VALIDATION AND RELIABILITY OF INTERVIEW GUIDE

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Question 1: How have you handled a situation where a student is consistently late to your
class?

Responses:

Teacher 1:
At the start of the school year I set standards at the beginning of the school year to make it
clear that timely attendance is expected of them. I’m also a role model for punctuality
normally speak with the student who is late to class and ask about the reasons for his or her
conduct.

Teacher 2:
I talked to the students and reminded him of the classroom rules. I also reiterate the
importance of being on time.

Teacher 3:
I set an example of punctuality by being early in class. For a student who is consistently late,
I talk to him and ask him why he is always late to see the reason and to design an
intervention for the problem.
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Question 2: How do you handle discipline problems in the classroom? Give me an example.

Responses:

Teacher 1:
In my classroom, I maintain dominance while maintaining a compassionate demeanor. When
a student is misbehaving, I speak directly to him in a calm tone and inform him the rules that
he/ she has violated.

Teacher 2:
When dealing with misbehaving or disruptive students, I normally use nonverbal contact,
such as standing by them. I don’t yell at the student or confront him in from of the whole
class.

Teacher 3:
First and foremost, I develop relationships with the students prior to the start of the school
year. When a student is causing a disruption in class, or chatting continuously while I am
teaching, I try to deal with the situation without disrupting the whole class. A good way to do
this is to go and stand near the student.
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Question 3: Describe your discipline philosophy.
Responses:

Teacher 1:
Positive, nonviolent discipline is what I believe in. Student misbehavior, in my opinion, will
be addressed by determining the root cause and establishing open communication with them.

Teacher 2:
For me, I employ constructive discipline in my classroom. In my opinion, violence will not
mitigate student misbehavior. I address classroom problem gently, focusing on the challenge
rather than the pupil.

Teacher 3:
As a teacher, my discipline philosophy is anchored in positive, non-violent discipline method.
I believe that the dignity of the student matters, as is remaining calm and nice.
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Question 4: Tell me about your classroom management style.

Responses:

Teacher 1:
As an elementary school teacher, I make it a point to model the actions I expect from my
students. When dealing with them, I make sure to use friendly words, maintain eye contact,
allow them to speak uninterrupted and treat their concerns with respect.

Teacher 2:
I place a high value on building relationships to my students. I talk to them in a kind and
calm way, and I treat them all dignity. I define classroom rules that do not obstruct their
growth or right.

Teacher 3:
I build an atmosphere in the classroom that encourages students to form meaning
relationships with one another. I create and clarify laws to them, emphasizing the benefits to
them as well as the demerits of disobeying it.
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Question 5: Tell me about a student who has not progressing satisfactorily in your class.
What steps did you take?

Responses:

Teacher 1:
I have a female student who is having trouble with numbers. First, I administer home visits to
inform her parents of her situation and set up an intervention program to assist her in
progressing. I kept an anecdotal record of her development and presented to her parents.

Teacher 2:
The first step that I took is to get the attention of the parents. I conducted home visitation to
determine some environmental factors which may cause the problem. Afterwards, I will
conduct remedial instruction for the students.

Teacher 3
I conducted home visitation to talk to the parents. I conducted remedial class for the student
as well as providing positive intellectual support.
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Question 6: How do you build rapport with your class?

Responses:

Teacher 1:
I call students by their name. I sometimes use jokes when teaching. I encourage students to
speak and participate in class. I also praise students for doing a good job and encouraging
them to do more.

Teacher 2:
I crack jokes during discussions to lighten up the mood. I let the students respond to
questions, praising them when they are correct, and guiding them to the correct answer if
they are not. I also call students by their first name.

Teacher 3:
During the start of the school year I set myself up as someone that the students can trust.
Once this is done, I make every time in the classroom enjoyable by being jolly and
approachable. I also make it a habit to call my students by their first name.
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Question 7: How do you give your students recognition and positive reinforcement?

Responses:

Teacher 1:
I usually use intrinsic motivation like praise like “very good”, “good job” and non-verbal
communication like giving thumbs up and clapping. When a student accomplished a good
job, I let his or her classmate join in giving recognition.

Teacher 2:
I use intrinsic and extrinsic motivation. For intrinsic motivation I usually use praise and
nonverbal gestures. For the extrinsic side I use tokens for students to accumulate in order to
acquire tangibles such as pencils, candies or stickers.

Teacher 3:
I vary the types of positive reinforcements that students receive. With input from students,
identify positive reinforcements such aspraise and nonverbal communication (e.g., smile,
nod, thumbs up) tangibles such as stickers, new pencils or washable tattoos.
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Question 8: How do you communicate with a parent about a student’s performance?

Responses:

Teacher 1:
In our area most of the parents lack the technology for establishing communication with the
parents so I usually conduct home visitation to notify parents regarding their child’s
performance.

Teacher 2:
Home visitation and quarterly parent-teacher conference.

Teacher 3:
I usually conduct home visitation, communicate with them through SMS, phone call and
through the social media (FaceBook).
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All of the items are valid since they can be used to elicit response according to the construct
being described. To determine validity of the interview guide, the researcher may use Simon
and Goes’ (2013, revised 2019) Validation Rubric for Expert Panel (VERP) which requires 3
or more expert validators.