too hard for now.

*What did you learn in your master's degree program? (A)

The Educational Technology Leadership Option provides the participants with additional (1) technological knowledge and skills to create effective school district technology plans, (2) to develop training programs for classroom teachers in the use of technology, (3) to promote organizational change through technology, (4) to manage technology resources and personnel in a school setting, and (5) to apply their technical skills and knowledge to identify and utilize technological resources appropriately for the needs of the schools, school districts, and similar educational organizations. All the option's required courses address these technology needs of schools

*What do you know about the new Common Core State Standards?

The National Board of Governors Common Core Standards expect technology to facilitate learning through collaboration, publishing, and transfer of knowledge. Educators want students to use technology to work together, share the products of their effort, and employ the skills learned in other parts of their lives. // Common Core emphasis on comprehension, problem-solving, critical thinking, preparing students for career and college. At least 50% of what students read is informational. (1) Expect active participation of all students (2) Facilitate the learning process rather than disseminate the information (3) Make their content literacy expertise visible to all (4) Create carefully structured situations that allow students to solve problems independently (5) Encourage students to draw on their abilities to discover answers by themselves rather than rely on adults to supply the facts

How do you plan to individualize instruction? What is an IEP? (E)

The best way to understand individualized instruction is to look at how it is used in special education. An Individual Education Program (IEP) is a written document that's developed for a student who is eligible for special education. The IEP is created through a team effort of students, teachers, parents, school administrators, and etc... It details about the student's strength and needs and ideas for enhancing his or her education. During student teaching, I had an opportunity to work with a student who had ADHD. Some of the strategies we used to support this child include: (1) Making my instructions brief and clear and teaching one step of a time (2) Carefully monitoring work, especially when students move from one activity to another (3) Adjusting work time so it matches attention spans (4) Providing a quiet work area where students can move for better concentration (5) Combining both visual and auditory information when giving directions (6) Whenever possible, breaking an assignment into manageable segments.

*How do you use technology to differentiate instruction? (E)

The fact of the matter is, our students come into our classroom with a diverse learning styles, interests, and abilities. Fortunately, we can use technology to tailor our instruction to meet the needs of all students by differentiating the (1) content (the information and skills that students need to learn): the Internet provides a vast amount of educational information including online books and documents. Websites like Starfall, Super Why, and Safari Montage contains hundreds if not thousands of educational media for kids of all ages to learn. (2) input (how students make sense of the content being taught): for visual learners, there are YouTube and other video streaming websites with vast information. Kinesthetic learners can interact with online simulations for math and science on the Explorelearning website! (2) output (how students demonstrate what they have learned): There are many commercial as well as open source programs such as HyperStudio and Kidpix that allow students to create multimedia presentation and share with their class. Students can also use Animoto to make and share beautiful video.

*What can you tell me about differentiated instruction? How would you differentiate your instruction to meet the needs of your diverse learners? (E)

The fact of the matter is, our students come into our classroom with a diverse learning styles, interests, and abilities. Rather than simply "teaching to the middle" by providing a single path for learning for all students in a class, we use differentiated instruction to match tasks, activities, and assessment with our students' interests, abilities, and learning preferences. For example, during student teaching, I had a unique opportunity to develop instructional activities that target auditory, visual, and kinesthetic learners in my classroom. I used brain gym activities that help students with practice skip counting by utilizing both sides of the brain.

*How would you involve parents in the affairs of your classroom? (H)

There are a number of things I would do, on a regular basis, to get parents actively involved in the overall curriculum. Here are just a few: (1) I would encourage parents to participate continuously throughout the entire school year. (2) I would use students as "recruiters" to get their own parents involved. (3) I would reward and/or recognize parents for their efforts, however small. (4) I would strive to be friendly, down to earth, and truly interested in parents and their children. (5) I would continuously communicate to parents the fact that their involvement is ultimately for the benefit of their children.

How do you deal with equity in your technology classroom? (D)

There's a term called Digital Divide. It refers to the gap people with effective access to digital technology, and those with very limited access. For example, there's a bias that information technology is often perceived as a male subject. Minorities groups face multiple barriers to information technology use, including lack of role models, and unconscious stereotyping. Therefore, as a technology teacher, I must (1) ensure that technology is taught in a manner that encourages and engages all students (2) Be supportive, especially for females students, in their pursuits into information technology field (3) Be fair and equitable to all students when considering technology, regardless of gender, race or socio-economic status.

*Why do you want to teach in this school? What do you know about this school? (A)

Tips: Pour over school board minutes, recent test scores, Web site, and printed newsletters. Learn about student population, climate, and philosophy. When I checked out your district's Web site and saw how much technology was integrated throughout the curriculum, I became very excited. I am passionate about the function of educational technologies and the effect they have on student engagement and academic achievement. I believe that my experience gained from student teaching both first and third grades, along with my extensive technology backgrounds would make me a great asset for you district. Curtner: API 930 (2011-12) despite budgets cuts!, Life-Long Learning Standards! (students will be collaborative workers, effective communicators, critical thinking). California Distinguished School (2010)., International Faire,