Running head: TEACHER INTERVIEW 1

Teacher Interview

Professor David Teja

CSU-Chico EDTE-265-72

Emily Hall
TEACHER INTERVIEW 2

Teacher Interview

Mrs.H is a previous classmate of mine and a credentialed teacher in California. She

recently completed her Bachelors in Science and then followed it with an accelerated credential

program. Since she completed her degree and credentials during Covid-19 regulations, she began

immediately teaching mathematics at a local high school. Since then, Mrs.H has continued

teaching mathematics at the high school level. As Mrs.H is a relatively new teacher, I felt she

would be a perfect fit for a teacher interview. When planning my interview with Mrs.H, I

developed a set of detailed questions that I aim to assist me in my own journey toward becoming

a teacher. I focused my questions on crucial topics such as: preparation, self-care, classroom

management, and overall perceptions on teaching. This essay discusses these topics as they relate

to Mrs.H and her own experience.

First and foremost, I wanted to know why Mrs.H chose a career in teaching. In the

interview, she stated that her desire to be a teacher stemmed from the obvious issues and

struggles within the education system. She felt as though supporting students and changing

negative attitudes regarding school could make a huge impact on future generations. Mrs.H

stated that if even one student is impacted by her teaching, then it is all worth it. She wants to

actively help students achieve their greatest potential. More specifically, when asked why she

chose high-school, she explained that high school mathematics is a high-need area for willing

teachers. She also appreciates the objectivity of math.

Next, I wondered about the steps toward becoming a teacher. In college, Mrs.H majored

in Managerial Economics and minored in Education. Although the education field was her

minor, it required teaching internships at various levels. She feels that the internships and minor
TEACHER INTERVIEW 3

program significantly prepared her for the later credentialing process. After graduating with a

bachelors, Mrs.H transferred to a local California State University to complete her credential

program. Within the year and a half program, she passed her CSETS and completed the CalTPA.

Furthermore, I wanted to know how Mrs.H managed her very own classroom. More

specifically, I aimed my questions toward ways of handling difficult students and overall

classroom management. Mrs.H stated that her strategies for dealing with difficult and disruptive

students is to avoid arguing with students or kicking them out of the classroom. Instead, she says

to investigate the issue immediately and discuss it privately. Mrs.H explains that allowing the

students to step outside with you or talk privately at an appropriate time is the best way to diffuse

the situation, yet still acknowledge it. Rather than disrupting the entire class and/or embarrassing

certain students, the issue can be resolved and addressed in a discreet manner. This way, there are

strict and effective expectations set within the classroom. Mrs.H also noted that it is important to

discuss with the students to address any problems at home or at school that may be contributing

to their behaviors. This will build strong connections with the students and potentially solve

major issues.

To end, I asked Mrs.H about self-care and how to manage stress. She expressed that, to

her, the most challenging part of the teaching career is constantly feeling overwhelmed. One of

the major points for Mrs.H was to stop taking work home with her. She stated that an important

way to cope with work stress is to keep the work at the job-site. Her suggestions are to be as

productive during the work day as possible. While students are working independently, teachers

can get their own work done as well. If it is not finished that day, it can be done the following

day.