Teacher Interview 1
If a lesson went wrong, what would you do?
Things don't always go according to plan. 1. Student as teacher I found myself in a situation where part of the class understood the task well, whilst other students were struggling. so i asked the students who know what they're doing to teach it to their peers. they were able to explain things to their peers in a way that both appeals to them more, and makes better sense to them than my explanation. 2. Use collaborative or group work. I found this startgy is good to rescue a lesson that had students losing interest or acting up. so I believe it's always worth thinking about how any lesson, or part of a lesson can be adapted to encourage group or collaborative working. 3. A change of scene take them to the library, outside 4. Extension activities One of the most common reasons for kids acting up in lessons is simply that they're bored. For this reason it's a great idea when I always planed my lessons to plan a range of extension activities which can tap into the abilities of the different types of learners in your class. There is not necessarily any need for a pupil to finish the original task if you think they'll get more out of an alternative activity - be prepared to be flexible. At the end of the day as long as learning is happening, that is the key thing.
How do you get students excited for learning?
Through the use of a hook in every lesson. Often for me this is through the use of humor, there are very few students who are not intrigued by a little self deprecating humor. A funny voice at the beginning of the lesson, a reference to a "real world" embarrassing memory before writing, mental math to gain confidence before a new lesosn, science experiments and demonstrations, video clips, anything to connect their learning to real life and what interests them...
What techniques would you use to be sure that pupils understand?
...
What two or three things are most important to you in your job?
...
What was the most challenging discipline problem you've encountered and how did you handle it?
...
What was the most frustrating thing that happened to you as a student teacher?
...
What would you do if a student was complaining about an assignment you've given?
...
What would you do if a student wasn't handing her homework on a regular basis?
...
What would you do to calm an angry parent?
...
When students say they want the teacher to be fair, what do you think they mean?
...
Who influenced you to become a teacher?
...
Why did you decide to become a teacher?
...
Why do you think you will be a successful teacher?
...
Why should I hire you instead of other applicants?
...
With what extracurricular activities would you be willing assist?
...
Without giving any names, describe the most challenging student you've ever taught.
...
Would you describe an outstanding teacher to me please?
...
Would you describe yourself as a "tough" teacher or an "understanding" teacher? Explain.
...
if you have kids in your classroom that are in different varieties of reading fluency how would you teach them?
...
Please describe the difference between content standards, benchmarks and performance standards.
Content standards describe what students should know or be able to do in the content areas, math, language arts etc. They define the knowledge within each discipline. Benchmarks make clear what students should know and be able to do at four different grade spans, K-3, 4-5, 6-8 and 9-12. The expectations for instruction, assessment, and student work are called Performance Standards.Performance standards answer the questions "what does good performance look like?" and "How good is good enough?" These incorporate Content Standards and define the level of work that demonstrates achievement of the standards. Performance standards isolate and identify skills needed for problem-solving, reasoning, communicating, and making connections with other information. They provide the evidences that students have met the content standards, helping teachers define what level of work is satisfactory.
Describe your planning process for a major project or unit.
First I would decide on the objectives of unit and how I would best meet them with my students. I look over the Sunshine State Standards and the district curriculum to make sure I include the necessary information for my students. I compile a document with background information for myself. Based on my students learning styles and interests, coupled with the unit's objectives, I start designing activities and assessments that reflect the content and the students. After planning out the activities and assessments, I confer with colleagues. Before, during, and after teaching the unit or project, I reflect on what goes well and what doesn't. I keep notes about the reflections to guide me with updating or changing the unit or project in the future.
What qualities do you have that would enhance our teaching staff?
I am always willing to collaborate and contribute. Ideas are rarely new, they are passed on and practiced. I will always admit when I need help, and am always willing to help where I'm needed. I strive to adapt and contribute to the team.
Name a book you have read recently related to education.
I am currently reading "Setting limits in the classroom. I am also reading a book about crisis intervention
What are your thoughts on team-teaching?
I am sure many of you have participated in team-teaching and realize the benefits of this strategy. The interviewer who asks this question wants to discover, if you are flexible, enjoy working in a team environment, have experience in this area, and what your viewpoints are on the subject. It is an effective strategy for teaching large groups of students. Encourages teachers to collaborate and generate ideas ... two heads are always better than one! Talk about team-teaching experiences you have had, and the positive results that transpired.
What personal strengths can you bring to our school?
I am very good with technology, in fact I am working on my masters degree in educational technology. I want to learn new ways to incorporate the knowledge I have in technology into the curriculum. for instance, I taught a lesson on Africa and instead of describing Africa,I accessed Google Earth and took the students on a trip to Africa to see what is looks like. this was not only a great hook to get them interested, but I think students learn more with real life applications.
What are your expectations for your special ed students?
I basically said that, while I make accommodations for the students who require it, I have high expectations for all of my students
How would you handle a situation where a student is repeatedly disruptive in your class.
I believe that the students are responsible for their choices. What I do is in response to each specific choice. I let the students know that they are causing a problem for someone in the classroom and they need to find a way to solve the problem. If, after time has passed, they haven't figured out a solution and the problem still persists I give them two options. The options vary depending on each special situation and special individual. The student then chooses an option with the understanding that their previous choices are what put them in this position. If a student thinks the options are unfair, they can tell me quietly and we'll have a conference to figure out what would be a fair option. If a student is repeatedly disruptive I follow these guidelines, but create a signal (only known to the individual student and myself) to let them know they need to think about their actions. I would work with the student to come up with some strategies to get their behavior under control.
What specific teaching strategies do you use to achieve results with students?
I believe the students have to be able to SEE what is going on, by me modeling it. They actually have to TOUCH the activity involving manipulatives. They would have to DO the activity with worksheets. Lastly, ASSESSMENT to make sure the students understand what was being taught. It's my job to help them channel that wonderful inborn curiosity and structure the information in such a way that they'll want to learn more. And, particularly in math, teachers have to realize that sometimes kids are so confused that they simply don't know what to ask. And that's OK. At that point, you go back to the very beginning, and take it in incredibly tiny increments. If it means dropping today's lesson plan to get everyone caught up, that's OK.
How would you describe a successful principal?
It is important that a successful principal... •has a vision and a plan to reach that vision...combined with the ability to bring faculty members together to form a cooperative team and motivate them to reach district goals and objectives. •be visible... the principal's presence should be evident on a continual basis. He or she must be easily accessible to both students and teachers. •has a great sense of humor, and can relate well to a diverse group of individuals. •genuinely cares about the students, teachers, parents, and the district.
Is it ever justifiable to force a student to learn?
no, encourage, yes, force, absolutely not.
How do you teach kids to utilize higher-order thinking skills in your classroom?
...
How do you think a friend or a professor who knows you well would describe you?
...
How do you work under pressure?
...
How much do you want to know about your students in order to be most helpful to them?
...
How much homework do you give?
...
What kinds of inservices would you be eager to attend?
...
What part of this job are you looking forward to?
...
What part of this job scares you?
...
What procedures do or would you use to evaluate student progress?
...
What role does classroom management play in the educational process?
...
What techiques do you use to keep pupils actively involved during a lesson?
...
How much homework will you assign? How do you know how long it will take your students?
...
How well organized are you? Why is organization important for a teacher?
...
How will you build community with other teachers?
...
How would you assess your effectiveness as a teacher?
...
How would you create and and promote a safe atmosphere within your classroom?
...
What strategies would you use to develop students' critical thinking skills?
- Blooms - I would use a variety of teaching methods to encourage students to think "outside the box." I would use questioning techniques aimed at going further inside a students' head or thinking. I would encourage students to answer the "why" and "how" questions. I would encourage students' to relate the subject matter to their own lives and put themselves in the situation and ask them how they would handle the problem or the content we were learning about. I would use problem-solving, open-ended questions, logic puzzles, and analogies to extend lessons.
How would you handle making a difficult phone call to a parent?
...
How do you show flexibility with your students?
- I show flexibility by differentiating instruction to meet the diverse needs of my students. My schedule and planning is also flexible if students are getting into a certain concept I might spend a little more time on that concept. If a concept needs to be re-taught, I might have to move my lesson plans around to meet their needs. Also, because assemblies, emergency drills, and other events can occur without warning in the school day, I show flexibility with my students by always knowing what to do and keeping calm.
How would you address different ability levels and learning styles in the class?
- I would use a variety of reading material, tiered questions and reading material, pair-share, lecture, graphics, and technology to reach each student. This would address the different ability levels as well as the different learning styles that are sure to be in any class. I would constantly monitor students to ensure that they understand the material. I would offer students choices for assignments, such as written, or verbal, or art work to show me they understand and can relate to the subject matter. I would have students work in small groups so that each student could contribute to the end product, using their learning style to shine. - Task Cards. There are three levels of tasks: Modified, On target, Challenging. They all measure the same standard, but the activities are different depending on the level.
How would you individualize instruction for students? (slow learners/advanced?)
...
How would you involve parents in the education of their children?
...
Discuss an appropriate evaluation process and subsequent development of an education program for a student with special needs.
- RTI - An appropriate evaluation process for a student with special needs would include conferencing with the students' parents as well as his / her other teachers. In addition, I would use both formal and informal assessments to determine any needs for modification that might warrant intervention. - If I noticed that a student was struggling and might require special modifications, I would assess the student using informal and formal methods. I would use teacher observation coupled with intuition. I would document the students' progress or lack of progress. I would collect data using a variety of methods. I would also contact the parent and explore whether or not the parent has noticed the student struggling. I would document as much as I could, then encompass my findings in creating a plan that addresses this student's needs.
How would you recommend a child for special education services?
...
How would you teach the writing process?
...
How do you feel about working in an inclusion classroom?
...
How do you feel when a student fails?
...
How do you implement an equal opportunities policy in your class?
...
How do you incorporate writing into your curriculum?
...
How do you integrate your class with the school as a whole?
...
How do you involve ELL parents if they can not speak English.
...
How do you keep parents informed of their childs' progress?
...
How do you measure student performance in your classroom?
...
A parent writes a note and tells you that their daughter could not complete their homework assignment because she had a dance recital the night before. What do you do?
...
A student confides in you and tells you that his parent abuses him. He asks you not to tell anyone. What do you do?
...
A student throws a pencil across the room. What do you do?
...
Besides lecture, what methods of teaching do you use?
...
How do you meet the needs of a student with an IEP?
...
How do you prefer to use computers in the classroom?
...
How do you provide support for students who are not performing as well as they should?
...
How do you stay current in your field?
...
Describe a gifted student.
...
Describe a high-interest project that you might assign to your students.
...
Describe a successful lesson. Tell why it was successful.
...
Describe one college course that taught you the most about being a good teacher.
...
Describe one time when you've acted as a leader.
...
Describe the best lesson you have delivered? Why was is successful?
...
Describe the differences between a good teacher and a great teacher?
...
Describe the teaching techniques or strategies that are most effective for you.
...
Describe three ways to motivate students
...
Describe your student teaching experience.
...
Discuss your student teaching experience. What did you like? Dislike? Changes you would have made?
...
Do you believe you should build rapport with students? If yes, how?
...
Do you have a specific grade level/age that you prefer to teach? Why?
...
Do you make learning fun for students? How?
...
Do you think it is appropriate for children in school to be using the Internet?
...
Do you think you are a flexible person? Explain.
...
Explain how you have changed your lesson plan preparation and presentation as you have gained experience.
...
Explain what you would do if a student was swearing in your class?
...
Give an example of a time when you've worked on a team.
...
How can teachers reach out to the community?
...
How can you make your teaching connect to students' real-world experiences?
...
How computer literate are you?
...
How do you build classroom community?
...
How do you challenge students?
...
How do you communicate with administrators?
...
How do you encourage students to learn? Can a student be forced to learn?
...
How do you feel about noise in the classroom? How do you handle noise in the classroom?
...
How do you feel about team-teaching?
...
If I walked into your classroom on a typical afternoon, what would I see going on?
...
If I were to call your references, what might they say about you?
...
If I were your principal and we were setting goals for next year, what would they be?
...
If pupils were having difficulty learning a skill or concept, what would you do?
...
If you teach a lesson and your students don't seem to be "getting it," what do you do?
...
In what ways can you teach students to be accepting of one-another?
...
In what ways do you communicate with parents on a regular basis?
...
In what ways do you encourage creativity in your classroom?
...
In your opinion, what are the biggest challenges that teachers face today?
...
Is there anything you would like to add to help us evaluate your candidacy?
...
It is the first day of class, you are writing something on the board and a paper wad hits you in the back, what would you do? Later the same day, if all the students drop their pencils, what do you do?
...
List five adjectives that accurately describe yourself.
...
Most classes have students with a wide-range of reading abilities. What can you do to meet the needs of students with high reading abilities and low reading abilities at the same time?
...
One student hits another student. What do you do?
...
Please tell me about your most challenging experience while working with children or in the classroom?
...
Running Records
...
Should a teacher intentionally use humor in the classroom? How do you use humor in the classroom?
...
Tell me about a time when you had to tell a coworker something they did not like to hear.
...
Tell me about a time when you had to tell a parent something they did not like to hear.
...
Tell us about a lesson in which you've used differentiated instruction.
...
Tell us about your discipline philosophy.
...
Tell us about your other school-related experiences such as extra-curricular activities, committees, curriculm development, etc.
...
What are some of the considerations you make when planning your lessons?
...
What are some ways you can avoid behavior problems?
...
What are your classroom rules? How do you make students familiar with the rules?
...
What are your three most important reasons for wanting to be a teacher?
...
What can you contribute to our school?
...
What can you do for a student that is extremely gifted?
...
What can you do to meet the needs of students who do not speak English?
...
What do you believe is one area you want to work on improving?
...
What do you consider to be your major strength you bring to the classroom?
...
What do you do to prepare your students for state or standardized tests?
...
What do you feel is the most effective way to communicate with parents? How have you used this technique?
...
What do you like most/dislike most about teaching?
...
What experience do you have with in-class support?
...
What is the last book you read?
...
What is the most important "thing" a student could learn in your class?
...
What is your least favorite age/grade/subject to teach? Explain.
...
What kind of people do you find it difficult to work with and why?
...
Tell me about yourself.
1) Work out what the THREE most important qualities are for the job. Begin your answer by stating that you have these qualities. For example, if it is a sales job, the most important qualities they are looking for might be: The ability to communicate well with people. The ability to set goals and stay on track. The ability to handle rejection. So you would say: "I am an extravert who interacts well with people. I like to set myself goals and keep them and I'm very persistent." 2) Say where you last worked (or say the job that was most relevant to the position that you are applying for now) and pick one or two things you achieved at that job. For example: "I worked as a sales rep for the Savoy Company and I was their top salesman for three years running. Last year I sold over 1 million dollars worth of widgets" 3) Say why you want to work for the particular company you are applying for. Show specific knowledge about the industry and the company that you are applying for. Show enthusiasm about the company. Example: "I want to work in pharmaceutical sales because it is an area where I can use my ability to create solid long term relationships with clients. I want to work for your company in particular because you concentrate on gastroenterological drugs which is an area that is growing at the rate of 20% a year. That gives you a solid base from which to introduce new products like Endophine. I'd like to be part of that."
How would you conduct a parent-teacher conference?
1. Begin your conference with an encouraging note about the student. "John does very well in a lab setting." 2. Place yourself in the position of the parent, who wants an honest report from you, but may dread hearing that his or her child is not doing well in aspects of your program. 3. If there is a problem, phrase your remarks tactfully, - "I need some help in understanding why it is so difficult for John to concentrate. Can you suggest something that might be bothering him?" 4. Listen closely and sympathetically. You may learn things that can help you deal with the student. 5. Be sure every parent feels his or her child is in good hands. Display pride in your teaching responsibilities. 6. During the conference, express the attitude that this is "our" problem, not simply the parents. 7. Make sure that all parents feel that they are important partners in the child's development in school. 8. Be sure when summarizing your remarks that you make it clear to the parents that they have helped you. 9. Close the conference with a note op optimism. "I'm so glad, Mrs. Jones, that you have suggested helping Carolyn with her homework habits. I am sure this will be reflected in the quality of her assignments."
Consequence
1. Call or write home 2. Send student to another room 3. Move student to another seat 4. Time-out chair
What are your 3 highest priorities in your teaching?
1. Creating a safe and positive classroom community. 2. Instilling values and a love of learning in my students. 3. Reaching all of my students by incorporating a variety of learning styles and student interests.
Do you have any questions for us?
1. Do you have a mentor program? 2. I noticed on your website you have a lot of extra curricular activities including run walk club, are there opportunities to help out with any of these? If so what area do you have a need for. I have a lot of experience with computers and with art. 3. Do your teachers team plan, or do they work individually? 4. How often does the grade level have team meetings? 5. I have always been successful with getting parents involved in the classroom, how active are parents at this school or within the school district? 6. I am well-versed at integrating computer technology into the classroom, what kind of resources does the school have available?
What do you look for in a principal?
1. He cared about the students. 2. He cared about the teachers. 3. He developed a "family atmosphere" in our school. By that, I mean that we cared about each other, and looked after the needs of each other. 4. He tried to give us lots of oportunities for stress relief. Every faculty meeting started with something fun. 5. If a parent had a complaint, he always checked the situation out thoroughly. If the teacher was right, he supported her. If she was wrong, he worked with her to help learn from the situation. 6. If he came in the classroom for a surprise evaluation, and it wasn't a good time, you could just say, "Can you come back at another time?" and he didn't hold it against you. You could do that once a year. 7. He recognized when we were stressed out, and treated us accordingly. 8. He treated us with respect. 9. He was accessible
Incentives?
1. Marble jar for entire class 2. Treasure box 3. Opportunity to choose
How would your students describe you?
1. caring 2. consistent 3. visible 4. prepared 5. motivating
What are 5 adjectives that describe you?
1. energetic 2. determined 3. flexible 4. creative 5. fair
What is a balanced reading program?
A Balanced literacy program uses both whole language and phonics. The goal of a balanced literacy program is to include the strongest elements of each. There are five different components of a 'balanced literacy' program: The read aloud, guided reading, shared reading, independent reading, and Word study all contribute to a balance reading program. In a balanced reading program teachers work to integrate reading into all subject areas and all parts of the instructional day.
What do you know about developmentally appropriate practices for this age group?
A developmentally appropriate classroom is an active one. Both teachers and students learn from one another. The teacher sets up the environment to facilitate development of skills, to pique interest, and to allow for independence.In a developmentally appropriate preschool classroom, teachers help children solve their own problems by asking questions like: Is there another way you could try it? How did you make that happen? Why do you think your plan didn't work?
What four key components do you believe you must include in a lesson plan?
A objective, a hook, an assessment that matches the objective, and the plan.
Who qualifies as an at-risk student, and what procedures do you have in place?
An at-risk student is someone who has failed a grade or any portion of the TAKS test. They could also be in danger of failing and have a low socioeconomic status. I would praise them often, and have high expectations of them and all my students. I would have tactile and kinesthetic activities planned and offer tutoring before and after school.
Describe the skills or attributes you believe are necessary to be an outstanding teacher.
An outstanding teacher is organized, prepared, flexible, and creative. A solid knowledge of developmentally appropriate practice and early literacy education is a must, as well as a willingness to include families and build a caring classroom community. An outstanding teacher sets clear expectations, encourages children to make choices and ask questions, and fosters a love of learning and literature. I believe outstanding teachers are known for their adaptability. I have learned from my student teaching and experience as a reserve teacher that no two days are ever alike, so my "plans" are constantly shifted, even though my expectations for the students are consistent. Outstanding teachers are overly organized, which is a great trait to have when teaching a number of different classes. Effective teachers must have a passion for the subject if they expect to have motivated students. I adore history and finding ways to make history relevant to today's students. The final attribute that makes an outstanding teacher is the ability to look upon your subject with perspective and teach the students to be objective when confronted with new information. I understand that everyone who enters my classroom enters it with a specific viewpoint that is different from everyone else. This variety of background knowledge enhances the classroom. I believe one of my strengths is to have the students participate equally and bring their past experiences into the classroom with them.
Name a weakness and how you overcame it.
Answer - Your response could include something that may have been a challenge in the past, which you have taken steps to rectify. It is important to be truthful, they will be testing your honesty. In addition, they will be checking to see if you provide a weakness that is critical to success in the position. For example, the interview will likely end quickly if you answer you have a difficult time management the classroom. The key to answering the question is to turn a negative into a positive. Think of this question as an opportunity to sell yourself. Here is an example: You wouldn't say, "I have a difficult time organizing my day." Instead, rephrase the answer by saying. "There are so many creative activities I plan for my students and class time is limited. It is difficult to incorporate all of the activities that I would like my students to learn from. Over time, I have realized to prioritize what lessons are the most important to enhance my student learning. I now realize that I can't do everything I would like to."
How do you want students to view you?
As consistent. Each student will view me as the teacher that they "need".
Talk about Balanced Literacy
Balanced literacy is a way of incorporating writing and reading throughout the school day in various forms. There is shared reading, interactive reading, phonics, guided reading, and read alouds. There is also guided writing, interactive writing, and independent writing. All of these aspects of balanced literacy combine to give the student an education that encompasses all areas of reading and writing.
Guidelines for Success:
Be Responsible Always try. Do your best. Cooperate. Treat everyone with dignity and respect.
A child in your class is told to sit down. The child refuses and says "I don't have to." What do you do?
Before I discuss how I would respond to the student, I would begin by saying that I'm a firm believer that as long as it's not a distraction to the other students and it's safe, a student can stand, kneel, lean, etc. at their desk. Some students just can't sit. I even have times where I stand at a table or desk to work on something. Now, if the student was distracting the other students or if the activity required the student to sit in his/her chair, I would give the student a warning and also given them a 30 second window of time to get seated. I may something like, "Billy, I'm going to help Sally for a minute and when I'm done, I expect you to be seated." If all you do is stand over them and wait for them to comply, it could turn into a real power struggle. When the window of time to comply has passed and if the student still is not seated, I would have them "refocus" by taking a time out/filling out a form stating the misbehavior and what they're going to do to fix the problem (basically what stg does with the discipline book). This idea is great because it provides you with instant documentation! If the student still does not comply after refocusing, they would receive a consequence. IMO, an appropriate consequence for this situation may include removal from the group they sit with. Part of sitting with a group involves respecting others while they're learning and if you're standing is distracting, you can't be part of the group anymore. I would have the student sit elsewhere in the classroom, alone for a bit. I would give them the opportunity to rejoin the group and the next consequence would be a phone call to their parent and finally, an office referral.
What does CHAMPs stand for?
C is communication, H is help, a is activity, m is material, p is participation. Communication refers to whether or not the students can talk during a certain activity. H stands for how will they get help. Activity defines what they will actually be doing. Materials is self explanatory - what materials will they need for the activity. Participation means how will you know they are participating.
What is CHAMPs
CHAMPs is a module of classes that most new teachers are now encouraged to take, focusing on classroom organization as the key to managing discipline. The theory assumes that when students know what is expected of them, they will behave and the classroom will run smoother. The premise was that most classroom disruptive behaviors are directly linked to a lack of organization. When CHAMPs is used all together it is suppose to create well behaved and organized children.
CHAMPs
CHAMPs, a proactive approach to classroom management which focuses on expectations for Conversation, Help, Activity, Movement, and Participation and can be used within a Response to Intervention (RTI) framework to promote positive student attitudes and behavior. Through a series of eight modules, the presentation explains steps for implementing key aspects of CHAMPs classroom management - Vision, Organization, Expectations, The First Month, Motivation, Monitor & Revise, Correction Procedures, and Class-wide Motivation Systems - and it also provides recommendations and resources for training teachers and paraprofessionals in the use of CHAMPs.
What can you tell me about differentiated instruction?
Differentiated instruction is a concept that makes it possible to maximize learning for all students. Differentiation is based on student centered best practices and helps teachers create learning pathways that respond to the needs of a diverse set of learners. It acknowledges the differences ins students and provides and approach for working with them. The content, process, products, learning environment can all be differentiated according to the needs of individual students. Approaches such as accelerations, enrichment, extensions and remediation can be applied. Start with grade-level standards, concepts or skills Modify the content into two to three progressive levels of depth and complexity Differentiate by process, product, resources or outcome Tier 1 Tier 2 Tier 3
How do you assess the level of engagement of students?
Direct observation walk around the room and visually observe small groups. Also you can find out how on task students were when you were looking at the group across the room through assessment. also I like to ask my students things like, what did you learn from listening to your partner when they doing a turn and talk.
Put these in order of importance, Planning, Evaluation, Methods, Discipline. why?
Discipline-because without this, learning will suffer. Evaluation-because a teacher has to know what their students know in order to be effective Methods-because you have to know how your students learn best, and what works for one class might not work for another. Planning-teachers need to be prepared for what they're teaching that day, but without the first three, the best planning will go by the wayside.
What is your philosophy of education?
Every student deserves an education tailored to his or her strengths and needs.
What can you tell me about guided reading?
Guided reading is small group instruction for students who read the same text. The group is homogeneous (the students read at about the same level, demonstrate similar reading behaviors, and share similar instructional needs) The groups are small, preferably six or fewer students, and temporary, they change as student needs and growth are assessed. Students read the text independently and orally and they tackle common text or skill. . It is important that students are place in a group where they will have a maximum potential for reading success. When planning my guided reading groups, I think before (preview and activation of background and vocabulary), during ( tackling the text and/or skills) and after( assessment, reflection and sharing).
What experience do you have working with kindergarten (or grade interviewing for)?
Having worked as a substitute teacher for five years I've had some time to gain a better understanding of each grad level and have found third and fourth grades to be my preference,consequently I have subbed frequently in both. Also. I student taught in the fifth grade in a looped classroom, where planning and instruction often referred to and asked students to build on their fourth grade learning.
what is your teaching style?
Highlight how you are able to adapt your style to the needs of the students. For example, you may adopt a facilitator type style that emphasizes student-centered learning with students who are comfortable with independent learning. You can support your answer with references to the phrases and words students and colleagues have used to describe you as a teacher.
Name a class you enjoyed during college, and why you chose it?
I enjoyed my second literacy methods course because the teacher stated up front what she was expecting of us. she told us what we would be learning and what we would know by th end of the course. She then provided the students with all they needed to pass the course and was always there to answer questions. Mrs. Wilder was agreat teacher to me.
How would you use assessment in your classroom?
I feel that the more I know about what and how students are learning, the better I can plan learning activities to structure my teaching. Students would be given the appropriate formal assessments, and these would be used to find benchmarks and to set goals, but more importantly, on a daily basis I would be using relatively simple, non-graded, in-class activities that give both me and my students useful feedback on the teaching-learning process, such as observation, conversation and regular conferencing.
Tell us about your education and teaching experience.
I have a bachelors degree in chemistry elementary education from Saudi Arabia, and MA and EdD from here. I worked as a substitute teacher in DE for about two years. I also worked for about a year and half as ESL Tutor in DE. I also volunteered for girls club in DE. Last April, I received my teaching license. ADD MORE
How would you integrate technology into the curriculum you teach?
I incorporate technology whenever possible and appropriate. I find that students respond to almost any addition of tech into the classroom so it is generally in the best interest of the students to make sure this happens. Weather just using the doc cam to make sure everyone can see, an audio book for read aloud or an interactive smartboard lesson, they seem to enrich each lesson.
How would your co-workers describe you?
I know they considered me to be calm and even tempered. During my student teaching I was faced with some challenges, working with fifth graders is what I call akin to working with an entire classroom of Dr. Jeckyle and Mr. Hydes, the combination of time of year, hormones, and attititudes led to my increased ability to go with the flow and "stiffen up" instruction" and or "ease up" yet I was always calm and in control. Maintaining a consistent and calm classroom helped the students to know exactly what was expected of them, even when they didnt' comply! When I need help I ask for it, and when I make a mistake I admit it and then fix it. During my time as a long term substitute I was able to work with some very unique students, with severe to moderate behavioral issues and learning disabilities alike. I work hard to never take student crisis events or outbursts personally, working to maintain my composure helps to show the student that I care and that I want to help.
What are some strategies you would use with struggling readers?
I make sure to meet with my lowest level small reading group as consistently/often as possible to ensure that they are receiving as much exposure to literacy as possible (in a guided manner). I work on decoding skills with them to be sure they can read and understand the print. I also work on simple comprehension skills such as the basic story elements of character, setting, and plot. Once they have mastered those skills, we continue to work on higher level thinking skills. Throughout this process, I constantly progress monitor the students with running records and comprehension exercises to be sure they are making progress and feeling successful.
How do you enlist parent support for the students in your class?
I provide a variety of opportunities for parents to volunteer, each with different types of time limits and ability requirements. Parents these days range anywhere from the busy both parents working full time type families to the stay at home parent. I plan to have a volunteer basket in my room. I saw a teacher with this type of basket and parents at any time could come and check the backet for an item or description, pick it up and get to work on it. these range anywhere from making copies, cooking goodies at home, pulling out pages from books, donations of pencils and ink, to the fall festival and tutoring students. I also want to add that when parents do volunteer, I think it is imperative to say thank you either orally or written.
Describe a lesson that went well.
I taught a ...... the students were so interested, but because they were able to dig deeper into their critical thinking skills.
What approaches do you utilize to motivate your students?
I use positive reinforcement as well relating as many lessons and activities to things that the students like, such as sports, shopping and many real life situations. I believe that kids have an inborn curiosity about the world around them. It's my job as teacher to channel and focus that curiosity. Depening on the grade level, you can talk about incorporating projects or group work. Depending on the school, you can talk about the wonders that kids have access to, thanks to the technology available-- they can see a clip of Neil Armstrong on the moon for a science lesson or see the Berlin Wall coming down in History.
What do you want to achieve as a teacher?
I want my students to achieve to the best of their abilities. I want the high expectations that I set for them, along with the strategies and tools that I teach them, to help them to be successful not only in school, but in life. By helping them to understand how they learn, and providing them with relevant information and instilling a passion for learning, I want my students to be excited about their futures and learning.
When you think about your students, in what major ways do you most want to influence their lives?
I want them to raise their self expectations and have high standards and goals. It's easy to just float through life with what skills and talents we have, but by introducing them to lifelong learning and goals, I want to teach them to express themselves and to find what truly motivates them.
Explain your behavior policy.
I would Phrase my rules in the form of a positive statement. for example, Listen when someone else is talking NOT "No talking out of turn" 1. Respect others. 2. Raise your hand for your turn to speak. 3. Keep your hands, feet, and objects to yourself. 4. Keep the room clean. 5. Be in the class when the bell rings.
How will you meet the needs of children with many different skills?
I would address a wide range of skills in my classroom through assessment and intentional planning. Throughout the year, I would observe closely, take notes and collect documentation, and use both formative and summative assessments. I would use this information to determine strengths, needs, and interests of each child, and plan curriculum based on these findings. I have found that I often differentiate far more than I think I do just by making sure that my lessons are varied and exciting for the students.
What new ideas would like to initiate in your classroom?
I would like to try to include vocabulary understanding into word study and mental math into fluency practice. In the same way that technology inspires students I also think it weakens or makes them tech dependent in some ways. When I was student teaching we placed all of our emphasis on the reader's workshop, which is an awesome program, but our spelling program, words their way, did little to connect word work to the balanced literacy program. I would like to find a way to add, even a few minutes at a time, vocabulary and true word work to the curriculum if it's lacking. Understanding how to spell words and what they mean should be equally important and emphasized for a balanced approach. Also, in addition to actual fluency practice, I would like to show students how and why mental math strategies can help them. I think that this work will help my students to become higher achievers in math, as well as in society.
Explain how you use ongoing assessment data to differentiate instruction to ensure success for all students.
I would say something asuing a pretest or check-in to see what students already know. Then i would create activities, questionsm projects, etc from the information gathered through this pre-test (doesn't have to be a test, can be a KWL chart or another way to see what students already know). From there i would do another check-in a following week to see where the students are currently at as some may be progressing faster than others. I would re-evaluate my lessons to fit that.
How do you assess students to determine appropriate level of instruction?
I would use a mix of informal assessments (teacher observation, interest surveys) and formal assessments (pre-tests, comprehensive tests, TAKS scores, any subject-specific test recommended by the district). Information from DRA`s and running records, successmaker scores, aimsweb scores and
Why should we hire you.
I'm creative, dynamic, flexible. I like to solve problems, etc. I will bring a fresh perspectiveAnswer - Your preparation and research is imperative to successfully answer this question. Provide a few reasons why you're interested in the school or district, and what in particular sparked your interest. What is your personal experience with the school or district? What do you know about its student body, faculty members, industry reputation, community involvement, educational goals and objectives, upcoming initiatives, demographics, or extracurricular activities? This information will help you to accurately respond to the above question. The word accurate is important -- don't answer the questions by using old information
Who should be responsible for discipline in the school? Why?
It would be ideal to enter a school that employs a schoolwork discipline policy, with clear expectations and consequences that are upheld and supported schoolwork, though this is not always the case. Consequently it is essential for the classroom community to serve as a consistent and structured entity,where discipline is managed and supported by administrators.
What would you do with a student who was a continuous problem?
Keep an open communication with the parent, remind both of the school and classroom rules. Work together to develop a goal and plan to help the student improve. always stay firm, consistent, fair, and patient with all students. Offer clear expectations, and choices for behavior.
What would your language arts program look like?
My language arts program is a combination of reading and writing. In terms of reading, I feel that it is essential to cover all aspects of it, from shared reading to guided reading and even read alouds. I use literacy to hook my students into lessons in math, science, and social studies by sharing different genres and subjects with them related to what we are studying. In terms of writing, I love teaching both the mechanics and the process of writing. In the mechanics portion, I teach my students about proper grammar and sentence structure. In process writing, I teach my students how to take an author's craft and incorporate it into their own writing. In process writing, I care more about the students gaining experience and confidence in their writing than whether or not they have 5 sentences in the paragraph.
What would you do if a student's parents gave him or her no support at all at home?
Offer a steady safe environment for the student at school and try to send the student home with whatever emotional and educational supports that I can. I always encourage all students to do their best and remind them that I care. Despite the response I will continually invite parents into their child's school life by keeping in constant communication and by offering and suggesting a variety of ways they can help.
What is your relationship like with parents?
One of mutual respect and teamwork: I have an open door policy where parents know they can come to me and discuss any problems or concerns their child is having in class, and we can work together to help their child. From the very beginning, I let the parents and students know that we are all in the school year together.
What is your relationship like with coworkers?
One of mutual respect and teamwork: My co-workers and I have a collaborative relationship where we share ideas. I am always a team player when it is in the best interest of the school and the students. I enjoy collaborating with staff members and building upon each other's ideas to make the school the best it can be.
What is your relationship like with students?
One of mutual respect and teamwork: The students and I share a classroom community that we work on from the very beginning of the school year. From the very beginning, I let the parents and students know that we are all in the school year together. I show the students that they are active participants in our classroom and their education.
Tell us about your teaching challenges?
One of my teaching challenges is
Tell us about your teaching strengths?
One of my teaching strengths is my high expectations. I believe that everyone can learn and that learning never stops. If a student is struggling to master a topic or bored with the topic, I work hard to find a way to motivate and move the student forward. Helping students to see or evaluate things in new ways or connection things to the students personal interests, there is almost always a way to inspire a student to learn more.
Techniques for Better Classroom Control
Over plan your lessons to ensure you fill the period with learning activities Come to class prepared Show confidence in your teaching Learn student names as quickly as possible
What can you tell me about reading comprehension instruction?
Pg 113
How would you differentiate a lesson?
Provide students with different ways to learn what I am teaching. This could be through a research paper, role play, diagram, poster, etc. The key is finding how my students learn and what motivates them and to use a variety of methods to meet their specific needs. I always try to incorporate the smartboard (if available) with some sort of visual, manipulative or not, I always give real life examples to what is being taught and I always make sure to "read the room" what else could I be doing to help them get this?
Current educational Issues
RTI Changes in federal and state laws have directed schools to focus more on helping all children learn by addressing problems earlier within the general education setting. These new laws emphasize the importance of providing high quality, scientifically-based instruction and interventions, and hold schools accountable for the adequate yearly progress of all students. This new process of providing interventions to students who are at risk for academic or behavioral problems is called RtI (Response to Intervention). Race to the Top: Common Core Standards:
What is RTI and what are its advantages?
RTI stands for Response to Intervention. It s a multi-tiered process designed to help schools focus on high quality interventions that are matched to student needs and monitored frequently. RTI monitors progress frequently to determine effectiveness of research based interventions and uses this data to guide instructional decisions. There are many advantages to RTI: Perhaps the greatest benefit of an RtI approach is that it eliminates a "wait to fail" situation because students get help promptly within the general education setting 1. it identifies the teacher as the first line of early intervention...If/Then scenarios for learning 2. It uses data to inform and guide instruction 3. It divides interventions into tiers of instruction 4. It monitors student's progress over time (are they growing) 5. It increases the likelihood of student success (tailored, progress monitored) 6. It provides behavioral interventions as well as academic ones.
Weakness
Spending more time than necessary to create lesson plans, hoping to incorporate different elements and extra information
Define teacher effectiveness.
Students are learning (as shown by formal and informal data). The teacher actively teaches and moves around the room. The teacher differentiates instruction to appeal to all the learners in the classroom. Students understand and demonstrate classroom rules and procedures. The teacher communicates well with parents and is organized.
How is CHAMPs used?
The best way to use CHAMPs is to break it down into separate activities. My school came up with a chart. For example, they have lecturing broke down into each component. Can the students talk during a lecture and so forth. They then added every conceivable teaching scenario, such as group work, testing, and computer work. Each classroom has the chart in the front , with CHAMPs expectations posted. A good teacher is suppose to reference the champs chart before each activity. If the teacher is dividing the children to groups to work she would say" Class, we can communicate only with members of our group, if you need help raise your hand, the activity is group work, the materials you need are pencil and paper, I will know your participating when you talk only within your group and are writing, and all of this leads to success. "
What is tiered instruction?
Tiering involves teaching or applying the same Standard Course of Study objective in up to three ways to meet the needs of students at three levels of preparation: 1) students not yet ready for that grade level's instruction, 2) students just ready, and 3) students ready to go beyond. Start with grade-level standards, concepts or skills Modify the content into two to three progressive levels of depth and complexity Includes whole class activities leveled activities whole class culminating activities Differentiate by process, product, resources or outcome Tier 1 Not ready for grade level, build understanding Tier 2 At grade level, extend understanding Tier 3 Ready to move on, apply understanding
Describe the assessment techniques you will use to evaluate student learning.
To evaluate student learning, I use both informal and formal assessments from simple observations to checklists to formal assessments used school, district, and state-wide. The most useful strategy I use to assess student learning is to simply ask the students questions throughout the lesson or activity.
What was the most valuable thing you learned in your student teaching?
To over plan, to be flexible and that it's ok when something doesn't work. I feel you should have a plan and procedure for everything. It makes the day smoother and makes for less chaos. I do also feel that no matter how prepared you are you should always be flexible, it is rare for things to always to as planned, so be flexible and ready to thow in your backup plan. Learning the reader's and writer's workshop methods as well as the eureka math program challenged me to use consistent and clear instruction, over explanation or complication could send the lessons in less constructive directions. When this happened we would back up, restate, simplify and go on, always learning from what went wrong.
Describe how you will promote sensitivity to racial, cultural, religious, and ethnic differences in your classroom.
To promote a multi-cultural sensitive community, I would provide opportunities to learn about other cultures from bringing in guest speakers to showcasing books about other cultures, races, etc.
Describe what your classroom will look like?
Upon entering my classroom you will find a lively and colorful room completely centered upon children and active learning. Sight words, the alphabet, numbers, and inspirational quotes on the walls.This classroom includes an abundance of age appropriate reading materials and student mailboxes where children place personal journals, home reading books and workbooks in the morning and then collect newsletters or other parent communication at the end of the day.
What three things do you most want to know about your students?
What motivates them What demotivates them What they want to achieve
What's an innovative idea you've introduced or could introduce in your school?
When I was student teaching we implemented a new schoolwide math program, Eureka Math. The curriculum was rigorous and challenged the students, and us teachers. Each lesson was designed to fit into exactly one hour, but making this happen was sometimes challenging. Each lesson contained a set of fluency exercises and an application problem to help students recall previous learning. These portions of the lesson would often set back the timing of the lesson by getting off track so I began to create templates for this portion of the lesson, adapting and pre-writing all of the fluency that the students needed and the application problem. This process shaved just enough time off of the lesson to help keep the pace while not compromising the amount of time spent on the important fluency and warm up practice.
Describe your behavior management plan.
When student teaching we used the Refocus Zone system. If a student was doing something that they knew they should not be doing we would simply say "___ go refocus". The student would go to their desk where the slip was and fill out two lines: What was I doing, and What was I supposed to be doing. This serves in a similar way to a brief time out, no argument or discussion in front of the class, just a go think about how to make a better choice. The student would have 1 opportunity to refocus with no further consequence. After a second refocus the student would need to have a parent signature and after the third refocus the student would receive a call home. This process worked well with the fifth graders and when the class was in particular need of reminding we would have them carry the refocus slips wherever they went throughout the day. In my own classroom, depending on grade level and school policy, I would like to utilize a similar system. Students should be held accountable for making good choices and reflecting on poor choices. Very little class time should be used on specific behavioral management, especially if the classroom culture and expectations are well established. In addition I would probably like to implement a positive behavior system that allowed for students to earn as a class for PB, such as a movie or popcorn party.
Name a strength. six teaching strengths.
creativity and technology. I list two because for me they go hand in hand. I am able to sift through countless ideas on the internet and find the most relevant to what I need and use it to spark a beginning for me to build upon when coming up with a creative way to teach a new concept. 2. High Expectations: I always had high expectations of my students and encouraged everyone to always work at their best level. 3. ability to connect with children (or with older students), on a personal level. I had Strong connection with Students that helped them to express their personal issue and feelings. we had trusting relationships. I have good listening skills, and I believe to understand the emotions and problems the children face. Benefiting from this ability, I was able to connect with the children other people could not connect with. 4.
Why did you decide to become a teacher?
enjoy opening up new worlds to kids. You enjoy teaching them to love to learn. You know, deep inside, that this is what you were meant to do
What are the three(3) most important traits, characteristics or attributes a teacher should possess and why?
flexibility, creativity, and passion: 1. Flexibility- because you often have to adapt lesson plans, make last minute changes to suit the needs of your students and be prepared for many situations that can arise. 2. Creativity- you need to create lessons that reach each learner based on ability and interests, capture their attention, make them want to learn as well as find way to make those lessons intertwine with their own lives and experiences. 3. Passion-because you need to love what you are teaching, be committed to it and be enthusiastic about it and be genuine with those feelings.
Do you know about ___ program - answer you use if you DONT know
she said that she wasn't familiar with that practice, but if it were an approach that the school used, she would do everything within her power to learn about the method - including collaborating with fellow teachers - to become skilled in utilizing it to benefit her students.
Motivation = Expectancy x Value
•Expectancy:degree to which an individual expects to be successful at a task •Value:degree to which an individual values the rewards that accompany that success
Concepts about Motivation
•When a behavior is engaged in repeatedly, it demonstrates a level of motivation to engage in that behavior. •If a behavior does not occur, it demonstrates a lack of motivation to engage in that behavior. •The teacher needs to increase the students motivation to behave responsibly and complete assignments, respectively.