1. Tell me about yourself.

Hi my name is Nicole Bhatt. I am a science teacher. I love teaching and I am teaching from last
10 years. I have Masters in Science with major as Biology. I also have a degree in education.

2. Why are you looking to leave your current job?

I really enjoy my current job as well as my team but desire to work with a team who can mentor
me and help me to truly grow professionally. Also I am ready to tackle new challenges and
continue in my professional growth.

{Do not say anything bad about your previous school, say like I am looking for a – type of
environment (consider what the job requires) contrast the answer with what your previous
school didn’t have, but this has.
(In my current position I am not been able to fulfill my potentials.)}

3. What are the key components or parts for a good lesson plan?
Components of a lesson plan include teaching activities and strategies as well as
assessment. Instructional objectives are also a part of the plan. The final component would
be the materials used.
First I have to Choose a Concept: What do I want the children to learn?

Objectives: What do I want the children to do to help them understand this concept

Procedures & Materials: What will I do to achieve the planned objectives? How will this
experience or activity be conducted? What questions that encourage learning will be asked?
How will I stimulate children’s interest? What materials will I need to teach this lesson?

Assessment: How will student progress be measured for each objective?

Remedial & Enrichment Activities: How will I remediate or extend the concept? How will I build
on student’s interests with additional learning activities, integrate the concept into other
subject areas, prepare learning centres.

Exceptionalities: How will I plan for cultural diversity and children with special needs?

4. How do you relate the material you teach- the content with day-to-day life? Give us
example.
There are number of things that we teach relates to our day today activity. For example while
teaching about volume. You can bring a measuring cup and relate the quantity of water in that
cup required to make some recipe that the students might be familiar with. Or while teaching
square feet to students you can ask them if they know how many square feet their house is or
helps them figure out the area of classroom.
5. How do you manage the class in a given day?
I would take Charge of my Class, Focus on the Disruptive Students, Let Students Choose Their
Seats, Give Incentives to Do Their Best on Assignments, Keep an Eye on my Students,
Establish Consequences for Misbehaving, Also by making a proper lesson plan and
implementing it can manage a class in a given day.

6. What resources do you use in classroom beyond textbooks?

I would use Educational websites, films or videos, and other media that can help an
instructor to demonstrate key concepts of a lesson. Certain Projects (making visual arts etc.),
giving hands on experience or experiments in the labs.

7. How do you encourage students for participating in classroom? Especially those who are
reluctant.
I would create constructive class environment, to provide students with positive criticism as
opposed to reinforcing the fact that they have made a mistake or performed poorly. (Making
mistakes is simply part of the learning process and students that make mistakes will give you
a good idea of what you need to focus). Taking activities for all types of learners (role play,
worksheets, listening exercise) motivating students, giving them a chance.
Practicing Individual level incentives (stamp, sticker, applause, at certain level prize)

8. What a structure in the classroom means to you?

A structure means to organize the class (to be effective in providing structure and routine
before your students arrive), Label everything clearly, Setting a schedule, Using
consequences and praise, Planning for special occasions and emergencies.

9. What kind of Teaching tools or strategies would you use?

 I would use tools that allow learners to access the information I am teaching, Example :
reading information to them, research the information by themselves, showing power point
presentations, anything audio, visual or by experimenting. Also it should include all types of
learners.

10. How do you measure student participation

I would measure student participation by conducting activities in-group, letting them
help/teach others, allowing anonymous questions, encouraging them to work together,
keeping them busy, and giving them a voice and choice sometimes (encourage them to
speak and be extrovert)

11. How do you evaluate student’s achievement?

I would evaluate student achievements by using a combination of traditional examinations,
quizzes, homework assignments, individual or group presentations, essays, projects.

Also parent teacher meetings works as a great platform for both the parent and teacher to
interact and share information about the students’ progress.

(Always keep in mind while evaluating students that it should contribute to their learning. It
should not be time-consuming and should help you to assess their progress as well as
understanding.)

12. What evidence you have that the lesson is learned well?
I will know whether a student has knowledge about the particular lesson by direct observation
of a student at the time of giving presentation, during activities, in-group situation, projects etc.
Analyzing of their activities or asking challenging questions, Analyzing their work. Talking with
their parents.

13. What is your philosophy about homework?

I think home work should be given, because of time constraints, volume of material, and
learning differences, it is necessary to assign work to be done outside of class.

However, homework assignments should be purposeful. Students have a right to know and
understand why they are being assigned homework because everyone's time is valuable.
 Homework should not be used as a weapon to buy time for the teacher or to punish the
students. Homework should support, expand, and reinforce what is being learned in class.

14. Who is responsible for child’s education?

I as a teacher/ role model of a child I am much responsible for child’s education. That said al
I would also like their parents to take interest in their education. But the main responsibility
of delivering education is my responsibility.
15. How do you handle students whose financial and emotional background is not as strong as
others?
I would treat all the students alike. I will talk one and one with such students and find out if
they are struggling with some thing at their home.
I will identify their emotional and psychosocial needs and send them for counseling and if it
is financial need I would consult with my Supervisor and find of means to help such
students.
Provide an atmosphere in which children become passionate about learning.
Help neglected children attract attention from peers in positive ways and hold their
attention. They can do this by asking questions, listening in a warm and friendly way, and
saying things about themselves that relate to the peers’ interests.

16. How do you build positive student self-concept when working with children/ how would you
encourage positivity into students?
I will be tolerant of honest mistakes and make sure that every student has opportunity for
success.
I will motivate students and build up their confidence by first giving them easy tasks or
projects and once they are successful I would encourage them to go to the next level.
I will teach students according to their level and capabilities and divide them into groups
that way every one can learn and be successful and will have positive approach towards
learning.
Talk about your desire for student successes, confidence, motivation, interactions, avoiding
put-downs, dealing with problems in private, and providing opportunity for recovery
Challenge students but don’t overwhelm them and be firm in requiring students to be
productive but don’t be overly critical.
 Especially be tolerant of honest mistakes and make sure that every student has
opportunities for many successes
Teachers foster group cohesiveness and create activities that meet children’s individual
needs and recognize the importance of having children work and play collaboratively.
17. How would you maintain positive environment in your classroom?
This question is almost same as the above question put in different way.
I would challenge students but not overwhelm them and be firm in requiring students to be
productive but not be overly critical. Especially I would be tolerant of honest mistakes and
make sure that every student has opportunities for many successes.
18. How do you meet the needs of students beyond academics?
I would find out if students are having low self-esteem and what areas of competence they
value.
It is very important to find out :Is the child’s low self-esteem due to poor school
achievement? Family conflict? Or due to weak social skills?
Students usually have highest self-esteem when they perform in area in which they feel
confident. I will find out those areas that they are good at and work with them to build their
confidence and self esteem.
Identify the causes of low self-esteem and the areas of competence important to the self.
This is critical. Is the child’s low self-esteem due to poor school achievement? Family
conflict? Weak social skills?
Students have the highest self-esteem when they perform competently in areas that they
themselves feel are important. Thus, find out from students with low self- esteem what
areas of competence they value.
19.What kinds of varied learning activities have you planned/implemented this year and why?
I have implemented more hands on activities for students. It helps them to practice and do
something on their own apart from pencil and paper. It is more interactive and they can do it
with their partners or groups. Students can learn from each other and it is more fun. It has
increased their scores in my subject tremendously.

This question is looking for evidence that the teacher is creative and resourceful and can adjust
strategies & procedures to meet the needs of students. I have given only one example you can
use whatever you have done in past.

20.Tell me about your teaching style.

I believe Teaching is supposed to be interactive rather than one-sided information. I like to start
with background knowledge of students, ask them examples, do group discussions.
 Include a video clip related to that topic; relate the topic to day-to-day life. If possible include
some hands on activities, small projects if appropriate for that topic.
I will also keep in mind that not all the students are at the same level. I may have to give extra
time to students who are not able to grasp the topic and work with them till they understand it.
Eventually once we are done with all this I would do Jeopardy game or a mock quiz and once I
know students have learnt the concept I will take their Test to see what they have learnt.

Demonstrate your positive attitude, commitment to children, flexibility, willingness to work with
an array of abilities and that you can employ a variety of activities.

22.How do you use technology to improve your teaching and enhance the
Curriculum?

I like to include technology, which correlates to the curriculum or topic I’m teaching in class. I
would use projectors, LCD monitors, Interactive smart boards, Laptops or Computers, which will
help, clear their concept and can show them diagrams in 2D and 3D. I can also show them small
video clips that relate to the topic.

Talk about your personal use of technology and how you link technology to curriculum
objectives. Like using LCD monitors, smart Board, Projectors etc.

23.If I observed you teaching a lesson, what are some things I would notice?

You will observe that my class is very interactive. Students may be working in small groups; they
may be working with their partners. Some time students may be presenting the topic to the
class. There may be a jeopardy game going on in class related to the topic or I may be involved
in giving instructions about the topic or teaching a particular topic with the help of smart board,
projector or LCD.
I may also be using white board to explain them some topic.
So one thing you will see for sure that every one is participating in my class.

This question is looking for you to display that you are child centered and use a variety of
strategies catering to various learning styles. Use hands on experiences.

24.What types of Assessments will you do and what do you do with the data of students quiz,
assessments?
I would do Formative Assessments
Which would check for understanding of the students about the topic.

Using exit slips, brief quizzes, and thumbs up/thumbs down are a few of my favorite ways to
gather information on where students are and where we need to go next.

I also like to observe students when they work in groups or with partners. That way if they need
my help I can work with that particular group or student and everyone else is still doing what
they need to work on.

I also like to give students Projects, Essays, Exams to find out where they stand at the end of the
topic.
I still want you to go through the notes I have mentioned below. It’s never a bad idea to know
more or enough than to not know at all!
#1 From the Classroom
Formative Assessments
Checking for understanding with low-stakes assessments are really the most important and
useful of student data. Using exit slips, brief quizzes, and thumbs up/thumbs down are a few of
my favorite ways to gather information on where students are and where we need to go next.

Observations
The beauty of having a constructivist, student-directed classroom. The kids are comfortable with
you walking around and sitting with them in their groups -- your "guide on the side" role. In
other words, they don't freeze up when you step away from the podium or your teacher-
directed spot by the whiteboard. This freedom allows you to be a fly on the wall, gathering data
on individual students -- how well are they making sense of the content? Interacting with
others? Are they struggling with a learning activity? Observation data then allow us to adjust
pacing for the whole class or scaffold for those students who are still struggling.

Projects, Essays, Exams

Summative assessments, such as a literary analysis essay or an end-of-unit science exam, allow
us to measure the growth of individual and whole-group learning. If a large number of students
don't do well on a high-stakes assessment, we need to reflect back on the teaching and make
necessary adjustments in the future.

#2 From Cumulative Files

It's difficult to find the time to do it, but if you haven't before, trust me it's well worth it. Much
information is found in a student's file. Just from trekking to the counseling office, sitting down
with a cup of coffee after school and reading through files belonging to students I had deeper
wonderings about beyond the data in hand, I've discovered over the years, to name a few, some
of the following:

• A girl who often missed class was homeless

• Several students identified as gifted but inaccurately placed in my general education English
class
• A boy struggling to fit in had recently been diagnosed with schizophrenia
• More than a dozen students who never wore eyeglasses in class (or contacts, I checked) had
prescriptions
From a child's cumulative files you can sometimes see a dramatic grade change somewhere
along the road during their school journey. Perhaps prior to eighth grade, the child was an A
student, then from there, D's and F's. You can express this concern, sharing this data with them.
Students may then share with you a reason: parents divorced, they moved to a new
city/community. I had one student share that she just gave up on school when her dad went to
prison.

You then have an opportunity to provide empathy, acknowledge their hardship, and then set
some goals together for the child to improve academically.

#3 From the State Test

Taking a look at previous standardized test scores for your current students is beneficial in
several ways. A disclaimer: just as one grade does not determine all that a student is or isn't, nor
does one test score. Use standardized test data results along with other data (i.e. in-class
assignments, observations) when making instructional decisions. That said, here are some
suggestions for using standardized test data:

• First, you can share the testing results with students individually and set some obtainable,
realistic goals for them to work towards before the next test. (By the way, I don't agree
with making this data public to all students as was done at one Orange County, Calif.,
high school recently).
• It reveals which of your students performed advanced, proficient, basic and below basic. This
could help inform how you choose student groups, create seating charts, and
differentiate for individuals. If I have a student who has historically scored below basic
and she exhibits other signs of a struggling student, I like to place her in the front of the
class so that I can easily access her when she needs extra support
• If you have a high number of students who scored advanced in your third period class for
example and a high number of students who scored basic in period two, this may give
insights as to why period three may be moving more quickly and more deeply through
content. You can adjust the learning and support accordingly
• How about those ace students who didn't do so well on the standardized test? Possibly a
nervous test-taker? Or it could simply be low motivation (since many students never
hear hide nor hair about their standardized test results from previous years). Prior to the
test, a brief pep talk or quick review of test strategies for lowering anxiety could be all
that she or he needs
25.What are your greatest strengths?
My greatest strengths are classroom management, technology integration, patience and
creativity.
I’m very good at managing the classroom by keeping students occupied all the times.
I like to integrate technology with the topic I teach by using Smart board or power presentation.
I’m a very patient person. Being in this profession that is the greatest gift, as we have to deal
with students with different background and also angry Parents.
I’m also very creative about my subject. I like to think of new ways and implement them to
make the topic interesting for students that way they enjoy learning.

Other Examples you can use:

Knowledge about my subject or content knowledge
I’m good at critical thinking and helping students develop that.
I never give up
I’m a team player. I enjoy working with people. My work as a Student Ambassador, a member
of the Student Senate, and as an R.A. in one of the dorms has given me many opportunities to
work with people.
I enjoy learning. I believe that teachers should never stop learning. I spend a lot of time
reading professional magazines and was able to attend two education conferences in my senior
year. I hope to bring my passion for learning to a classroom at name of the school
 Ability to assume responsibility
 Organizational/planning skills
 Willingness to work hard
 Nice personal appearance
 Initiative/drive/resourcefulness
 Leadership
 Motivation
 Creativity
 Ability to handle stress
 Written communication skills
 Self-discipline
  Job-related experience
 Confidence/self-reliance
 Entrepreneurial spirit
 Interpersonal skills
 Need for advancement
 Flexibility
 Appropriate academic major
 Oral communication skills
 Defined career goals
 Personality
 Strong GPA
 Interest in the job
 Computer literacy

Strength can be defined as a combination of talent, behavior, skills and knowledge that you
apply consistently to produce a successful result.

This question will probably be asked. Now, if you researched the district/school and found out
what they are looking for in a candidate, you will be able to focus your response on that
information, keeping in mind it is important to tell the truth. With every response you must
show your VALUE to the district. This will also give them an idea on how you view your talents
and skills as a teacher. Perception is critical... you must be able to confidently discuss your skills
using a convincing approach.
It is important the answer shows your hard/tangible skills. For example, classroom
management, curriculum development, or technology integration. These skills will show the
interviewer(s) what you can do on the job. Don't stop there; you will set yourself apart from the
pack if you can back up your claims with actual stories. This will build credibility... it shows you
really are good at what you are claiming. Tell them about what you have done to incorporate
technology into the classroom and what was the result. The result part of the story sells value...
and that produces job offers.
Isolate high points in your background. Always back your answers with specific examples. You
do have at least three strengths. Your biggest mistake here is to sell yourself short!

26.What aren’t you good at? Or what’s your biggest weakness?

“I am someone who keeps a busy schedule and enjoys getting a lot done. But at times, it’s hard
for me to take a step back and get perspective.
I’ve learned that I need to push myself to look ground for more efficient solution and to ensure
that I delegate work to others to be as effective as possible”.

The key is to recognize that a weakness is the downside of a given strength.

You want to recognize this trait and also clearly indicate how you have taken steps to correct for
it.
Example:

If we take a closer look here’s what this answer really says:

Strength: “I am some who keeps a busy schedule and enjoys getting a lot done.”
Weakness: “But at times, it ‘s hard for me to take a step back and get perspective.”
Correction: “ I’ve learned that I need to push myself to look around for more efficient solution
and to ensure that I delegate work to others to be as effective as possible.”

Think of this question as an opportunity to sell you. Put the weakness in the past. You had it
once, but now you are over it. Design the answer so that your weakness is ultimately a positive.
This one is your best move.

. Here is another 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."
The above example shows you are excited about designing new and creative lessons for your
students. In their mind, this will not be a negative. It will position you that much closer to
getting a job offer.

This is a direct invitation to put your head in a noose. Decline the invitation. There are three
ways to approach this question. If there is a minor part of the job about which you lack
knowledge but will gain it quickly, use that. Be careful using this one.

27.How do you take an active role in improving the school?

I would organize intraschool quizzes, outdoor adventure related to science, math or some
educational trip and debates for students.
I would encourage parents to attend parent-teacher conferences and other school functions.
Their attendance conveys to their children that they are interested in their school performance
Teachers are an important contact point between the school and the families and can be aware
of whether the families are meeting the child’s basic physical and health needs.
This is the way I would contribute to school improvement.
Invite parents to meet you before the school year begins at an orientation, or invite parents to a
potluck dinner.
Send home children’s work each week accompanied by a note or a letter written in the parents’
primary language. The letter might review the week’s activities and include suggestions for
helping children with their homework.
Encourage parents to be volunteers and improve training, work, and schedules to involve
parents as volunteers at school and to increase attendance at school meetings. Try to match the
skills of volunteers to classroom needs.

28.What do you know about our school?

You will have to google the information about the school. Know their mission & vision. Read
about how the school started and their values.
You cannot answer this without researching the company. If you didn’t do your research (shame
on you!), just tell them what you read.

29.What do you think it takes to be a good teacher? Do you fit that profile?
A Good teacher forms a strong relationships with their students and show that they care about
them as people.
Good teachers are warm, accessible, enthusiastic and caring. Teachers with these qualities are
known to stay after school and make themselves available to students and parents who need
them. They are involved in school-wide committees and activities, and they demonstrate a
commitment to the school.

Yes I do fit the profile as I have the qualities and experience to serve the students and the
community with all my heart.

You should really think about this ahead of time. Think of three top traits that you believe a
teacher should possess. Give examples or reasons why you chose these three things. Make sure
they are three things YOU also possess. Give examples of how you have demonstrated each
trait.

30.What two or three things are most important to you in your job?
The three most important things to me are helping and educating students, having a variety of
responsibilities, and desire to make a difference in peoples’ or students lives.
Without these three qualities I believe it is not possible to achieve the ultimate goal of learning.
Anyone can teach but not everyone can help students learn at their own level and that’s what I
want to do.
Be honest here, too. But also be professional and career-oriented. Talk in terms of values such
as: helping and educating students, interacting with many different people, making tough
decisions, having a variety of responsibilities, having the opportunity for advancement, being
recognized for your contributions, making a difference in peoples’ lives, etc. Stay away from
those more egocentric reasons such as pay well, great vacation and benefits package, fun social
atmosphere, easy commute, cool uniform.
31.Where do you see yourself in five years?
In next five years I see my self still in Educational field contributing to society with the
knowledge I have and what I will have achieved in another five years. I would also like to go for
higher education and keep learning and develop myself professionally. I also see my self-
mentoring other teachers.

Employers want to see that you are thinking about the future. A good way to answer is to
identify yourself with the profession you want to get into.

33.Tell me about a difficult situation and how you dealt with it.
When I was working in a School in India , a parent was not being supportive to child’s education
and the student was missing classes a lot. I arranged a lot of meetings with the parent but they
would never show up. I brought the issue to my supervisor and since she was very busy she was
not able to do much about it.
I still tried to give him extra time for the time the student missed his classes but that was not
enough. I finally decided to go visit the parent at home and tried to convince them to send the
child to school regularly and she did agree to the importance of education and child did get
better in his studies eventually.

Talk about a work-related situation, if possible. Avoid any personal stories of past relationship
breakups. However, some stories of personal struggle, when relayed carefully without too much
detail, may be helpful in showing your determination and ability to “pull yourself up by your
bootstraps”.

34.Would you handle that same situation differently now? If so, how?
Yes, What I would do differently now is not wait too long for the parent to respond. If I see
parent is not very cooperative I will have to try harder and get in touch with them by any means
for the betterment of the student. Had I went to parents earlier I could have saved some more
missed classes of my student?

Honestly talk about how, through this experience, you’ve gained some new tools or skills with
which you might react differently in the same situation again. Sometimes this may even be a
change in how you reacted to the difficulty of the situation.

35.How do you think a friend or professor who knows you well would describe you?
My friends often tell me that they wish they were as organized as I am.
I really like to keep everything organized and be prepared and not rush at the last minute.

My professors would say that I am conscientious and hard working. I always put my 100% in any
work that is given to me or I’m responsible for. I do not give up easily and I don’t stop till I have
achieved my goal.

Of course, be honest. Think about any compliments you have gotten on projects or activities.
Don’t just tell characteristics, but include examples of why friends or professors would describe
you that way.

You can give may be 2-3 examples but make sure you explain why they think you have that
quality

• I think they would tell you that I'm a hard worker, and that I work well on a team.
Honest
Self-confident
Loving
Independent
Teamwork oriented

36.Why should I hire you?

"I'm a highly qualified, experienced Math educator with a proven track record of student
achievement who is an excellent team player and ready to get to work immediately."

OR
You should hire me because I'm a great teacher!

I respect my kids and they respect me. My explanations are clear. My expectations are high, but
I make sure the kids know how to go about meeting them-- and they do! I'm fair and consistent.
I can be counted on to enforce school policies.
I know my math, so you can change my prep on Labor Day and I'll be able to walk into a class
two days later and teach it well. The kids enjoy my class because they know they'll walk out of it
knowing what they need to know for next year and for the upcoming tests. I realize that, as
important as my class is, it's not their only class of the day or the only thing on their minds.
My kids know that I'm happy to offer extra help or a shoulder to cry on. They know that I’ll be
friendly, but that I don't intend to become one of there friends, and they respect that.
As I said, I'm a great teacher!
Also, full of humility!!!

Or
I have no professional ego. I do what works and what is asked of me. My love is my literature
and writing. The heart of all my goals is to instill this in students. I will do and try everything
ethical to do so."

Or
You should hire me because I know how to motivate students. I believe that all students want to
succeed, even though they sometimes might pretend not to care. When my students walk into
my classroom, there is no confusion over what they are supposed to be doing and why. I make
the objectives clear, and I connect our objectives with the world outside of the classroom. I give
my students plenty of opportunities to succeed and quick feedback on their work.

I'm an avid reader, and I know my content area very well. During the time I've been home with
my kids, I have kept up my professional development hours so that I could be ready to go back
into the classroom at any time.

I'm quite able to work independently, but I'm never hesitant to ask for help. I'm open to
suggestions and I like to be part of a team.

This is where you should really sell yourself. Highlight areas from your background that relate to
the company’s needs. Recap the interviewer’s description of the job, matching it with your
skills.
37.Can you work under pressure?

“I most definitely can. In my current position, I can be faced with stressful situations that require
me to work under pressure on a daily basis and have since learned to manage stress. Now its
just part of the job that I do well.”

OR

“Yes, I actually enjoy working under pressure, though I believe that proper planning and good
time management will greatly reduce any alarming deadlines.”

OR

Yes, I work well under pressure. But I believe that by simply reacting to a situation, you are
creating the pressure. Instead of reacting to a problem, I will review the facts at a heightened
pace and respond to the situation with a solution all while keeping a clear head.”

Don’t just give a yes or no answer; elaborate. Explain why.

Describe the relationship that should exist between a teacher and principal? Since this is not a
behavioral question meaning it isn’t asking about what you have experienced before, answer it
thinking of what you envision as being the relationship between teacher / principal. Don’t just
make it up. Think about why you would want a supervisor to be supportive or hands-off or a
mentor or give autonomy, etc. Be realistic in thinking about whether or not your potential
supervisor is asking the question and what his or her style seems to be now. This is a good
question to ask of him or her, too.
Most employers look for candidates with the following characteristics:

• Ability to assume responsibility

• Organizational/planning skills
• Willingness to work hard
• Nice personal appearance
• Initiative/drive/resourcefulness
• Leadership
• Motivation
• Creativity
• Ability to handle stress
• Written communication skills
• Self-discipline
• Job-related experience
• Confidence/self-reliance
• Entrepreneurial spirit
• Interpersonal skills
• Need for advancement
• Flexibility
• Appropriate academic major
• Oral communication skills
• Defined career goals
• Personality
• Strong GPA
• Interest in the job
• Computer literacy

Candidates Must Ask Questions, Too!!!

If you are serious about teaching in the district you are interviewing, there are many questions
to which you need to know the answers before you accept an offer. Your interviewer will surely
cover some of your questions, but by asking pertinent questions you will show your interviewer
that you do understand fundamental issues relating to teaching. You should have several
questions in mind before you arrive for your interview. The following 17 questions should give
you a good start.

• What is the teacher/student ratio in your district?

• Do you encourage teachers to earn advanced degrees?
• How many classes a day will I be expected to teach?
• Do you have teachers serving in areas for which they do not have full certification?
• Tell me about the students who attend this school.
• What textbooks does the district use in this subject area?
• Do teachers participate in curriculum review and change?
• What support staff members are available to help students and teachers?
• How does the teaching staff feel about new teachers?
• What discipline procedures does the district use?
• Do parents support the schools? Does the community?
• Do your schools use teacher aides or parent volunteers?
• What allowances are provided for supplies and materials?
• Does the administration encourage field trips for students?
• How are teachers assigned to extracurricular activities? Is compensation provided?
• Does the district have a statement of educational philosophy or mission?
• What are the prospects for future growth in this community and its schools?
• What do you think are the greatest strengths of your school district?
• How are parents involved in your schools?
• What are some of your top priorities/goals for your school district?
• What types of support/ professional development are available for new teachers?
Some tips to remember during interview:
#1 Listen. Don't let the background chatter in your head (and nerves) keep you from hearing
what the interviewer is saying.

#2 Speak in your own voice. If you don't sound like you, you'll seem awkward (just keep it
professional).

#3 Highlight you. Your unique abilities, your relevant skills, your enthusiasm.

#4 Add key examples that stick in the interviewer's mind.

#5 Articulate how your skills and abilities can solve their problems.

#6 Don't blather. Answer the question and nothing but the question.

#7 Practice before you walk in. As much as you can.

Have you ever said something in an interview that got you into trouble? Maybe you didn't even
realize you said something wrong. Yet, suddenly, your interviewer seems a lot less interested in
you, maybe even unhappy.

And, it looks like whatever you said, your chances at this job just went down the drain.

Well, even if you were just worried about that happening, here is a sample of the most common
mistakes that you should absolutely avoid in your next interview

Mistake 1. Length

The perfect interview answer should last between 20 seconds and two minutes.

That means, you should basically never answer a question with a simple yes or no. You need to
share the critical details and should provide a thorough answer as required.

But you don't want to tell your life story. When you feel like you've shared the highlights, cut
yourself off.

If you feel compelled to share more, you can offer the information, "If you'd like I can also
describe..." but don't be surprised if the interviewer turns you down.
Too long an answer, and the interview will just tune you out.

Not to worry.

If you've crafted your answers the right way, these time constraints are very manageable.

Mistake 2. Not answering the interview question.

Now, some people think they are politicians and "cleverly" avoid giving a straight answer
(sleazy). More often, you may just be a bit confused about what the interviewer is asking.

If you aren't 100% sure, ask for clarification. Repeat the question back in your own words.

And, if you still don't know whether you answered the question, at the end of your response,
say to the interviewer:
"I'm not sure whether my answer fully answered your question. Was there a piece of it, I left
off?"

Note: The best job seekers also know the interviewer's goal in asking a question.

They answer both the question asked and the interviewer's unsaid concern. This comes from
their preparing the right way for the interview.

Mistake 3. Speaking before thinking

You will likely face an interview question that you're not ready for. Whether you sink or swim,
depends on how you respond.

First, get your feet under you. Otherwise, you may use lots of "Ums" and "Likes." And, your
answer may lack direction or miss the question entirely.

Pause. Take a breath. If you want, say, "That's a really good question, let me take a few
moments to gather my thoughts." If you're still not sure how to tackle it, break it down into
pieces.

Start by answering what you feel most confident about and go from there.

Mistake 4. Providing generic answers.

A good answer gives vivid examples. An okay answer at least references yourself and the
organization.

A generic answer sounds like you had a list of canned responses, played Pin-the-tail-on-the-
donkey, and pulled out wherever your finger landed. Generic answers include, "I'm a team
player," or "I'm really excited about the work you do here."

To avoid this mistake, you just need to prepare the right way. Gather the key facts about the
organization and craft answers that describe you effectively.

Mistake 5: Not creating a conversation

an interview is in large part about establishing a relationship between you and your
interviewers. That means you need to feel confident enough to be yourself and ask questions.

If it seems like they're just shooting questions at you on the hot seat, you'll be doing yourself a
disservice.

So, when you have a question pop up during the conversation, ask it.

For example:
If they ask you, "What's the most challenging project you faced?" at the end of your answer, you
can follow up with, "what are the kinds of challenges that people here encounter?"

A good interview splits the airtime 50/50 between the interviewer and the interviewee.

There are some questions for you to ask that are highly effective for the beginning of your
interview. Others that is better for the end. They aren't covered here, though are inside the
Interview Success Formula™ program.

This program also covers the information you need to get inside the interviewer's head, so you
can deliver answers that get at what the interviewer really wants to know.

And it will help you articulate your best qualities and stories, so you don't have to worry about
delivering generic answers.

Learn more about how this program can benefit you.

In both dating and job interviews, there are some unwritten ground rules, which you may have
forgotten about (or perhaps were never told):

Listen. Don't let the background chatter in your head (and nerves) keep you from hearing what
the interviewer is saying.

#2 Speak in your own voice. If you don't sound like you, you'll seem awkward (just keep it
professional).

#3 Highlight you. Your unique abilities, your relevant skills, your enthusiasm.
#4 Add key examples that stick in the interviewer's mind.

#5 Articulate how your skills and abilities can solve their problems.

#6 Don't blather. Answer the question and nothing but the question.

#7 Practice before you walk in. As much as you can.

Fundamentally, job interviewing is simple. Figure out what the organization needs. Show how
you fill those needs.

In a way, it's like taking a big test in school:

If you study and prepare the right way, you'll do fine.
If you don't, it will be a lot harder.

Please go through the below websites for additional information.

http://career-services.monster.com/yahooarticle/great-answers-to-awkward-interview-
questions#WT.mc_n=yta_fpt_answers_awkward_interview

www.plu.edu/~dmc/gallery/MDP/R andaShoeb/Docs/inqA3-interview.pdf

http://work.chron.com/good-answers-teaching-interview-questions-12980.html

http://www.educationworld.com/a_admin/admin/admin352.shtml

http://forums.atozteacherstuff.com/showthread.php?t=132633

http://www.educationworld.com/a_admin/admin/admin352.shtml
http://www.interviewsuccessformula.com/reports/Top_10_Interview_Questions.pdf
http://www.interviewsuccessformula.com/
http://www.ilovethatteachingidea.com/ideas/subj_classroom_management.htm