What was your most rewarding experience during student teaching?

"I was working closely with a student struggling with a particular math concept. I pulled out all the stops to help him grasp the idea. I worked with him one on one, scaffolded the steps, worked through several examples, turned it into a word problem, and nothing seemed to do the trick. Finally, I had the idea of having another student teach the concept to the struggling student. After a few practice problems, the student began to catch on. It was the words of another student at his level that really helped him. I was so excited to see the student light up and feel successful. I was proud of myself for not giving up on the student and recognizing that a peer may communicate more effectively with me. I learned so much from this particular class and am so grateful I had the experience to work with that special group."

Think back to a time during your student teaching in which you felt accomplished. Provide the appropriate amount of context for the interviewer and explain the situation. Think critically about exactly what made you feel accomplished and how that validated you as a teacher.

What are you most proud of?

"I'm really proud of my students improving their math scores from a 76% class average to an 85%. I supported students in this by integrating math more deeply into the entire curriculum. As a class, we read books where there was room to supplement math into the conversation. For example, I used 'Charlie and the Chocolate Factory' as a fun way to teach math skills required in business. My students felt a real-world connection to their learning, but it was also fun for them to interact with the story as we read it. It felt good both personally and professionally that I could make this connection for them. It was a boost to my confidence and taught me to look for more opportunities to use this strategy."

The interviewer wants to get a feel for an accomplishment that you feel proud of. Even if it was listed on your resume, now is a great time to reiterate something that you feel proud of, either in your academic or professional life. Share an appropriate amount of context so the interviewer can grasp the importance of your accomplishment and explain how you went about achieving whatever it was. Share the concrete steps you took to achieve your goal and what you've learned from the experience.

How do you feel about computers in the classroom?

"I think computers are great tools to supplement traditional classroom activities. Teaching typing skills and allowing students to feel comfortable navigating a computer safely is an important skill to learn in elementary school. I can still introduce my students to tech without having computers in the classroom, though. At my former school, we visited the computer lab weekly. We also had a class set of iPads, but we used them in a supplementary fashion, and not as a primary tool. Technology can really bring the best out of some of our students, and I try to incorporate it as much as I can."

Schools may differ on their opinion of this, and accessibility to technology plays a significant role here. Try to do some research to see how much importance is placed on technology at the school. Chances are, like most schools, they are trying to find ways to use technology to improve students' education and help them become familiar with it. Give an example of what you have done or might do to use technology to benefit the students. If technology isn't readily available, may you suggest that your class visits the computer lab weekly or that you'll apply for grants to gain access to technology that could live in your classroom.

How do you encourage students to learn? Can a student be forced to learn?

"Students can't be forced to learn because learning is an active process. The students need to actively reach for that knowledge. I encourage students to learn by making lessons relevant to their lives at that moment, if I can. I encourage them to ask questions relevant to their own lives to spark their investment. For example, if a student is currently playing a video game with dinosaurs in it, I'll use that as a segue to encourage them to think about the natural world. Often, relating to some prior knowledge or area of interest helps students to remain engaged, motivated, and excited about learning."

The interviewer is trying to get at how you invest students in their learning. Some students will require some motivating or special care before they comply with rules and work their way towards becoming independent learners. Demonstrate your professionalism by explaining your understanding of how learning works. Connect that theory with your personal experience: start with the broad strategy and give a few concise and concrete examples.

It seems like there is never enough time to cover the curriculum or to get children to master content and skills. Would you comment on that?

"That's so true! Really, it's just about managing your time effectively and doing the best with the constraints that we're given, so I'm willing to adjust my plan as the year moves forward. It's important to adjust on the fly. You have to quickly identify which students are going to need more or less of your time. The students who pick up things faster can work more independently and usually enjoy a challenge. I might have them try to explain the topic to the other students in their group to keep all of them engaged while I give my attention to another group or an individual student."

The key here is time management. Demonstrate your ability to manage your time effectively by illustrating how you would allocate your priorities. Effective teaching takes careful planning. Be sure to share some details about how you plan efficiently and how you work to get in all the necessary skills in the course of a school year. You could reference different strategies like scaffolding content, spiraling content, utilizing centers, welcoming in parent volunteers, grouping students appropriately, and collaborating with other teachers.

What techniques do you use to keep students actively involved during a lesson?

"When I am planning, I make sure to include engagement strategies into my lessons like leading with a hook or engaging story, cold-calling students with a variety of questions, creating a game or friendly competition, stating a compelling anecdote or evidence to agree/disagree with, or simply infusing fun and joy wherever I can. If I see students begin to struggle or fall off, I plan for quick brain breaks to get wiggles out and for an opportunity to make noise, or I ask specific students to be my helpers throughout the lesson. A combination of several of these strategies typically does the trick to ensure my students are engaged, participating, and enjoying the lesson."

Effective teachers maintain student engagement and participation throughout a lesson. Planning lessons must include strategies to keep students' attention, challenge them, and spark curiosity. Be sure to include how you plan with student engagement in mind and the strategies you use to ensure students remain focused and engaged throughout the lesson. It can't hurt to include some strategies you rely on should all else fail in your lesson. This will communicate to the interviewer that you are well prepared to handle whatever is thrown at you and constantly thinking about keeping students engaged and excited about learning.

How would you apply technology to enhance daily instruction and increase student learning?

"At my last school, I applied for a grant for a class set of iPod touches, and I was chosen. With careful practice and routines around the use of the technology, students utilized several apps that supported their learning in math and reading. The apps we used in class felt like games to students, when really, they were working on important academic skills, so it was a win-win. Students had fun with the technology and gained confidence in using it while also developing their reading and math skills."

Start your answer by explaining what technology you've used in your classroom with great success. Share programs or software that aid students and help them become familiar with technology while building their academic skills. Share the management and routine around using tech in the class and how students benefit from this approach.

What activities has technologies replaced in your lessons, if any?

"I don't outright replace any activities. The kids still need to learn penmanship. And they still need to know how to look up a word in a traditional dictionary. We can't let autocorrect and Google do all the thinking for them. I use technology to enhance my lessons. For example, I use educational apps on the iPad so that the students can interact with lessons. This makes it more engaging, and they learn better this way. Technology also provides great visuals that benefit my visual and auditory learners."

If you have an example where technology has replaced an activity, explain why. Technology doesn't need to replace an activity in your lessons: technology can also supplement an activity. The most important thing to understand is that the interviewer is looking at how you use technology to improve the effectiveness of your lessons. Tell the interviewer about your stance on technology and give an example of how you use technology to benefit the students.

Do you have any questions for me?

"What is the process for feedback and professional development?"

This question is usually saved for the end of the interview. You can use this opportunity to end things on a positive note by asking questions that focus on success. You should arrive at the interview with a few questions prepared, as it shows thoughtful interest in the job. Even if your question is 'when can I expect to hear from you next,' be sure to ask something to show your continued interest in the school and the position.

How would you rank these in importance and why? Planning, discipline, methods, evaluation.

"Discipline is the most important because your work ethic is something that is engrained in you. Everything else is something that can be taught. You need the discipline to execute a plan, you need the discipline to learn new methods, and you need the discipline to implement the feedback that comes from evaluation. I'm a very disciplined person, and it shows in my dedication to my students."

Note that 'discipline' is the only character trait that is based on you. Planning, methods, and evaluation are all skills that can be taught. If you choose another aspect from the list, make sure you justify your statements with a clear explanation. It may help to think about how one aspect supports or is a prerequisite for another aspect to function.

What challenges are you looking for in a position?

"I've been teaching the fourth grade for three years, and I'm interested in challenging myself in terms of classroom management. I feel ready and experienced enough to help the school develop school-wide strategies to ensure that behavior is managed and all students can learn. I am solutions-oriented, and I'm motivated by challenges. I embrace them. And I enjoy working with a team toward solutions that will provide better outcomes for students and teachers. I do not shy away from issues; I enjoy having a seat at the table to brainstorm, learn, and grow as a school."

State your current experience and contrast it with the challenge you're looking for. Explain why you want this challenge, how it'll help you in your career, and what its place is in your trajectory. Describe why challenges are appealing to you and what role you play in finding solutions. The interviewer does not want to hire teachers who will complain about problems they face at work; they're looking for motivated educators who are willing to ask the tough questions and do the work to find solutions that improve the school. Be sure to demonstrate a go-getter attitude and a willingness to do your part.

"I am looking forward to growing my music program in a consistent manner, year after year. Coming from a school district that was overpopulated and having sometimes 45 students or more in my music classroom, I was constantly creating scenarios that would work, sometimes on the spot, and thinking creatively to solve problems. While that worked, for the time being, I would love the opportunity to grow my music program with my continued Orff Training. I also strive to build a strong elective team where we not only get along but be able to complete projects together if need be."

Where would you like to be in your career five years from now?

"It really depends on how these next five years will turn out. My priority is the students. I will have to see where I'm most effective. If it means that I'll be teaching second grade instead of fifth, then that's where I'll go. After I've proven that I'm an effective teacher, I might decide to see what my options are: maybe there'd be an opening for assistant principal, and I might look into that."

A genuine answer is perfectly acceptable. The needs of the school differ from one school to the next. Use your best judgment and look into teacher turnover rates. If they are high, the school is most likely looking for someone who will stay for 3 years or more. An appropriate answer will depend on your level of experience. If you are new, it's often best to show a moderate level of ambition tempered with patience. It is most important to demonstrate that you're stable and resilient and that you're willing to put the school's needs ahead of your own.

How can you tell that a person is a good listener?

"A good listener will be able to paraphrase or otherwise demonstrate that they understand what was just being said. Some people may make direct eye contact, while others may show they are listening by asking questions and verbally agreeing or following along. I try to model these cues with my students, so they are aware of what makes a good listener and the importance of truly listening to one another."

Share a little bit about your ability to read people. You may be teaching students how to listen to each other appropriately, so it is important to have strong social and conversational skills yourself. Describe how you can tell that someone is truly listening and how you help students listen to each other in the classroom.

If a student said she thought you were the worst teacher she ever had, what would you say?

"I'd acknowledge the way that they feel and ask them why they feel that way. I'd listen carefully to what they have to say because it'll give me a clue about how they want to be treated and taught. Beyond that conversation, I'd look for ways to be intentional about building a positive relationship with the student. I might ask them to lead an activity or offer them positive praise in front of the class."

Show your sensitivity and professionalism by describing the way that you would handle the situation in relational terms. Acknowledge the important relationship between teacher and student. Build on your answer by explaining how you would continue to foster a relationship with that student beyond this conversation.

What is your philosophy towards work?

"I'm very dedicated to helping children. In a sense, I see them as my own because they and their parents trust me to do what's best for them and teach them what they need to become functioning adults. When I'm there with them in the classroom, they have my complete and undivided attention. I focus on their needs and take care of them. Then, to recharge myself and stay balanced, when I get out of work, I spend some time taking care of myself; I make sure that I have what it takes to be my best for them."

Give an honest answer that's aligned with the school's values. If you're a workaholic, paint a picture of dedication and tireless work. If you prefer to have more work-life balance, paint a picture of a balanced and focused individual. Imagine yourself as an engine; consider what makes up your fuel. Connect your response to how it benefits students.

Do you believe you should build rapport with students? If yes, how?

"Absolutely, rapport is essential. Students respond to teachers when they feel like the teacher really cares and has a genuine connection with them. I build rapport with them by getting to know the people in their lives during one-on-one talks. Every week, on two different days, I assign an independent activity to the class, and during that time, I chat with each student for about five minutes. I take that time to get to know them individually to know they aren't just an anonymous face in a class of thirty kids. The students usually do better because they have a direct line of communication with me."

Building relationships is a key aspect of teaching. Students must like and respect you as a teacher and feel like they belong to feel fully invested. Rapport is an important aspect of influencing others. Explain how you build rapport with students and end your response with how this benefits students. You may want to consider building classroom culture, trust, or a sense of belonging amongst students.

Are you comfortable with the use of technology in the classroom?

"Yes, absolutely. In fact, I think it's critical to student success and achievement. Technology lets us engage students in so many different ways, which means we can cater to different learning styles. For example, I use iPads to create interactive presentations, which lets the student learn in whatever way is best for them--if they like reading, listening, interacting with diagrams--whatever it is, they can really engage with the material. It is also important that students grow comfortable with technology, as it will be heavily used in their future academic and professional careers."

The future of education is exceedingly incorporating technology into every day of lessons. The interviewer is asking this question because it's important to them: the school is integrating technology into the classroom. Affirm the importance of technology and explain what it enables. You could share your experience with Smart Boards, document cameras, Chrome books, iPads, etc. Even if you don't have much experience incorporating technology into your lessons, be sure to communicate your excitement and willingness to learn the new technology.

Are you constantly searching for things you can show, tell, or demonstrate to students? Tell us about a recent discovery or something new you found.

"I was watching a TV show about the advent of the hot dog. The gentleman who came up with the solution was selling just the sausages to his customers, but he had to sell them gloves too in order to prevent their hands from getting greasy. But the gloves were expensive, and he was losing money. So the bun became a cost-effective solution. This was a perfect way to teach them about business and economics and how the bun came out of economic necessity. So, I posed the problem to the kids and asked them how they would fix the problem of losing money on the gloves."

Demonstrate that you're fully committed to teaching by giving an answer that highlights a moment you were inspired while going about your daily life. Teachers are always on the lookout for inspiration, and students often want to know how content relates to the real world. Give a compelling answer that shows your thoughtfulness, creativity, and ability to provide students with relevant, engaging lessons.

How will you instruct students with varying abilities?

"You're always going to have students of varying abilities. Everyone has strengths and weaknesses, and as a teacher, I know I need to be prepared to help struggling students while also challenging students who catch on quickly to new skills. I often mix ability levels when I put students into groups so they can learn from each other. Sometimes, I form groups of similar abilities to check in with students who require more support, and more advanced students can move on to challenge activities together. Other times, I break the class into two groups and instruct each group separately, depending on their needs. Sometimes that means reteaching yesterday's skills with one group while moving on to more complex skills with the other group. I also utilize independent work time to check in with individual students. A mixture of all of these techniques helps me target specific groups of students and give everyone what they need."

Teachers constantly need to be cognizant of scaffolding material to meet learners where they are at and, at the same time, challenge those who need an extra push. A classroom of students is full of varying abilities, and you will be responsible for meeting needs, whether that means supporting struggling learners or challenge more skilled learners. Demonstrate your competence and professional knowledge by mentioning a few theories and then go into a little bit of detail for each technique. If you're an experienced teacher, you may also demonstrate your understanding of handling such situations by simply telling the interviewer what you would do.

How closely do you follow your plans?

"I typically do stick very close to my plans because I spend a lot of time drawing them up, and I've carefully crafted many of them over several years. At the same time, if I see that the class isn't progressing according to plan or a teachable moment presents itself, I'll adjust my plan to address the moment's needs."

For the most part, while teaching, you will be expected to stick to your plans. You never know when you may be randomly observed, and it will be expected that you're teaching what you said you were going to teach. It's important to demonstrate your professionalism and discipline by showing that you can stick to a plan regardless of how you feel or what happens. On the same token, flexibility is also important. This question offers a great opportunity to share about a time you either stuck to a plan or veered away from your plan due to students' needs, curiosity, or a teachable moment presented itself.

Why are you the best person for this job?

"I have wanted to teach since I was in elementary school. I've always had a passion for school, for learning. My passion for the role, coupled with my experience and leadership in my former school's reading interventions and electives program, has equipped me to share my successes with other schools. I am excited about the challenges that I will face with my team and am committed to finding solutions. I am a solutions-oriented and motivated individual. With me on your staff, I will remain committed to the challenges the school faces and contribute my ideas and experience to constantly improve the student experience."

This is one of the few openings to really focus the interviewer's attention on your finest qualities. Take this opportunity to explain why you are the most qualified and most passionate about the job. Your specific and genuine answer here could really set you apart from other candidates, so be sure to think about your response ahead of time. It's important to research the school's values and mission before the interview. Choose a skill of yours that you think is aligned with the values and mission, and connect it with an innate character trait. For instance, if a school is known for being strict due to rowdy students, you may want to highlight that you're very good at classroom management. Or, if a school is known for a strong liberal arts program, you may want to highlight that you're very creative.If you know the school lacks a particular program or in an area you feel strong in, be sure to communicate your commitment and ability to lead in that area. Schools are constantly on the lookout for dedicated teachers who will be assets and strong leaders within the building; share your ability to do just that.

What is your greatest strength?

"My greatest strength is my positive attitude. With a positive attitude anything can be overcome, and everything can be achieved because it gives me the energy I need to persist at whatever I'm doing. For example, if there's a PTA meeting after school and a student also needs my help, some people might feel overwhelmed with the workload. However, because of my positive mental attitude, I see the situation as two valuable opportunities to help my students and their families."

Choose a strength of yours that reflects both the organization's values and demonstrates the merit of this strength. If you are unsure of a strength, consider taking a free online personality or strengths test to generate ideas.

Was there a person in your life who really made a difference?

"My first-grade teacher really convinced me to be a teacher. I just graduated from college and didn't know what I wanted to do with my life. I went back to my hometown to visit family. I also visited my first-grade teacher, Mrs. Bowers. I talked with Mrs. Bowers, and she really inspired me to become a teacher. I realized that I remembered her even after all these years because of the genuine care she showed me. Mrs. Bowers would attend my soccer games and check in with my family often. She is a wonderful woman, and to this day I admire her. I want to have that kind of impact on students as well."

Choose a person who influenced you somehow in your professional life. This person doesn't have to be someone who's in your professional life. For example, your mother or father may have influenced your decision to become a teacher. Or perhaps a professor inspired you to commit to a life of teaching. Avoid cliches and generic answers by being as specific as possible. Explain their role, their impact on you, and how you want to continue to pay it forward.

Are you a positive and energetic person?

"Yes, I'm a very positive person, and I thrive on the energy of my students. I strive to show up every day with positive energy for them. I try to model those qualities for my students, and one of the ways I do that is to begin each day by talking about something good that happened or that we can anticipate."

While no one can be both of these things, all of the time, most elementary school teachers are both positive and energetic most of the time. Share with the interviewer which adjective you feel fits your personality best and share how you can remain upbeat and optimistic. Feel free to use an example if it would help to illustrate you in action in the classroom. Use open and relaxed body language to underscore your positivity.

What do you like to do in your spare time?

"I really enjoy going to the movies, hiking, trying new restaurants, and spending time with my family and friends. I crave daily physical activity, so I do my best to stay active, which also helps manage my stress level and have the energy to keep up with my students!"

This question is asked to get to know you as an individual. Organizations typically like to hire well-rounded individuals, so share a few activities you genuinely enjoy. It is also important for leadership to see that you have ways of managing stress and filling up your cup to pour it into your students at work. Be open and honest here and share a little glimpse into who you are and what you enjoy.

What experience have you had with students from culturally diverse backgrounds?

"I have completed diversity training, and I try to be fair and consistent in the way I treat everyone. Regardless of anyone's culture or ability, children generally respond to a teacher who listens carefully and adapts to their specific needs. I treat everyone as a unique individual and want everyone to feel as if they belong. I also love to include and celebrate different cultures, languages, and abilities in my classroom. I believe we are all more alike than we are different, but we can still learn about and celebrate the differences that make us all so interesting."

If you have had direct experience with students from culturally diverse backgrounds, give a direct example that displays your cultural sensitivity. You may want to use a story that highlights how you could adapt to the student's particular needs. If you haven't had any direct experience working with people from a diverse range of cultures, you can give the interviewer confidence by mentioning examples of your ability to be fair and consistent yet sensitive. Be ready and willing to share any resources you use to continue to develop as an educator and ensure the content you teach is culturally responsive.

What's the last book you read?

"I'm actually reading The Personal MBA by Josh Kaufman, and I'm really excited about the book because I'm learning how to teach using concise descriptions of concepts. The content itself is good too because the model he presents is transferable to subjects like social studies and math."

If you have read any books related to teaching recently, be sure to mention them. Regardless of the book's topic, give a one-or-two sentence brief of what you gained from reading it. This will allow the interviewer to get to know you and your interests a little better.

Give me examples of ideas you've had and implemented?

"My students weren't doing well with their math scores. The class median was only 66%, and I aimed to get it up to 75%. The problem was they thought math was boring. So, I decided to implement more math throughout the curriculum. I taught them to think quantitatively by introducing mathematical concepts wherever possible. For example, in 'Charlie and the Chocolate Factory,' I made up a math problem for them involving the number of chocolate bars the store would need to sell to make a profit. By the end of the year, I succeeded in increasing the median score to 75%."

Think about a time, either in your academic or professional life, where you spoke up about an idea you had and acted on it. It might be a good idea to look up the school's mission and values and choose an idea you've implemented that is aligned with those values. Veer away from discussing something controversial with your school's leadership team. Each school's leadership has different attitudes towards risk-taking, so adjust accordingly. Be sure to explain the relevant context behind your idea and why it was necessary. Then, highlight the actions you took and the outcome. You may wish to quantify the outcome, if possible.

Can you tell me about a time when you had to step into the role of a caregiver, and what you learned from that experience?

"I worked at an after-school program for elementary kids, and one of the children was still getting used to his parent's separation. He would become suddenly sullen during moments of the day, and I'd ask him about his feelings and mostly listen and be present with him. I couldn't fix his pain, but I could show him that I cared. And then, after a while, I'd challenge him to a race because it was one of his most favorite things to do.I think about this experience a lot because I didn't have the answers. I didn't need to. It was a matter of seeing his pain and sitting with him. It was hard, but it was valuable for me, and I hope especially for him because presence is such a subtle skill but so very difficult to manifest. But there's not a student, who in their need, can't have someone at least be present."

The interviewer is asking this because you'll be expected to take care of children. Most likely, you'll be teaching younger children Grades K-2. There is a lot that goes into teaching besides academics. Young children are away from their parents or caregivers for the first time in their lives, and that's a big adjustment.Answer honestly and follow up with specific techniques that you could use to enable you to perform this job function. If possible, draw from an experience in which you performed well. The age of the person you took care of is less important than the fact that you could care for this person. End with a focus on something positive that you got out of the situation.

What are your computer skills? What computer software have you used?

"I use Microsoft Suite and G-Mail and Google Apps to share documents with parents and make surveys. I track student performance in Google Sheets. I'm also great at using Adobe Photoshop and InDesign to make presentations, graphics for lessons, and promotional or informational flyers that I pass out to teachers. My former school used PowerTeacher for things like attendance and grades. And with some training and practice, I would catch on quickly to any program or software used here."

The interviewer wants to gauge your comfortability and familiarity with different computer programs and software with this question. You could share anything from your typing skills to familiarity with email, Google Suite, Microsoft Suite, and/or any other relevant programs or software used in your student teaching or former teaching roles. Be honest about your answer here, and be sure to communicate that you would be committed to learning whatever was necessary for this new role.

Why did you decide to become a teacher?

"I became a teacher because I believe all students are capable of learning, and I get so excited at the chance to play a small part in that. In college, I found out that I have a knack for scaffolding material and explaining how things work. I applied at the campus tutoring center and really enjoyed it. I decided on teaching because of that experience and the enjoyment I found in my classes. I'm particularly excited to teach here because I agree with your teaching model for the whole child. I am thrilled to teach all subjects and incorporate social-emotional learning into my lesson plans."

Be sure to be open and honest and allow your passion to shine through here. Your response to this question may make you a memorable candidate and set you apart from the rest. Do some homework before the interview and align your response with the school's mission and values. Material factors such as salaries and benefits are not going to impress the interviewer. Instead, focus on a reason that would give you the motivation to continue despite difficult situations. If possible, attribute your motivation to a personal trait and not an external factor. You may also choose to mention things that you like about the school.

What attracted you to this school?

"I was drawn to this school, in particular, for several reasons. In the local newspaper, I read that Ms. Kaufman brought a cinema studies class to this school, and that tells me a lot about the value placed on electives and teacher voice. It definitely communicates your school leaders value a well-rounded education for students. I was also very impressed by the awards you've won around the music program and for consistently strong testing scores. My neighbors have students who attend this school, and they rave about the parent association, which provides a ton of support and fundraising for the school. I am excited to be involved in a school community where teachers, students, and families are valued, listened to, and celebrated for their various contributions. This school seems like a great fit for me."

Before the interview, be sure to do your homework and read up on the school you are interviewing with. A few good places to start are the school's website, social media channels, local news outlets, and even current or former faculty. It's important to show that you did a fair amount of research to demonstrate your interest and commitment to the school. It would be a good idea to mention some of the school's highlights of selling points, like any recent awards, the mission, and values, reputable classes, programs, or teams, specific staff members you've interacted with, or any specific ties you have to the school. This is a great opportunity to talk up the school while also showing that you did your research to prepare for the interview.

If I were your principal and we were setting goals for next year, what would they be?

"That depends on what the areas of improvement are. Maybe we need to work on reading scores or math scores, in which case my goal would be to raise the scores. I'm always trying to get parents more involved, though, so increasing parental engagement is one of the goals I really want to keep working on throughout my career because I've seen that students succeed more consistently when parents are supportive of what the teachers are trying to accomplish."

You may want to ask for more information to make a more well-informed response. Regardless, you can answer hypotheticals by laying out the grounds of two different common scenarios and explaining the goals. You can also wrap your answer up by telling the interviewer about one aspect of professional development that you would strive to work on regardless of the school's needs. Follow up with why you want to work on it and/or how it'll benefit the school.

What do you feel are the most important factors in classroom management?

"I think having high expectations and remaining consistent are the most important factors in classroom management. In general, it helps to be very specific so I can hold students accountable. At the beginning of the year, I am very clear and consistent about rules. We develop the rules as a class, they are posted for all to see, and I regularly refer to them to remind students of what we all agreed to. I am very explicit when it comes to routines and expectations in my class, and we practice these things regularly so students experience success right off the bat and know what to expect from me."

The interviewer is getting at your preferred methods for classroom management. Classroom management is necessary to foster an environment where teaching and learning can occur, and students learn that there are consequences for actions. You may find it useful to interview experienced teachers to get some insight into classroom management techniques. As with most responses, it really depends on the classroom. At-risk youth will require different techniques compared to children with special needs. Be sure to think through management techniques prior to the interview to demonstrate that you have a plan and know the importance of maintaining structure and routine. Be specific and explain why you use the techniques you prefer.

Do you prefer to do long term or short term plans? How do you plan for instruction?

"I think both short term and long term plans are equally important and necessary. I start long-term planning over the summer months to really think through what I want my students to have learned after the course of a year. For long-term planning, I think broadly about concepts and ideas I want students to gain. I formulate units in various subjects around those big ideas. I get much more specific for short-term planning and consider which skills I want students to master within a unit or even within one lesson. I backwards plan my short-term plans to ensure that my assessment at the end of a week or a unit aligns with my daily lessons and objectives. I enjoy planning with a team because of the value of added contributions."

Both kinds of planning are required as a teacher. You will be expected to have a long-term plan for the course of the year and also get specific with unit plans and daily lesson plans. Don't settle for either/or thinking, and instead respond that you can do both. You can use this as an opportunity to demonstrate your flexibility and discipline. Explain the importance of each planning style and how you go about making long and short-term plans from year to year.

What are the qualities of a good leader? A bad leader?

"A good leader is going to give clear directions on what needs to be done. A bad leader lacks a clear direction. A great leader provides not just clear direction, but also the force and motivation to get there. A great leader is available and approachable and they also help their team develop in new ways or further their strengths. And I think a great leader is a listener too; they take seriously the feedback they receive, and they act on it. I think Mr. Levitan is a great leader because of his commitment to the school's road map, which lays out very clear goals and plans to achieve them by the end of the year."

If possible, research the leadership style of the current school leadership and mention the important character traits to the school. It's important to gauge the level of authoritarianism in the school. Some schools are more egalitarian, while others can have a very top-down, hierarchical culture. Use this information when developing your response and avoid incompatible values. In general, it's best to avoid mentioning personalities because that differs from leader to leader. Instead, if you want to be diplomatic, focus on what a leader gets done and the kinds of actions they take. Of course, you can always mention the positive traits and actions of leaders you've worked with who have had an impact on you.

If a student came to you and said, 'None of the other students like me,' what would you tell them?

"I'd first acknowledge their confidence in me and I'd tell them I would do what I could to help the situation. Then I'd ask the student why they thought that way, and then I'd follow up on the concerns. Over the course of the next few days, I'd observe the student closely and intervene if and when necessary to help them and the other students in their exchanges. If there was bullying, I'd follow school policy about that. If there was some other behavioral issue, I'd involve the school counsellor or even the principal and parent in the matter."

Demonstrate your interpersonal ability by laying out the flow of your conversation. Share that you'd be quick to listen and would be sure to observe the student closely for the next few days and intervene when necessary to help them interact with other students.

What would you tell a parent who complained about their child not having enough homework?

"I used to coach junior high basketball and every team I coached there was always at least one vocal parent who had concerns. Sometimes their perspectives were appreciated, sometimes they weren't. Sometimes they thought they were my assistant coach. And while I truly do value that kind of keen interest in their child's success, I do have to consider the class as a whole, just as I did the team, and the student in particular just as the player, and the entirety of the system as well. So I'd acknowledge how the parent felt and thank them for taking an active interest in their child's education. I would listen to their concerns, and assess possible solutions while reiterating that there's a standard curriculum for all the students and teachers to follow. If the solution was as simple as suggesting some expanded materials I might do that, but my concern would primarily be for the student, and to my profession. Trusting the process is my job. But no matter how realistic or unrealistic their concerns might be, I would do my best to maintain a dialogue, seeking to improve their trust in me and in the school."

If a parent were to complain, demonstrate to the interviewer your ability to listen, explain your perspective to the parent. You might also provide additional resources to supplement learning like certain apps, websites, and/or workbooks.

How do you overcome a difficult problem?

"Two years ago, I had a student who would become violent and lash out at other students and staff. It happened randomly, and I would be nervous about it almost every day. I had to be very patient and calm with him because I knew that he would lash out even more if he saw my stress or any sign of aggression. I advocated for myself and told the principal that I often felt fearful. A support teacher was provided to help the student manage his emotions. The situation also improved when I got to know the student on a deeper level. I was able to read him better and knew when he needed a break. I was proud of myself for overcoming fears, truly getting to know the student, and advocating for myself to ensure a positive learning environment."

The interviewer is looking for an honest example from your experience. You should choose a problem you faced either in your academic or professional career. Provide relevant context so the interviewer can follow your story and be sure to illustrate the specific steps you took to overcome the problem and what you learned through the process.

If students were having difficulty learning a skill or concept, what would you do?

"I remember a time when I was teaching students how to use divide. One student was having trouble dividing numbers. I tried different ways of explaining it to her. I figured she needed an explanation catered to her preferred learning style. I realized it would be best to have her try to divide something herself to experience the process visually. I asked her to draw a circle and decorate it like the top of a cake. Then I had her divide the cake into different parts. I realized that she learns best by practicing, visualizing, and interacting with tangible objects. Now, any time there's a student who has difficulty learning something new, I quickly try to figure out what their preferred learning style is."

Give a concrete example using your direct experience by starting with a specific student that you remember helping. If you don't have one, use an example where you could teach someone something--it could be a friend or family member. Provide relevant context, so the interviewer understands the situation. Describe what you were teaching and why students were struggling. Demonstrate your ability to overcome obstacles by moving into a quick overview of what you did that didn't work and progress into what did work. Sum up the resulting positive outcome and connect it with the broader idea of the strategy you use to teach a student.

What would you do if 50% of a class did poorly on a test?

"Clearly, the mark was missed. I'd first look to the test to see how it may have stumped the students in light of the material. If that holds up, then I go to the material and the strategy I used to deploy it. Then I'd have a conversation with the class and gain their feedback, because I can't always see what they see."

It's important to show your knowledge of pedagogy. If half the class failed your test, it'd be prudent to look into your test or teaching methods. Chances are, the teaching strategy you used didn't stick with students, the practice wasn't aligned with the test, or students did not have enough time to practice the skill before the test. Whatever you do, do not place the blame on students. Instead, demonstrate your professional competence by giving specific examples of what you would do.

How do you deal with an unmotivated student?

"Student motivation is critical, and I spend as much as I can with each student, getting to know about their interests and building that trust with them so that they can come to me about any problem. Feeling or acting unmotivated is usually in response to something else going on in the student's life, and they don't always know how to communicate or process that. There might be an issue at home, with a fellow student, or maybe a bully from another grade. It could be any number of things, and I won't know what those things are unless they open up to me. Trust is the key, so I have to build that trust and develop that relationship with them. I would get to know the student, find some common ground, help them open up, and make them feel capable and important."

Over the course of your career, you will come across students who are more difficult to motivate. As the teacher, it is your job to figure out how to make lessons relevant, engaging, and fun for all students. You form relationships with all students to help motivate them to open up and be their very best. If asked this question, be sure to demonstrate that you are compassionate, patient, and willing to do what it takes to help this student. Chances are, there is a reason they are acting unmotivated, and it is rarely because they are 'lazy.' State how you would react to this student and a few strategies you would try to motivate them.

Are you an empathetic person? Give an example.

"Yes, I'm empathetic. You need to be, in order to reach students. You ought to genuinely care about them, it is part of where my passion comes from. And I think the students can feel that energy. they know the ones that care and that can affect the classroom right down to the drive to learn. Empathy can even affect the opportunity to learn. For example, a few years ago, I had a student whose family did not have much, and they were open with me about it. We were about to go on a big class field trip that cost about thirty dollars per student, and I knew the family would likely not be able to pay for him to go. I sent the permission slip home to the family without sharing the cost to attend, and I quietly paid the student's share. I didn't want the family to sacrifice for this one field trip, and I couldn't imagine leaving the student behind."

Teachers must be empathetic people. They work very closely with students and families of all walks and phases of life. The best teachers see the whole picture, not just what is right in front of them. Demonstrate your ability to be empathetic by providing an example that shows your care and concern for the students and families you serve. Use the STAR method to answer this question. Describe the situation and the task. Describe the actions you took and the resulting outcome.

If you had enough money to retire right now, would you?

"I would probably retire from teaching, but only to free myself up to do other things that I'm passionate about, like traveling, volunteering, and giving back to my community. I'd definitely volunteer at a school to help parents and students and get connected to local charities and organizations with a heart for serving people."

This question is asked to get at the true root of what you care about and want to do with your life. You don't have to say that you'd still dedicate your life to teaching, but it would be a good idea to say that you'd want to give back in any way that you were able. This answer demonstrates an attitude of service and contributing to society.

Tell me about some specific motivational strategies you use to get students excited about a project.

"Experiencing success is motivating for most students, so early and often in my class, I make sure all students experience success in one way or another to build their confidence. I use both intrinsic and extrinsic rewards to motivate students. For intrinsic rewards, I'd ask each student about something fun that they'd like to do if they could do anything, and they had the whole of next week to do it, no homework or assignments. That tells me a little bit about what is exciting to them. Some kids might say they want to play sports, some kids might want to play video games, some might want to ride a horse. I use these ideas as a springboard for lessons. For the extrinsic reward, I let the kids choose a little prize from the prize box if they get enough stars at the end of the week. Each student is motivated in different ways, so I adjust as needed."

As a teacher, you are responsible for motivating students toward success. You should have a few tricks up your sleeve to get students excited about projects in your class. Take the school's values into account before responding. Be specific and give concrete examples that you've used in the past. If your experience doesn't fit exactly with the school's values, explain some small adjustments you'd make at this school and why.

How do you handle stressful situations?

"When I get stressed, I know that I tend to get tunnel vision, and I bury myself in my work. So I set timers to keep myself on track, and when I set alarms to take a break and take a breather. When I get home, I cook because it focuses me on a task in the present moment. Then I write in my journal if I need to get anything out of my system. That way, the next morning, I'm refreshed and ready to meet the day."

Stress is inevitable. Give a brief overview of what you would do to manage your stress. Show that you have full knowledge of yourself and understand how to mitigate the negativity. End with a positive outcome.

Are you a team player?

"I think being a team player is important because, as teachers, we can grow and improve so much more by working together. Ideas and projects can span classrooms and whole schools even, and this can model the power of collaboration to the students, and it also improves the total learning experience for them as well."

Teaching is a collaborative profession, and schools want to hire people who are willing and able to work with others. Affirm that you're a team player by giving examples. If you don't have much teaching experience, use different examples from other sources, including volunteer experience and especially any experience involving children in this age range. Demonstrate that you understand how important collaboration is, not only to you as a career resource but also for enriching your students' learning experiences.

How do you feel when a student fails?

"I'd feel like I failed my student. There are many reasons that a student might fail, and I'd look at whether there was anything that I could've done better. My students deserve the best from me. Moving forward, I would do my very best to intervene before anything resulted in a failing grade. In my class, I even allow students to make corrections on their assessments to improve their grade because if they are willing to put in extra work to better understand the material, their grade should reflect that effort and achievement."

Answer with an honest reaction and follow it up with why. Focus mostly on how you could improve or adjust your strategy with the student. It is important to express that you don't want to see any students fail, and you would do all you could to support a struggling student.

What are your weaknesses?

"To be very honest with you, I'm not great at administrative work. Staying super organized does not come naturally to me, so I have to be intentional about building it into my routine and staying disciplined in this way. I've become adept at making systems to organize my paperwork. I have checklists and step-by-step instructions for myself so that I don't waste time remembering what I have to do next. I've come up with a routine to quickly turn around homework and paperwork so that my desk remains clear and students/families stay up to date. These strategies are working for me so far, but I'm still learning how to improve upon this skill."

We all have weaknesses, so don't be afraid to share something that you are genuinely working. It is best to choose something that is a task-oriented weakness and not a character trait. Mention it briefly and turn the conversation towards how you are actively working on improving this weakness. There will always be things that can be improved upon, so share something that wouldn't be detrimental to your position with the school and show off your self-awareness by remaining humble and stating your steps to improvement.

What would you do if your Principal made a decision you did not like?

"We all have our own opinions, but barring unlikely situations, I have to trust that the principal is making decisions that are in the school's best interest. After all, the principal has more information than I do as a teacher. Depending on the situation, I might ask to speak further about the issue with the principal to gain insight into their perspective. Ultimately, I can only control the concerns within my direct scope of work, so that's where I'd put my focus."

At this point, if you have a feel for the principal's leadership style, try to say something that aligns with that style. Be honest about how you react to decisions you disagree with. Seeing multiple perspectives is important in education because unpopular decisions have to be made often. If you are a more agreeable person, explain your view on leadership and lay out the actions that you would perform. If you are a less agreeable person, be forthright about it and move quickly to demonstrate your professionalism and ability to defer to authority. Either way, it's important to express a willingness to put aside your temporary differences to act towards a common overarching goal.

Elementary Teacher Interview Questions

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1. What was your most rewarding experience during student teaching?
2. What are you most proud of?
3. How do you feel about computers in the classroom?
4. How do you encourage students to learn? Can a student be forced to learn?
5. It seems like there is never enough time to cover the curriculum or to get children to master content and skills. Would you comment on that?
6. What techniques do you use to keep students actively involved during a lesson?
7. How would you apply technology to enhance daily instruction and increase student learning?
8. What activities has technologies replaced in your lessons, if any?
9. Do you have any questions for me?
10. How would you rank these in importance and why? Planning, discipline, methods, evaluation.
11. What challenges are you looking for in a position?
12. Where would you like to be in your career five years from now?
13. How can you tell that a person is a good listener?
14. If a student said she thought you were the worst teacher she ever had, what would you say?
15. What is your philosophy towards work?
16. Do you believe you should build rapport with students? If yes, how?
17. Are you comfortable with the use of technology in the classroom?
18. Are you constantly searching for things you can show, tell, or demonstrate to students? Tell us about a recent discovery or something new you found.
19. How will you instruct students with varying abilities?
20. How closely do you follow your plans?
21. Why are you the best person for this job?
22. What is your greatest strength?
23. Was there a person in your life who really made a difference?
24. Are you a positive and energetic person?
25. What do you like to do in your spare time?
26. What experience have you had with students from culturally diverse backgrounds?
27. What's the last book you read?
28. Give me examples of ideas you've had and implemented?
29. Can you tell me about a time when you had to step into the role of a caregiver, and what you learned from that experience?
30. What are your computer skills? What computer software have you used?
31. Why did you decide to become a teacher?
32. What attracted you to this school?
33. If I were your principal and we were setting goals for next year, what would they be?
34. What do you feel are the most important factors in classroom management?
35. Do you prefer to do long term or short term plans? How do you plan for instruction?
36. What are the qualities of a good leader? A bad leader?
37. If a student came to you and said, 'None of the other students like me,' what would you tell them?
38. What would you tell a parent who complained about their child not having enough homework?
39. How do you overcome a difficult problem?
40. If students were having difficulty learning a skill or concept, what would you do?
41. What would you do if 50% of a class did poorly on a test?
42. How do you deal with an unmotivated student?
43. Are you an empathetic person? Give an example.
44. If you had enough money to retire right now, would you?
45. Tell me about some specific motivational strategies you use to get students excited about a project.
46. How do you handle stressful situations?
47. Are you a team player?
48. How do you feel when a student fails?
49. What are your weaknesses?
50. What would you do if your Principal made a decision you did not like?

Elementary Teacher Interview Questions

1. What was your most rewarding experience during student teaching?

2. What are you most proud of?

3. How do you feel about computers in the classroom?

4. How do you encourage students to learn? Can a student be forced to learn?

5. It seems like there is never enough time to cover the curriculum or to get children to master content and skills. Would you comment on that?

6. What techniques do you use to keep students actively involved during a lesson?

7. How would you apply technology to enhance daily instruction and increase student learning?

8. What activities has technologies replaced in your lessons, if any?

9. Do you have any questions for me?

10. How would you rank these in importance and why? Planning, discipline, methods, evaluation.

11. What challenges are you looking for in a position?

12. Where would you like to be in your career five years from now?

13. How can you tell that a person is a good listener?

14. If a student said she thought you were the worst teacher she ever had, what would you say?

15. What is your philosophy towards work?

16. Do you believe you should build rapport with students? If yes, how?

17. Are you comfortable with the use of technology in the classroom?

18. Are you constantly searching for things you can show, tell, or demonstrate to students? Tell us about a recent discovery or something new you found.

19. How will you instruct students with varying abilities?

20. How closely do you follow your plans?

21. Why are you the best person for this job?

22. What is your greatest strength?

23. Was there a person in your life who really made a difference?

24. Are you a positive and energetic person?

25. What do you like to do in your spare time?

26. What experience have you had with students from culturally diverse backgrounds?

27. What's the last book you read?

28. Give me examples of ideas you've had and implemented?

29. Can you tell me about a time when you had to step into the role of a caregiver, and what you learned from that experience?

30. What are your computer skills? What computer software have you used?

31. Why did you decide to become a teacher?

32. What attracted you to this school?

33. If I were your principal and we were setting goals for next year, what would they be?

34. What do you feel are the most important factors in classroom management?

35. Do you prefer to do long term or short term plans? How do you plan for instruction?

36. What are the qualities of a good leader? A bad leader?

37. If a student came to you and said, 'None of the other students like me,' what would you tell them?

38. What would you tell a parent who complained about their child not having enough homework?

39. How do you overcome a difficult problem?

40. If students were having difficulty learning a skill or concept, what would you do?

41. What would you do if 50% of a class did poorly on a test?

42. How do you deal with an unmotivated student?

43. Are you an empathetic person? Give an example.

44. If you had enough money to retire right now, would you?

45. Tell me about some specific motivational strategies you use to get students excited about a project.

46. How do you handle stressful situations?

47. Are you a team player?

48. How do you feel when a student fails?

49. What are your weaknesses?

50. What would you do if your Principal made a decision you did not like?