English Teacher Interview Questions And Answers

I am sure many of you have participated in team-teaching and realize the benefits of this strategy. The interviewer who asks this question wants to discover, if you are flexible, enjoy working in a team environment, have experience in this area, and what your viewpoints are on the subject.

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.

Your response could include something that may have been a challenge in the past, which you have taken steps to rectify. It is important to be truthful, they will be testing your honesty. In addition, they will be checking to see if you provide a weakness that is critical to success in the position. For example, the interview will likely end quickly if you answer you have a difficult time management the classroom. The key to answering the question is to turn a negative into a positive.

Within this context, you might respond:
Upon entering my classroom you will find a lively and colorful room completely centered upon children and active learning. Sight words, the alphabet, numbers, and inspirational quotes cover the walls while large bulletin boards proudly display students' work. A large area contains a carpeted reading or group corner specifically for storytelling, show-and-tell, weather discussions and calendar and day-of-the-week conversations. This classroom includes an abundance of age appropriate reading materials and student mailboxes where children place personal journals, home reading books and workbooks in the morning and then collect newsletters or other parent communication at the end of the day.

Your preparation and research is imperative to successfully answer this question. Provide a few reasons why you're interested in the school or district, and what in particular sparked your interest. What is your personal experience with the school or district? What do you know about its student body, faculty members, industry reputation, community involvement, educational goals and objectives, upcoming initiatives, demographics, or extracurricular activities? This information will help you to accurately respond to the above question. The word accurate is important -- don't answer the questions by using old information.

It is important that a successful principal:
☛ Has a vision and a plan to reach that vision...combined with the ability to bring faculty members together to form a cooperative team and motivate them to reach district goals and objectives.
☛ Be visible... the principal's presence should be evident on a continual basis. He or she must be easily accessible to both students and teachers.
☛ Has a great sense of humor, and can relate well to a diverse group of individuals.
☛ Genuinely cares about the students, teachers, parents, and the district.

For obvious reasons everyone will have a different answer; it will depend on your teaching style, grade interviewing for, and past experiences. The interviewer will be looking to see if you have a plan, you know how to implement it, and if you think that discipline is an important part of the position. What I have found from coaching clients is they fail to provide a clear action plan that can be backed up with examples. Also it is important to find out what is the philosophy of the school or district, this will give you some additional information. A few things to bring up when answering this question is the following:
It is important to develop ground rules the first week of class, this allows the students to understand what is and isn't acceptable behavior.

Liking young people. Fairness. Consistency. Sense of humour. Passion for their subject. Good at explaining new concepts/ideas. Able to make the topic or subject relevant. Able to make everyone feel comfortable and confident about contributing.

This is great as it enables candidates to sell themselves and really tell us what they are about.

☛ I consider myself hardworking/ reliable/ dependable/ helpful/ outgoing/ organised/ honest/ cooperative.
☛ I'm a team-player/ an experienced team-leader/ a seasoned (experienced) professional/ a dedicated worker.
☛ I'm good at dealing with people/ handling stress.
☛ I pay attention to details.
☛ I understand my customers' needs.
☛ I learn quickly and take pride in my work.
☛ I love challenges and getting the job done.

☛ I graduated in IT from the University of XYZ.
☛ I hold a master's degree (MA)/ a bachelor's degree (BA) in Modern Languages from the University of XYZ.
☛ I took a one year accounting training program at ABC College.
☛ I haven't done any formal training for this job, but I have worked in similar positions and have ten years of experience in this field.

☛ I was laid off/ made redundant, because the company relocated/ downsized/ needed to cut costs.
☛ I resigned from my previous position, because I didn't have enough room to grow with my employers.
☛ I wanted to focus on finding a job that is nearer to home/that represents new challenges/ where I can grow professionally/that helps me advance my career.

I'd like to hear about: animated discussions, students clearly making progress as evidenced in oral and written contributions. High quality visual displays of students' work showing progress. High levels of engagement. Behavior that supports learning.

This allows candidates to give a theoretical answer - one that anyone who swotted up could give you - balanced with a personal reflection that shows how effective they are.

This is one of my favorite questions (it's based on a question my National Professional Qualification for Headship (NPQH) coach used to ask me) because it gets candidates to think about their contribution to the school organisation and their team spirit. If I'm interviewing for a senior leader I would follow this up with: what would you want them to say about you in three years time? This way I can get a sense of where they want to develop as leaders.

A candidate may have made a grand statement in their letter, but not gone into details about 'how' or the impact it had.

There are standardized assessments at almost every grade level. Be sure you know the names of the tests. Talk about your experiences preparing students. You'll get bonus points if you know and describe the format of the test because that will prove your familiarity.

You use lots of positive reinforcement. You are firm, but you don't yell. You have appropriate consequences for inappropriate behavior. You have your classroom rules posted clearly on the walls. You set common routines that students follow. You adhere to the school's discipline guidelines. Also, emphasize that you suspect discipline problems will be minimal because your lessons are very interesting and engaging to students. Don't tell the interviewer that you "send kids to the principal's office" whenever there is a problem. You should be able to handle most discipline problems on your own. Only students who have committed very serious behavior problems should be sent to the office.

An IEP is an "individualized education plan." Students with special needs will be given an IEP, or a list of things that you must do when teaching the child. An IEP might include anything from "additional time for testing" to "needs all test questions read aloud" to "needs to use braille textbook." How do you ensure you're meeting the needs of a student with an IEP? First, read the IEP carefully. If you have questions, consult a special education teacher, counselor, or other staff member who can help you. Then, you just make sure you follow the requirements on the IEP word for word. When necessary, you may be asked to attend a meeting in which you can make suggestions for updating the IEP. Your goal, and the goal of the IEP, is to make sure the student has whatever he or she needs to be successful in your class.

This question will come up at almost every elementary school interview. It's fairly common in the middle school and high school as well. You might have a weekly parent newsletter that you send home each week. For grades 3 and up, you may require students to have an assignment book that has to be signed each night. This way, parents know what assignments are given and when projects are due. When there are discipline problems you call home and talk to parents. It's important to have an open-door policy and invite parents to share their concerns at any time.

Yes I am a flexible teacher. I can deal very effectively with people and students from all backgrounds and socio-economic groups. In teaching, I am completely aware that students have different learning rates and styles. Some are fast learners and some are slow learners, some learn best in auditory manner, others through actions or visual media. Still others have specific learning disabilities. I am flexible in the sense that I address
these differences and make it a point to respond to their different needs. In my teaching, I make use of different learning strategies so that my instruction will be interesting and motivating to students. I use lecture, discussion, hands-on activities, cooperative learning, projects, manipulatives, role playing, debates, reports, technology, and others. (Choose the ones appropriate to the subject and/or grade for which you are applying.)




For me, the most difficult part of student teaching is the limited contact hours with students within one class period (or day). When I teach, I have so much information that I
would like to impart to my students that time flies by too fast. I always go to my classes full of energy and armed with lessons which I believe will stimulate curiosity and
spark understanding and new insights in my students. There is so much information that I need to present for them to have a comprehensive understanding of a concept. My
challenge is to make sure that I structure my lessons so effectively that learning takes place in one class period (or day). So I plan ahead to maximize every minute of my
class period (or day).

In assessing students, I make use of different methods. I use formal and informal assessment procedures to promote social, academic, and physical development. The usual
assessment that I use is written quizzes (case studies, discussions) and examinations. Throughout the semester, I also grade and assess students on their class participation
such as recitations, reports, group activities, and seat work. I also assess and grade students based on their completion of assignments and timeliness in submission. I
also use authentic/alternative assessments, in which the student shows they can perform a task, such as making a speech or writing a story. I like to use written, oral, and day-to-day assessments.

A gifted student in the midst of the regular students can be a challenge in terms of addressing his or her particular needs and capabilities. What I will do is to modify his
work assignments in expectation or length to fit his abilities. His tasks will require a higher level of understanding compared to the regular students. During class discussions, I can direct questions to him or her that require higher-level thinking skills. I also would
encourage the gifted student to take a leadership role in group work so that his classmates can emulate and be inspired by him.

My master teacher would say that I am incredibly energetic in teaching because I love what I do! She would say that I am the type of person who also goes the extra mile to help my students learn and comprehend their lessons regardless of their abilities. She would say that I also try to teach values that are important in life, including the value of 
discipline.