Teachers - Interview questions

[Tricia819]

I graduated from the University of Michigan this past spring and I'm trying to get my first full time teaching job. Although I'm a very hard worker and have excelled at every job I've ever held.... I suck at interviews. I'm also very insecure about my abilities which I'm afraid comes across in interviews. O.k. enough back ground...here's my question.

I grew up in a white, upper-middle class household and never really experienced the "urban" part of living in the supposedly 3rd most dangerous city in the country. I've been asked more than once in an interview how I will relate to the kids and how I would help them overcome obstacules (sp?)such as poverty, etc. Other than being available to the kids when they need to talk and a reference person for services that can help, what else can I say? I don't think this answer is anywhere near sufficient. I could really use some advice from those of you who have been through successful interviews.

 

[schmitty]

Talk about a time you had to overcome an obstacle or something.

 

[Boston Tea Party]

My district believes in Ruby Payne's research. An interviewer in my district would look for information from her research.

http://wik.ed.uiuc.edu/index.php/Framework_for_Understanding_Poverty,_A

Also, it might be important to speak about setting behavior expectations for school. We use CHAMPS developed by Randy Sprick.

www.cmsdnet.net/PyramidofSuccess/CHAMPsOverviewPrincipalsRetreat.ppt


In turn you could ask THEM how they foster consistent behavior expectations throughout the campus.

Best of luck to you!

 

[loco4dis]

Tell them that you'll try to learn as much as you can about each individual student and his or her challenges and obstacles, that you want to teach them from where they are when they come to you, not where you think they should be because they are a certain age or grade level.

Also tell them that you believe communication with the home is very important so you can "partner" with the parents in helping their child succeed. Admit that you can't "solve" problems like poverty, but you can come to a respectful understanding with your students and their families that they will bring unique qualities to your classroom and you intend to discover and use those qualities as a springboard for achievement. Having open, respectful lines of communication with parents, particularly if they come from a different socio-economic place than you do, helps ensure that they'll know you are genuinely interested in helping their child succeed.

And most of all, tell them that rich or poor, black or white, the one thing you know for sure is that all parents love their children and have dreams for their children in the same way, and your job as a teacher is to convince that child — and his/her parents — that you care about them and believe in them in the same way that their parents do, and that if one way of teaching something isn't working, you'll try something else until it does work, that you'll never give up, that you'll have high standards, and you'll be flexible enough to find creative ways to help all your students meet those standards. Say that you will work hard to understand your students' lives and challenges, but not so that you can expect less from them out of some sense of sympathy, but so that you can use that understanding to help them achieve at the highest levels.

 

[JulyGirl]

My district was very big on "all children can learn". Despite the many obstacles the kids may face at home, while in school it is your goal to have students reach their full potential.

 

[IheartEdward]

Classroom discipline is a big one that is often asked about.

 

[richmond282]

I second Ruby Payne. Read her book, Framework for understanding poverty.

 

[HsvTeacher]

I second Ruby Payne. Read her book, Framework for understanding poverty.

Definitely read this book! Last year, my school did a book study on Framework, and I can't begin to explain how much it helped me to help my students and their parents.

Icing on the cake: Ruby Payne was our guest speaker on Inservice Day in August. She was absolutely amazing!

 

[Cindy B]

Maybe you should sub in an urban district to get some exposure.

I am student teaching right now in one of the most dangerous cities in America! Yes, it's true. I'm a white, middle class suburban mom.

At first I was horrified (scared and everything else) to go to my placement. Yes, it is very very very different than most of my other sub placements in suburban towns.

I have learned how to deal with classroom management, how to motivate low achieving students (none of my students are at grade level), how to differentiate instruction for students who don't speak English (my Spanish is only passable!), and how to deal with students that well are very different than me. -- lets put it this way, there are only about 3 white students in the entire school of 700 kids.

All my kids live at the poverty line. All my kids have rough home life. I have heard stories that make me cry (parents in jail, drug dealing grandma, etc...) but I NEVER EVER pity them.

I treat them like high achievers and you know what-- theyare getting to be high achievers! I create high reach curriculum (usually based on upper elementary settings), and my kids RISE to the occasion. I am thrilled to see progress.

If you sub in these kinds of neighborhoods, you will learn so much. It will be so different thant the suburbs. I spent 6 years subbing in th suburbs-- that this was a bit of a schock. There are stillsome things that suprise me, but I am learning more and more every day.


If you got that experience (even as subbing) you would have a leg up on other applicants. I have been told that because my student teaching is in this town, I have more of an edge on interviews than other student teachers.

 

[Tinijocaro]

Find out what each district you are interviewing at is "into". My district is into Dimensions of Learning. Also, it's good to know about your state and National Standards, be up on current educational methods, catchphrases, technology (smartboards...). Good luck- interviewing is hard, I just did it last year, but I did get a job!

 

[just4today]

I also recommend reading "A Framework for Understanding Poverty" if you haven't already. It's full of very helpful and insighful information.

 

[Tricia819]

Maybe you should sub in an urban district to get some exposure.

I am student teaching right now in one of the most dangerous cities in America! Yes, it's true. I'm a white, middle class suburban mom.

At first I was horrified (scared and everything else) to go to my placement. Yes, it is very very very different than most of my other sub placements in suburban towns.

I have learned how to deal with classroom management, how to motivate low achieving students (none of my students are at grade level), how to differentiate instruction for students who don't speak English (my Spanish is only passable!), and how to deal with students that well are very different than me. -- lets put it this way, there are only about 3 white students in the entire school of 700 kids.

All my kids live at the poverty line. All my kids have rough home life. I have heard stories that make me cry (parents in jail, drug dealing grandma, etc...) but I NEVER EVER pity them.

I treat them like high achievers and you know what-- theyare getting to be high achievers! I create high reach curriculum (usually based on upper elementary settings), and my kids RISE to the occasion. I am thrilled to see progress.

If you sub in these kinds of neighborhoods, you will learn so much. It will be so different thant the suburbs. I spent 6 years subbing in th suburbs-- that this was a bit of a schock. There are stillsome things that suprise me, but I am learning more and more every day.


If you got that experience (even as subbing) you would have a leg up on other applicants. I have been told that because my student teaching is in this town, I have more of an edge on interviews than other student teachers.

Thanks for the imput. I'll have to go to the library and check that book out.

Just curious...are you student teaching in Detroit? One of the women in my group was doing her student teaching at Northern High School in Flint and they relocated her after a student riot.

I started subbing at the end of last year. What is your classroom management technique? I studied the Fredrick Jones Tools for Teaching, but I was left feeling like it did not include enough strategies for implementing responsibility training other than PAT and I don't think middle schoolers are going to go for that. For example, while "working the room" I can stand right next to a student who is talking and they will just keep talking and by the time I get to him or her the far side of the room is in the "green zone" I'm constantly putting out fires all day.

My mentor teacher had a system that fined students for misbehavior. And they had the opportunity to spend your money occasionally, but it didn't seem to make a difference.

I just don't feel like I'm very effective, but the only way I'm ever going to be is by doing it.

 

[Tiggeroo]

I will be doing student teaching in the spring. My university is very big on creating a diverse resume. You should substitute in some schools that are different then the ones you have worked in so far.

 

[Cindy B]

Thanks for the imput. I'll have to go to the library and check that book out.

Just curious...are you student teaching in Detroit? One of the women in my group was doing her student teaching at Northern High School in Flint and they relocated her after a student riot.

I started subbing at the end of last year. What is your classroom management technique? I studied the Fredrick Jones Tools for Teaching, but I was left feeling like it did not include enough strategies for implementing responsibility training other than PAT and I don't think middle schoolers are going to go for that. For example, while "working the room" I can stand right next to a student who is talking and they will just keep talking and by the time I get to him or her the far side of the room is in the "green zone" I'm constantly putting out fires all day.


My mentor teacher had a system that fined students for misbehavior. And they had the opportunity to spend your money occasionally, but it didn't seem to make a difference.

I just don't feel like I'm very effective, but the only way I'm ever going to be is by doing it.

No, not Detroit. This city (in NJ) was the most dangerous in 2004 and 2005. I think this city is down to maybe 5th or 6th this year but it's still in the top ten. If you think of NJ, it is there--you have heard of it. PM me if you want details.

As for classroom management, my cooperating teacher set the tone. She came off very strict and it now easing up a bit. She does not use a merit system.

I do a count down (by three they have to be settled in). I also stop what I am doing and wait. I do not raise my voice -- my normal voice is pretty loud to begin with.

I tell my kids that they dont' want to hear my mean mommy voice-- that it is very scary and well, that so far has held them off. Just the threat of mean mommy voice is enough for them. These kids will tell me-- I hear enough of mean mommy or mean grandma at home-- I don't want to hear it at school.

I've found that any book isn't really going to tell you what to do. The books can offer ideas but it isn't the same. That being said, middle school is a different animal. I have middle schoolers at home and my own kids react well to loss of priviliges. I would say make sure there is no down time at all in the classes and keep the kids really busy. Middle schoolers also don't like a lot of adult intervention--it embarasses them. Say you have a really talkative or giggly kid--I will pull up a chair and sit directly next to them and lean in to the conversation. Then I will say something like "Hey-- what's this about... ?" Usually that stops the convo. If it continues, I might come back, sit down AGAIN and said "Ok, Mrs. B (that's me) is going to be your friend. I'll sit next to you, walk with you and work in your group." Usually they are horrified of that attention and go right to work.

I have had to make kids my own escort if they are misbehaving in line while going to lunch and specials. They are overtly embarassed to be walking with an adult so that usually works once as well. I'll say something like "Who's going to be my lunch escort today? You get to walk right next to Mrs. B instead of walking with your friends" Quite honestly, they are horrified to be walking with a teacher.. so they will behave. I've had some kids do it once.. and they I say something like "Was that fun? Would you rather be with your friends?.. Next time you will remember this."

I haven't had to write up any kids so far this year. I had one discipline problems with some girls, but I do a lot of modeling about good character. We are starting a Social Studies unit on good character this week so that will reinforce it.

I also overemphasize great behavior. I will say Group 1 is doing fantastic, group 2 is doing well, etc. If a student is doing really well, I will state I see Student X is doing great.. .let me catch others doing well. I love to praise good behavior.