What different learning styles have you used when teaching?

"When I taught art last year, I used a couple of learning styles to help my students succeed. The first was tactial. Having students get their hands dirty in art is the biggest way they learn, in my opinion. Secondly, I used audible learning styles, where students would learn from one another by listening and taking notes on a variety of art themes we were focusing on."

Learning styles are imperative to any classroom setting. Since every student learns differently, it is important that you use a variety of options to have at your disposal. Share at least two during the interview process, when it comes to this question.

What requires the most of you as a teacher in a common day?

"Engagement is where I hang my hat. I want my lessons and energy to keep the students connected each day. By the end of every school day, I am tired. After a good night of sleep, I am back to it the next day."

Every teacher has something that they put the most energy into at school. This question can have sweeping ranges of answers. But, speak from the heart on where you put the emphasis each day. The interviewer wants to see your passion for the job.

What extra-curricular activities have you been a part of?

"I would not say I am a green thumb, but I got asked to be the Green Squad advisor at my last school. My job was simply to have a space for students to work and grow helping the environment. It was student led. I just had to be the adult in the room. I really enjoyed it because I had passionate students who wanted to make a difference."

Teaching is not the only thing you will do at a school. You are bound to be an advisor for some club or extra-curricular. Share a time you advised one of these things. Or speak to what you would be interested in advising for this new job.

What is the biggest obstacle you have had to break-through as a teacher?

"One obstacle was collaborating with another teacher. Both of us had different teaching styles, but we were asked by the administartion to partner for professional development. We worked thorugh our differences and came up with a lesson that showed flexibiity and a willingness to collaborate."

Obstacles can happen at any moment for teachers. Share what you learned from the journey. These challenges can be hard, but knowledge can be gained in the process.

How do you interact with a student when they have let you down?

"I was a Yearbook Advisor at the last school. One student had a deadline that they did not complete. In turn, the editor and the rest of the staff had to cover for him. I shared with the student after what they had put the class through. We also discussed how he could work better for the next deadline. In my class, I have a two strike policy. After the second missed deadline, they are out of the class. I am happy to say the student was motivated and worked better as the year went on."

Never make this interaction about embarrassment or getting even. As a teacher, you are always the bigger person. You should be able to model this. But, be honest with how it made you feel and who the student let down in the process.

Share a time when you interacted with angry parents who were complaining about your teaching methods.

"Angry parents usually send an email first. This is great for me because then I have the talking points all laid out. I share how I connect my methods to standards. Additionally, I am never opposed to talking with the parents about how to engage their child better and what methods have worked for them in the past."

When students are mad about your teaching methods, you are bound to have angry parents to boot. Combat this issue by speaking to how you connect your lessons to school, district, and state standards. Additionally, share the value of your style, but be willing to discuss with the parents how you can help their child.

How do you manage situations when it feels like a class is getting too rowdy?

"A rowdy class usually has a lot to do with a lack of organization from the teacher. So, I work really hard to have a lesson plan that is engaging and has plenty to do over the course of a class. Still, rowdy classes can come up for a variety of reasons. I remind students that they have participation points at stake, as well as an ultimate detention, if needed."

Rowdy classes happen at different times, maybe after lunch or right before Spring Break. Whatever the reason, quality teachers know how to shut these situations down. Speak to rules or protocol you use to put a damper on these type of classes.

What is your reaction when a student or students are bored with your class?

"When I first started teaching, this would break me. But, as I have grown, I work to not take these situations personally. Instead, I interact with the bored students and try to get them to engage in a way that will excite them. A student finding their 'why' to completing things in my class means the world to me, seeing them strive like never before."

Students will get bored in your class. Even if you are the most interesting teacher around, this will happen. Share what you have done to try to motivate students and how you do not take these situations personally.

Describe a time when you had to share a tough decision with a student.

"One of the hardest times for me involved cutting a student in my class from the basketball team. They were truly one of the last remaining, but I thought another player would fit the team best. I had to tell the player that I cut him. I shared with him what he could improve on for next time. Later on, I had to share with the parents why I had cut their son. Luckily, the administration had my back. But, I learned that times like this are a part of life. I had to make a decision that was best for the team."

Tough decisions are a part of the teaching process. An interviewer wants to see how your manage and handle difficult times like this. For extra bonus points, share what your learned during this challenging time.

Share a time when your lesson did not work. What did you do next?

"One time, I taught a lesson on cells. My lesson was confusing, and students had so many questions. By the end of the lesson, we were all exhausted. So, the next class, I had a quick assessment. It asked them to write one thing they learned and write the main thing they were confused about. By the end of that day, students and myself were in better straits."

Every educator will got through an experience when a lesson does not work. This is the time for you to be honest, reflect, and share what you learned in the process. Do not feel sheepish about sharing a time where success did not happen at first. You can still prove success in how your grew from the situation.

How do you handle conflict between two students?

"I had one class a few years back that had some serious issues with one another. I would discuss appropriate behavior among the class. But, when two students got into it, I pulled them aside after class. I ended up being the middle-person and the two students respectfully shared their grievances. Everything was out in the air, and I was able to mediate when things got heated. After the process, I went to the counsel to give her a heads-up of what happened, for liability reasons."

Two students having a conflict is nothing new. Classes will be full of students who do not like each other. But, it is your job as an educator to show students how to model this appropriately. Share a protocol or consistent method that you have used over the years to back your answer.

What do you do with students who do not complete their homework regularly?

"When it comes to my class, I believe in turning in homework, even if it is late. Completion is a big value of mine. However, they only get 80% credit. I remind students of this first by bringing it up in class. Then, I reach out to them individually, in person, about the protocol. If they still have not turned in homework, I get their parents involved, and then the school counselor. This process has had great success for me and my students."

All teachers want to educate straight A students. But, many of your students will not be that. An interviewer wants to see how you handle students who do not turn in assignments. Explain how you try to help them onward toward success.

Share a example when you have encouraged students to accept each other.

"I had two students in my class who did not see eye to eye. They had a bit of a scuffle in my class. So, I pulled them both aside after class and we had a discussion. The conversation revovled around how much they knew about each other. After 10 minutes of conversation, they realized that what they thought they knew about each other was not true. They were living on fear and assumptions. They never became friends, but they tolerated each other through the rest of the year."

Not all students are going to get along. This example is a truth of life. But, teachers have an obligation to work through differences between students to see the value in each person. The interviewer wants to see what your style is in this area.

How have you used differentiated instruction when teaching?

"Instruction has to be different for every student. I remember a time when I had students that were not getting the material I was teaching through PowerPoint. So, the students who got the material moved to the next section. The others that were still struggling worked with me for more individualized training with a different activity. This worked well to differentiate instruction."

Differentiated instruction is important for any teacher. An interviewer wants to get a sense of how you change up instruction for all types of students in your class. Give a pointed example of how this worked out in your classroom.

How do you meet the needs of all students in your class?

"One class I used to teach had a student that needed one-on-one attention. So, I would get started with that student, while the rest of the class had an online lecture that I have previously recorded. When I was done with the student, teaching the same material, I would head over to the online lecture students to answer any questions to help them along."

Not all students are created as equal. But, teachers still need to engage each one. Share with your interviewer how you have done this in the past. They want to see if you are a one-size-fits-all kind of teacher or a one-hit wonder.

Describe a recent interaction with a challenging student and the parents.

"I had a student recently who was acting out in class. I go with the three strikes rule in my classroom. One is a warning. Two is moving the student. And three is an email to the administration and parents. Well, the parents were not too pleased with the process. I reminded them that they had signed my disclosure and this was the procedure in place."

The interviewer wants to get a sense of how you handle adversity. Behavior is an challenge for any educator. But, how you handle the process is the most important answer to this question.

How do you manage your time efficiently?

"When I get to school at 7 a.m. and leave at 4 p.m., I am on the school's time. I work planning lessons, grading papers, and staying up with e-mail. All my personal work and agenda happens before I go to work and after I get home. This is the way it should be with every teacher."

Time management is a skill that not all teachers possess. The interviewer wants to see how well you succeed in this area or not. Give a specific example of when you used your time effectively. No school wants their time wasted.

How do you change up lesson plans when an unforeseen circumstance happens during the day?

"At the last school I worked at, unforeseen circumstances happened every so often. The administration really did a good job making our lives easier and limited these occurrences. But, when this did happen, I needed to go with the punches. Flexibility is the biggest part of the profession I believe. So, I would limit an activity or move it to the next class period to make things work out for the better."

Unforeseen circumstances play out every day in schools. Being a flexible teacher is a big part of the profession. The interviewer wants to see how you adapt and morph in these type of situations. Be honest about how you have grown in this area, too. Seeing transparency can go a long way here.

What technology do you add to your lessons?

"One piece of technology my students really enjoyed was Synesthesia.me. This application allowed students to see words as colors. I have used it for a variety of fun exercises that brings literature to life in a way I never thought possible."

Technology is a part of every classroom in the 21st Century. Schools want to know how you are implementing the technology appropriately and effectively. Think back through your years of teaching and pinpoint a piece of technology that made your class worthwhile. Students enjoying learning with technology makes all the difference in the world.

How do you monitor the progress of students?

"Over the school year, I keep strict documentation on how each student is progressing. This way, I can point to trends, improvements, and/or decline. This documentation protects me, the student, the school, and district moving forward. What is better is the fact that things are organized if I am ever audited."

Monitoring the process of students is a big part of teaching. Without it, students, parents, schools, and districts do not really know how students are doing with the curriculum.

What is the planning process like for the units you create?

"As I work to build a unit, I make sure to check out the state standards. When I follow these, I cover what my students need to know to be successful. Next, I end with an assessment each day and end the unit with a final assessment. These should have pre and post statistics to see how the students have improved over time. Lastly, I need to have things intertwined through my lessons that have adaptation for all students to have success."

When it comes to the planning process, there should be a few things that a teacher follows. First, they need to have standards backing up their teaching. Next, there needs to be some sort of assessment at the end. Also, teachers should add how to help varied learners achieve success, so everyone does well. Everything else is a cherry on top.

What have you done when someone has challenged a grade?

"There was a time with a student where they challenged a grade I had given them on an essay. I referred back to the rubric and went through the document row by row. At the end, the student understood why they had received the grade I had given them. However, I did say they could edit their document and would give them half points back for every mistake. This was an offer that the student agreed upon."

Challenging a grade you have given will happen for every teacher at some point. An interviewer wants to make sure that you have protocols in place and direct communication in these experiences.

Share a recently implemented teaching style you tried. How did the implementation go?

"Two years ago, I tried a Mock Congress in my Government class. The students had to work to pass bills. Unfortunately, some students did not take it seriously, and wanted to pass made-up things. But, I learned from this moving forward. I added a rubric and students had to inact a certain amount of real policies before they pressed with something fake."

Trying new things makes a class fresh and exciting. Interviewers want to see you get out of your comfort zone to give students opportunities like never before. Think about a time when your teaching style was adapted and things went well or you learned something from it. Both examples will do you justice.

Express a time you gave constructive feedback to a peer. How did the colleague react?

"There was one time I gave feedback to a first-year science teacher. There was an interaction in their class where students seemed to be confused with the material. The teacher did not seem to notice in the moment and moved forward. In turn, the students shut down and did not ask questions. I discussed this with the teacher after the class, and they felt bad they did not notice. The next class, the teacher even apologized to the students and backtracked to answer their questions. This changed the class atmosphere the next time."

Not only will you receive constructive feedback in your tenure. But, you will also have times to give that same constructive feedback. With this question, the interviewer wants to see how you handled a situation like this and what the response was back to you. Be specific and share something that made an impact one way or another. Also, do not feel bad about sharing a time when constructive feedback was not well-received. Many times, this has more to do with the person you gave feedback to rather than yourself.

Share a time you received constructive feedback. What was your response?

"At the last school I worked for, I had some administrators observe me. Overall, they loved my lesson. They also had some feedback where they thought I could add smaller groups to the project to get more people involved. I used this observation moving forward, and I believe it has brought more success to my students moving forward."

Constructive feedback is a necessary tool to improve and develop as an educator. However, it is also telling if an educator uses it as a valuable method or if it effects them negatively. An interviewer wants the interviewee to handle constructive feedback maturely. This way, a healthy culture can be brought to the forefront of every school and work atmosphere.

What does a typical day look like in your classroom?

"To start my class everyday, I meet my students at the door. There is nothing better than having direct communication with a student as they enter your classroom. Once class starts, I check in with the class, and ask them if they want to share anything (ex. something they have learned, what happened to them last night, etc.) This gives me a chance to get the know the students better and their classmates get to interact in this fun way. To start English, I have a journal session where they have to answer a prompt or write something on their own. I expect them to write a minimum of 5-sentences in a 5-10 minute period."

Every teacher has its own typical day. What does it look like for you? This is what the interviewer wants to gain from you. Speak to the nuances that make your class special and unique. Give clarity to your classroom culture, and the interviewer is bound to be impressed.

Explain a time you misled students accidentally. How did you resolve the problem?

"There was one time that I was teaching history when I confused Fascists and Communists. I accidently reversed the definitions. Even though no one corrected me on the topic, it was my obligation to tell the students the next day, reteach the material, and move forward. This is how I will handle any of those situations moving forward."

For this example, you are bound to mislead students at some point. Most times (hopefully), your misstep was purely accidental. But, what an interviewer wants to hear is how your corrected it. We all make mistakes, but how do we change the course and fix the problem.

When were you most challenged by a student?

"One of the biggest challenges I ever had in teacher involved a female student. She was blatantly disrespectful in the classroom and did not enjoy listening to authority at all. The first day of class together was one of the most difficult days of teaching. She wanted to she how far she could get with me. After class, I pulled her aside and asked the simple question, 'Are you o.k.?' The student's defenses promptly went down and she broke to me what her summer was like. From then on, we had each other's respect. You never know how far a relationship can go with a simple question of care."

Every teaching situation involves some sort of challenge. The interviewee needs to come up with an example that is common in teaching. Then, you can explain away as to how you worked to come up with a solution to the problem. Solutions are the best way for an interviewer to get an understanding of what the individual is like.

How would you report a delicate issue to your superior?

"In my last school, I had a delicate issue that needed to be handled. I did not allow the situation to fester. As soon as the school day ended, I went to the counselor first to see how I should handle the problem. They advised me to talk to the administration as well. With this in mind, I covered all the bases, and followed the directives of my superiors. This situation was handled appropriately with protocol in mind."

When it comes to delicate issues, your supervisor needs to know what is going on. Nothing is worse than an administrator hearing about something that they had no idea about. So, get in front of any situation with an email, a face-to-face chat, or a little of both. This is the kind question where you can give a previous example or share how you would handle this kind of situation.

How would the typical student describe you?

"At the last school I was at, some of my students really liked the Mock Trial I put on. I believe it is a great exercise because it connects English, History, and Government altogether. My students enjoyed the process to prepare and the competition it brings in the process. Ultimately, I use a rubric to make the trial matter and they dress up for the event."

As an interviewee, you need to build yourself up here. Think through how the majority of students would view you and your teaching. Share some of the moments where students praised you for the things you did in class. These are the things that interviewers want to hear about. Then, the interviewer can imagine how students will interact with your teaching style.

Behavior Teacher Questions Interview Questions

Go Back

1. What different learning styles have you used when teaching?
2. What requires the most of you as a teacher in a common day?
3. What extra-curricular activities have you been a part of?
4. What is the biggest obstacle you have had to break-through as a teacher?
5. How do you interact with a student when they have let you down?
6. Share a time when you interacted with angry parents who were complaining about your teaching methods.
7. How do you manage situations when it feels like a class is getting too rowdy?
8. What is your reaction when a student or students are bored with your class?
9. Describe a time when you had to share a tough decision with a student.
10. Share a time when your lesson did not work. What did you do next?
11. How do you handle conflict between two students?
12. What do you do with students who do not complete their homework regularly?
13. Share a example when you have encouraged students to accept each other.
14. How have you used differentiated instruction when teaching?
15. How do you meet the needs of all students in your class?
16. Describe a recent interaction with a challenging student and the parents.
17. How do you manage your time efficiently?
18. How do you change up lesson plans when an unforeseen circumstance happens during the day?
19. What technology do you add to your lessons?
20. How do you monitor the progress of students?
21. What is the planning process like for the units you create?
22. What have you done when someone has challenged a grade?
23. Share a recently implemented teaching style you tried. How did the implementation go?
24. Express a time you gave constructive feedback to a peer. How did the colleague react?
25. Share a time you received constructive feedback. What was your response?
26. What does a typical day look like in your classroom?
27. Explain a time you misled students accidentally. How did you resolve the problem?
28. When were you most challenged by a student?
29. How would you report a delicate issue to your superior?
30. How would the typical student describe you?

Behavior Teacher Questions Interview Questions

1. What different learning styles have you used when teaching?

2. What requires the most of you as a teacher in a common day?

3. What extra-curricular activities have you been a part of?

4. What is the biggest obstacle you have had to break-through as a teacher?

5. How do you interact with a student when they have let you down?

6. Share a time when you interacted with angry parents who were complaining about your teaching methods.

7. How do you manage situations when it feels like a class is getting too rowdy?

8. What is your reaction when a student or students are bored with your class?

9. Describe a time when you had to share a tough decision with a student.

10. Share a time when your lesson did not work. What did you do next?

11. How do you handle conflict between two students?

12. What do you do with students who do not complete their homework regularly?

13. Share a example when you have encouraged students to accept each other.

14. How have you used differentiated instruction when teaching?

15. How do you meet the needs of all students in your class?

16. Describe a recent interaction with a challenging student and the parents.

17. How do you manage your time efficiently?

18. How do you change up lesson plans when an unforeseen circumstance happens during the day?

19. What technology do you add to your lessons?

20. How do you monitor the progress of students?

21. What is the planning process like for the units you create?

22. What have you done when someone has challenged a grade?

23. Share a recently implemented teaching style you tried. How did the implementation go?

24. Express a time you gave constructive feedback to a peer. How did the colleague react?

25. Share a time you received constructive feedback. What was your response?

26. What does a typical day look like in your classroom?

27. Explain a time you misled students accidentally. How did you resolve the problem?

28. When were you most challenged by a student?

29. How would you report a delicate issue to your superior?

30. How would the typical student describe you?