1.

What teaching approach are you

most inclined to and why?
2. What is the ideal lesson (stages or
moments) for a class?
3. What is your opinion of lesson
planning?
4. How do students describe you
(qualities)?
5. What skill sets do you think you
need to improve on?
6. Why did you choose to teach as a
livelihood (any answer is correct)
please describe in detail?

1.Language teaching methodologies

Listed below are brief summaries of some of the
more popular second language teaching methods
of the last half century. For a more detailed
analysis of the different methods,
see Approaches and Methods in Language
Teaching Richards, J. and Rodgers, T (1986)
CUP Cambridge.
The Direct Method
In this method the teaching is done entirely in the
target language. The learner is not allowed to use
his or her mother tongue. Grammar rules are
avoided and there is emphasis on good
pronunciation. [More]
Grammar-translation
Learning is largely by translation to and from the
target language. Grammar rules are to be
memorized and long lists of vocabulary learned
by heart. There is little or no emphasis placed on
developing oral ability. [More]
Audio-lingual
The theory behind this method is that learning a
language means acquiring habits. There is much
practice of dialogues of every situations. New
language is first heard and extensively drilled
before being seen in its written form. [More]
The structural approach
This method sees language as a complex of
grammatical rules which are to be learned one at
a time in a set order. So for example the verb "to
be" is introduced and practised before the present
continuous tense which uses "to be" as an
auxiliary.
Suggestopedia
The theory underlying this method is that a
language can be acquired only when the learner
is receptive and has no mental blocks. By various
methods it is suggested to the student that the
language is easy - and in this way the mental
blocks to learning are removed. [More]
Total Physical Response (TPR)
TPR works by having the learner respond to
simple commands such as "Stand up", "Close
your book", "Go to the window and open it." The
method stresses the importance of aural
comprehension. [More]
Communicative language teaching (CLT)
The focus of this method is to enable the learner
to communicate effectively and appropriately in
the various situations she would be likely to find
herself in. The content of CLT courses are
functions such as inviting, suggesting,
complaining or notions such as the expression of
time, quantity, location.
The Silent Way
This is so called because the aim of the teacher
is to say as little as possible in order that the
learner can be in control of what he wants to say.
No use is made of the mother tongue.
Community Language Learning
In this method attempts are made to build strong
personal links between the teacher and student
so that there are no blocks to learning. There is
much talk in the mother tongue which is
translated by the teacher for repetition by the
student.
Immersion
This corresponds to a great extent to the situation
we have at our school. ESL students are
immersed in the English language for the whole
of the school day and expected to learn math,
science, humanities etc. through the medium of
the target language, English.
Immigrant students who attend local schools find
themselves in an immersion situation; for
example refugee children from Bosnia attending
German schools, or Puerto Ricans in American
schools. .
Task-based language learning
The focus of the teaching is on the completion of
a task which in itself is interesting to the learners.
Learners use the language they already have to
complete the task and there is little correction of
errors.
(This is the predominant method in middle school
ESL teaching at Frankfurt International School.
The tasks are subsumed in a major topic that is
studied for a number of weeks. In the topic of
ecology, for example, students are engaged in a
number of tasks culminating in a poster
presentation to the rest of the class. The tasks
include reading, searching the internet, listening
to taped material, selecting important vocabulary
to teach other students etc.)
The Natural Approach
This approach, propounded by Professor S.
Krashen, stresses the similarities between
learning the first and second languages. There is
no correction of mistakes. Learning takes place
by the students being exposed to language that is
comprehensible or made comprehensible to
them.
The Lexical Syllabus
This approach is based on a computer analysis of
language which identifies the most common (and
hence most useful) words in the language and
their various uses. The syllabus teaches these
words in broadly the order of their frequency, and
great emphasis is placed on the use of authentic
materials.
See:  Willis, D. (1990) The Lexical Syllabus.
Collins Cobuild
- Wikipedia's review of language teaching
methodologies

2. According to Herbart, there are

eight lesson plan phases that are designed to
provide "many opportunities for teachers to
recognize and correct students' misconceptions
while extending understanding for
future lessons." These phases are:
Introduction, Foundation, Brain Activation, Body
of New Information, Clarification ...
EFFECTIVE LESSON PLANNING, AND
CLASSROOM MANAGEMENT SUGGESTIONS
Good lesson planning is essential to the process
of teaching and learning. A teacher who is
prepared is well on his/her way to a successful
instructional experience. The development of
interesting lessons takes a great deal of time and
effort.
All teachers should understand that they are not
an island unto themselves. The educational
philosophy of the district and the uniqueness of
their schools should be the guiding force behind
what takes place in the classroom. The school’s
code of discipline, which should be fair,
responsible and meaningful, must be reflected in
every teacher’s classroom management efforts.
SUGGESTED PRACTICES
A. Establish a positive classroom environment:
1. Make the classroom a pleasant, friendly place.
2. Accept individual differences.
3. Learning activities should be cooperative and
supportive.
4. Create a non-threatening learning
environment.
5. Organize physical space; eliminate situations
that may be dangerous or disruptive.
6. Establish classroom rules and procedures and
consistently reinforce them.
B. Begin lessons by giving clear instructions:
1. State desired quality of work.
2. Have students paraphrase directions.
3. Ensure that everyone is paying attention.
4. Ensure that all distractions have been
removed.
5. Describe expectations, activities and
evaluation procedures.
6. Start with a highly motivating activity.
7. Build a lesson upon prior student knowledge.
C. Maintain student attention:
1. Use random selection in calling upon students.
2. Vary who you call on and how you call on
them.
3. Ask questions before calling on a student; wait
at least five seconds for a response.
4. Be animated; show enthusiasm and interest.
5. Reinforce student efforts with praise.
6. Vary instructional methods.
7. Provide work of appropriate difficulty.
8. Demonstrate and model the types of
responses or tasks you want students to perform.
9. Provide guided practice for students; monitor
responses and deliver immediate corrective
feedback.
D. Use appropriate pacing:
1. Be aware of your teaching tempo
2. Watch for cues that children are becoming
confused, bored or restless; sometimes lesson
has to be shortened.
E. Provide suitable seatwork
1. Seatwork should be diagnostic and
prescriptive.
2. Develop procedures for seeking assistance;
have a “help” signal.
3. Develop procedures for what to do when
finished.
4. Move around to monitor seatwork.
5. Vary methods of practice.
F. Evaluate what has taken place in your lesson
1. Summarize the lesson and focus on positive
gains made by students; use surprise reinforcers
as a direct result of their good behavior
2. Determine if the lesson was successful; were
goals accomplished?
G. Make a smooth transition into the next subject:
1. Have materials ready for the next lesson.
2. Maintain the attention of students until you
have given clear instructions for the next activity.
3. Do not do tasks that can be done by students
(i.e. passing out paper or collecting assignments);
use monitors.
4. Move around and attend to individual needs.
5. Provide simple, step-by-step instructions.
6. Utilize a freeze and listen signal, when
necessary.
H. Develop positive teacher/student relationships
1. Set a good example; be a positive role model
2. Create an exciting learning environment for all
students
3. Reward good behavior; create special activities
that children will enjoy doing
4. Correct misbehaviors; have consequences of
disruptive behavior; communicate them to
children
5. Handling disruptions
6. Keep it short and simple (KISS)
3. What You Need To Consider Before Planning
Your Lessons

The importance of a pre-planned lesson cannot

be understated, having a plan is paramount to the
success of the lesson and to achieve the desired
teaching point in a structured way. Lesson plans
act as a guide within a lesson so it should not be
too complex in nature but should have enough
detail to direct the teacher on the sequence and
timing of the lesson.
This post was written by our TEFL
certification graduate Gerard L.

Why do you need it?

Depending on the experience of the teacher, it

may be more heavily relied upon with a newly
qualified teacher who is still finding their feet in
the classroom, whereas a more experienced
teacher is more likely to review it now and then.
Although the lesson plan is a guide to the lesson
it is important that there is some flexibility
involved with the timing of the stages especially
when students are having difficulties or fun.
A lesson plan also acts as a record of what was
done and the materials used within a lesson
especially to review it at a later date. It is also a
useful guide for a substitute teacher to follow in
case of teacher illness and they have to cover the
lesson. In this situation, the substitute teacher will
have the necessary notes and material to teach
the targeted topic, they will also know what to
expect from the students and any
possible difficulties they might encounter from
details and information listed on the lesson plan.
Also Read: Can non-native English speakers take
a TEFL course?

What do you need to write in it?

Let’s have a look at some of the things that could

be included in a well-prepared lesson plan in a bit
more detail below;

Learner objectives

What the students should be able to accomplish

by the end of the lesson based around the
contents of the lesson.
Personal aims

What you would like to achieve by the end of the

lesson, this could be to strengthen a possible
weakness, to try a new teaching approach or use
the whiteboard space more efficiently.

Language Point

The theme of the lesson, this could be a topic

with vocabulary or a grammar-based tense or a
mixture or the two.

Teaching Aids

This could be materials like worksheets or the of

other teaching aids like Video, music or
flashcards or even whether you need the use of
the whiteboard.

Anticipated problems

This can be for the students or for the teacher,

this could involve the complexity of the
vocabulary, grammar, the size of the group, the
age of the group, the activity, getting students to
the participle or classroom management.

The procedure, Phase, and Timing

What activities the teacher will use within the

lesson and in which sequence, This will be
detailed in the procedure section. The phase
section will indicate which stage of the ESA
method will the procedure section take place
(Engage, study, activate). The timing section
carefully breaks down each stage to
guesstimation which gives a guideline to work to.

Interaction
The interaction for every activity and phase
should be stated. Whether it will be a teacher to
student interaction or student to student
interaction or if students should work on their own
based on the task or activity.

Class level, number of students

This can help to plan the exercises and activities

based on the ability and number of students.
Especially when choosing a suitable activity that
all students can participate equally in.

Date and Time

It is also worth recording the date and time for
your record to review at a later date and for any
substitute teacher who might have to take the
lesson, it will avoid any confusion.

In conclusion, it is important to take all of these

factors above into account when planning lessons
but also to incorporate a balanced lesson plan
which covers the ESA method, which is firstly to
Engage the students, capture their interest and
grab their attention. Secondly, to incorporate
a Study phrase where students focus on the
language, information or grammar. Finally, every
ESA should finish with an Activate stage where
the students can put the knowledge they have
learned into use through roleplays,
communicative games or debates depending on
the student level.
4.
Students Describe Qualities of Great Teachers

Viewing students as consumers -- and

consumers with strong ideas about how their
instructors should treat them as learners and
individuals -- can help good teachers become
great teachers in the eyes of the people who
matter most, according to a new
book. Included: Tips for building relationships
with students.
Much research has been devoted in recent years
to what makes a good teacher -- education,
content knowledge, student test scores,
evaluations. Little consideration has been given
to the views of teachers customers -- the students
who sit in their classrooms everyday.
Students, in fact, have a lot of opinions about
what makes a good teacher. School
administrators Kelly E. Middleton and Elizabeth
Petitt captured some of those pointers in their
book, Simply the Best: 29 Things Students Say
the Best Teachers Do. Suggestions range from
the very simple -- smiling at students and
knowing their names -- to more personalized
efforts, such as attending student events and
visiting their homes.
Middleton and Petitt argue that the best teachers
take a customer service approach to education
and focus on making connections with students
and getting to know them as individuals.
Teachers who do that, they write, see greater
academic progress and fewer discipline
problems.
The two authors talked with Education World
about their book and the pervasive effects of
positive relationships with students.
Education World: Why is building relationships
with students more important
these days?
Kelly E. Middleton, Elizabeth
Petitt: Relationships always have been integral to
the teaching and learning process. However,
building relationships in schools is becoming a
non-negotiable -- something schools must
embrace to ensure student success. Data
suggests that, unfortunately, many students have
little contact with their parents or other adults.
Yet, the need exists within each individual to feel
connected and to belong. Without an intentional
focus on relationships, and systemic efforts to
develop those for every student, the likelihood
exists that many students will become chronically
disengaged from school.
EW: What are the benefits of strong student-
teacher relationships?
Middleton, Petitt: Research from a variety of
perspectives indicates a strong correlation
between positive student-teacher relationships
and student success in schools. Those include:
 increased student learning and desire to
achieve at high standards;
 decreased negative behavior incidents and
dropout rates;
 increased school satisfaction and motivation;
 increased sense of student self efficacy;
 improved positive attitudes toward school;
and
 improved student social-emotional skills, such
as caring, empathy, social responsibility.
Dr. Robert Marzano suggests, The quality of
relationships teachers have with their students is
the keystone to effective classroom management,
and perhaps even to the entirety of teaching. As
one learns about having high expectations for all
students through strong student-teacher
relationships, it becomes apparent that
relationships impact almost every aspect of
education, from student achievement and closing
the achievement gap to school safety. In fact,
relationships permeate the culture of a school
and indicate either a positive or toxic culture
within the school.
EW: How would you respond to the concern that
teachers putting a focus on customer service
could lead to lax classroom standards?

Middleton, Petitt: The first reaction to that

statement is that actually the opposite is true. A
focus on customer service allows one to have
higher standards and greater expectations
because we know students will work harder for
educators who believe in them and who
demonstrate in words and actions they care
about them. Perhaps Dr. James Comer said it
best when he shared, No significant learning
occurs without a significant relationship.
Customer service that includes making
connections with students and building
relationships is not allowing students to do
whatever they want in the classroom. It
is not about becoming the students friend.
It is about conveying to students that you know
who they are; you have high expectations; you
will treat them with respect; you will give them
opportunities to demonstrate mastery of learning,
even if it requires providing some additional
assistance beyond the initial instruction; and that
you honor the relationship that exists between
you and every student, each and every day,
without favoritism.
EW: What do you think are the toughest to
implement of the 29 things students say the best
teachers do -- and why?
Middleton, Petitt: Students want to know how
that what they are learning is important in the real
world. They have an innate desire to understand
why it is important to learn a particular concept on
a particular day. One of the toughest suggestions
to implement professionally is relevance and real-
world application. No one can argue with the
importance and need to consider that aspect
during instructional planning. However, the ability
to incorporate relevance and real-world
application with each instructional concept in
each content area often proves to be a difficult
task.
The toughest of the 29 for teachers personally to
implement probably relates to
admitting making a mistake and knowing how to
recover successfully. Sometimes as teachers, we
are pre-programmed to think we need to be
perfect; we need to have all the answers. Many
equate mistakes with eroding student and
administrative confidence in ones teaching ability.
However, based on research, it is often better to
make a mistake and recover from it successfully
than never to make a mistake at all. Students see
many desirable behaviors modeled when adults
admit their errors. How can we teach students to
take academic risks if we never convey through
our own words that failure and overcoming a
mistake are valuable learning experiences?
EW: What would you say to teachers who say
they are already overwhelmed and can't take the
time to visit students' homes or attend their
athletic events?
Middleton, Petitt: Many of our teachers would
probably reply, Not taking the time costs you
even more in the long run! One of our teachers
was asked by a group of teachers from another
school district about how one goes about getting
buy-in from other staff members who are
reluctant to embrace that concept. Her response
was, Do you want greater student motivation and
fewer discipline problems in your high school?
That is what Ive witnessed as a teacher, and my
colleagues would say the same!
Schools are bombarded with increased
expectations coupled with fewer resources,
including unfunded or underfunded federal or
state mandates. Many of those expectations stem
from the battle cry for more accountability and
testing, or more paperwork and policy geared
toward a plethora of school issues. As we
reflected on the efforts in our schools, we asked,
Whats the most important thing in our district?
We came to the realization that we had lost sight
of the student, that is knowing who he or she is,
taking time to interact, building a rapport between
the home and school, and taking ownership of
the individuals and how we interact with them in
our schools. The majority of educators chose the
profession because of the student-teacher
relationship and their desire to make a difference
in the lives of others. What we are observing is
that a focus on developing positive relationships
reconnects staff members with why they initially
chose to become teachers.
EW: How can teachers be better prepared to
build relationships with students?
Middleton, Petitt: A teachers content knowledge
is crucial in improving student achievement.
However, we must first see the students as
individuals and what each brings to the table in
terms of interests, strengths, gifts, and areas for
growth. Building relationships begins with the
simple things that matter most to students --
smiling at them, using their names, knowing who
they are and what they like, allowing them to
know who you are as a teacher, being consistent,
not being afraid to admit you made a mistake --
and proceeds to thinking about how to use the
relationship to connect students to learning and to
give them ownership in the process. It means
valuing who they are and what they have to say.
We like to think of it as treating all students like
you would want your child to be treated. John
Dewey once said that what the best and wisest
parents want for their child should be what we
want for all children.
This e-interview with Kelly F. Middleton and
Elizabeth Petitt is part of the Education World
Wire Side Chat series. Click here to see other
articles in the series.
 
ADDITIONAL RESOURCES
Strategies That Work
Staffing & Training

Article by Ellen R. Delisio

Education World®
Copyright © 2010 Education World
 5.
 1 COMMUNICATION SKILLS (LISTENING,
SPEAKING AND WRITING) ...
 2 ANALYTICAL AND
RESEARCH SKILLS. ...
 3 FLEXIBILITY/ADAPTABILITY. ...
 4 INTERPERSONAL ABILITIES. ...
 5 ABILITY TO MAKE DECISIONS AND
SOLVE PROBLEMS. ...
 6 ABILITY TO PLAN, ORGANISE AND
PRIORITISE WORK. ...
 7 ABILITY TO WEAR MULTIPLE HATS. ...
 8 LEADERSHIP/MANAGEMENT SKILLS.

6.
1. What Do You Love About Teaching?

Other questions in this vein could include:

 Why do you want to be a teacher?

 What is it about teaching that is motivating
you to leave your current job?
 Who was one of your favorite teachers in the
past and why?
Any hiring manager wants to know that the
person applying for the job is both qualified and
cares about being there. A job such as teaching
magnifies the importance of caring because a
teacher is there to serve young people. You will
present yourself poorly in your teaching interview
if you come across as though you’re not
interested in getting the position.

Before the interview, think through what you love

about teaching and why you want to pursue a
career in that profession. Writing out your
thoughts can be a helpful way of processing
them. You want to answer your interview
questions with solid reasons, concrete examples,
and personal stories, where appropriate.

A few common reasons people want to teach are:

 they love learning and being in a learning

environment
 teaching is a job with a lot of variety
 teaching is a way of serving their
communities
 they like the creativity and independence
teaching offers
 they want summers off
 they want to make a difference in people’s
lives
 

Questions pertaining to your love of teaching are

an excellent opportunity for you to show that you
are genuine and personable. If you can, share a
story about one of your own teachers or someone
else who particularly inspired you to pursue
teaching. Stories have a special way of
resonating with people. Whatever you say, let
your enthusiasm and passion for teaching be
clear in your answer.

2. What Is Your Teaching Philosophy?

Questions about your teaching philosophy are

targeting what you believe is the purpose of your
discipline and what you think are the best ways to
fulfill that purpose. Your teaching philosophy is
something you should write out ahead of time for
your own sake, as well as for the interview. As
you explore your teaching philosophy, consider:

 Why is your area of discipline important to

society?
 Why does it matter whether anyone learns it
or not?
 What is your role within your discipline?
 And what are your specific teaching methods
that support and fulfill your philosophy?
For example, if you are an English teacher, you
might believe in raising people who are good
thinkers. After all, ideas determine how people
live.

You also recognize that thinking and language

are connected to each other. The better people
can articulate themselves, the more clearly they
are thinking. You therefore believe that a
significant part of your role as an English teacher
is to help people become better thinkers by
mastering the English language.

This is one side of your teaching philosophy, your

beliefs. But you also need to explain how you are
going to apply your philosophy practically in the
classroom. How do you implement both formative
assessment and summative assessment? How
you do so will naturally depend on the ages of
your students.

Say that you’re teaching high school students not

to use vague language. You could charge both
yourself and your students a quarter each time
anyone says words like “stuff” during class. Then
at the end of the year, you could buy the class
pizza with the earnings. Or you could require
them to orally present their papers at the end of
each project. That way, they articulate their ideas
in multiple ways.

Make sure you clearly understand the “how” as

well as the “why” of your philosophy. Knowing the
“how” will help you prepare for questions about
your teaching style and classroom management.
3. What Are Your Teaching Style and Methods?

Being able to explain your teaching methods

demonstrates that you are competent and
prepared to be a teacher.
 How do you help students to learn your
subject?
 How do you help children with various
learning styles?
 How would you help a student struggling to
keep up with the material?
There is always, of course, room to grow within
any profession. You will learn a lot once you
actually start teaching. But there is a basic level
of understanding you should have about your
discipline before you start teaching it.

Again, your teaching methods are the practical

side of your teaching philosophy. What
assignments will be most effective in helping you
to achieve the purpose of your discipline? How
can you capture your students’ imaginations and
bring your subject to life?

People learn in different ways, such as visually,

aurally, and kinesthetically. How can you engage
all five senses with your assignments? Perhaps
you could do a formative assessment by having
students visualize a concept through drawing or
painting. Incorporating crafts into lessons is an
especially helpful strategy for elementary
teachers.

Students who are musical will appreciate you

incorporating music into the lesson. Some
students, while very intelligent, don’t enjoy
discussing ideas so much as they like being
outside or being active. Middle school students,
for example, are at stage where they often don’t
have recess anymore, but they still have excess
energy. What activities or projects can you assign
that will engage those students?

When you finally land a teaching job, the teachers

you work with will be invaluable for giving you
ideas. In the meantime, there are many online
resources you can browse to get advice about
teaching your subject.

4. How You Will Manage Your Classroom?

Knowing how you will manage your classroom

demonstrates that, in addition to being competent
in your area of discipline, you can also lead and
relate to people well.

Note that classroom management overlaps with

teaching style. The more organized you are, the
more you will minimize misunderstandings
between you and your students.

The interviewer might ask you:

 Are you a tough teacher or an easy one?

 Has there ever been a time when you had to
deal with a particularly difficult student?
 If so, how did you handle that situation?
Teachers face captive audiences on a daily basis.
Many of the members are not going to be
naturally excited about being there. Classroom
management is therefore an essential topic with
which you need to be familiar.

This is particularly true for candidates

interviewing for a teaching position in the field of
special education. Special ed teachers need to be
familiar with a variety of strategies for keeping
students’ attention and dealing with disruptive
students. They also need to be able to explain
how they’ll help students persevere with a difficult
task.

Use your past experience or online research to

come up with tactics appropriate for the age level
and type of student you’ll be teaching. Do some
research ahead of time to learn about the
disciplinary procedures at the school where
you’re applying. Then you can tailor your answer
accordingly. Know what you would do, and show
how your methods fit the school’s philosophy.

For example, if you’re an elementary teacher, you

could try a strategy where when someone breaks
a rule, you write one letter of the word “sorry” on
the board. Your students understand that if you
ever spell the entire word, the class loses a fun
activity.

It’s also a good idea to mention how you would

prevent conflict from arising ahead of time. You
can make it a habit to make eye contact with
each student throughout the day. You could greet
each one at the beginning of the day, showing
you’re happy to see all of them. The more your
students know that you care about them, the less
likely they are to act out.

5. What Is Your Greatest Strength?

A question about your greatest strength is one

that interviewers commonly ask when hiring for
any profession. As with questions on other areas,
your answer to this one can demonstrate how you
specifically are qualified for the teaching position.

Don’t think of it as bragging about yourself. You

are objectively explaining how you are a good fit
for the school. If you don’t have any relevant
strengths, why would anyone hire you?

Before your interview, brainstorm what your best

selling points are. Consider them in a
professional and personal context.

 Has your boss praised you for achievements

in your current job?
 What have been your recent successes at
work, and what skills contributed to those
successes?
 Have your coworkers ever pointed out any of
your strengths to you? If you can, ask them what
they are.
You can ask the same question of your friends
and family. Even though these are people you
know on a personal basis, they can help you
identify your primary character qualities.

For example, if people know you as an

exceptional communicator, give recent examples
of that strength. Then explain how you’ll use that
skill in a teaching context. That could look like
being a good public speaker, setting clear
expectations for your class, or contacting parents
in a timely manner. Whatever you mention, you
want to give specific examples from the past and
apply them to the teaching position you’re
seeking.

6. Why Do You Want to Work in This

Job/School/District?
Never go into an interview not knowing anything
about the organization interviewing you.
Answering this question well shows that you care
about getting the job and also helps you
determine if the job is a good fit for you.

Mashable reports that three of five common

mistakes interviewees make are:

 not being prepared

 giving cliché answers
 seeming bored
Doing your research and thoughtfully preparing
for the interview will help you not to make the first
two mistakes. Communicating your enthusiasm
for teaching, as mentioned earlier, will ensure that
you don’t make the last.

Find out what you can about the job itself, as well
as the school and the school district.

 What are the school’s characteristics?

 Do the students in that school district have
any specific needs you feel you are suited to
meet?
 Is there anything about the administration’s
philosophy that you appreciate?
 What is the school doing well that makes you
excited about working there?
Researching the position will help you with all of
your interview questions. You can use whatever
you discover in your answers where applicable.

7. What Is Your Biggest Weakness?

Be prepared to answer a question about your

shortcomings.

 What is your primary weakness as a teacher?

 What do you dislike most about teaching?
 What do you find to be the most challenging
part of teaching?
Hopefully, it’s obvious you shouldn’t say you don’t
have any weaknesses. Everyone has
weaknesses. This question is an opportunity to
demonstrate your honesty and how you learn
from your mistakes.

It’s understandable if you fear that answering this

question truthfully will make you seem unqualified
for the position. But you can give an accurate
response while still presenting yourself as a
strong candidate. All people face difficulties in
their jobs, and all jobs have aspects to them that
are not enjoyable. These are just facts of working
life.

One way to turn this question to your favor is by

describing how you currently deal with a
consistent challenge. Or maybe you had a major
weakness in the past that you have since
overcome. Describe how you did so and what you
do differently now.

8. Do You Have Any Questions for Me?

You do not want to get to the end of the interview

and have nothing to say when the interviewer
asks this question. This is another opportunity for
you to demonstrate you care about getting the job
and to determine whether you actually want it.

Having questions for the school shows you are

sincerely interested in the teaching position. But
it’s also a chance to discover information you
cannot get through your own research.

If there is anything you’re particularly concerned

about, this is your chance to ask about it! Your
questions might include:

 How would you describe the culture of the

school?
 What are the students like?
 What are the strengths and weaknesses of
each grade?
 Are the teachers supportive of each other?
 What are the administration and parents like?
 What are some challenges the staff has faced
this year, within the school itself as well as within
the school district?
 How does the school relate to the
community?
Don’t ask about time off or salary at this point.
Questions like that are inappropriate until the
school offers you the teaching position.

© Copyright