How do you stand up for other teachers within a classroom setting?

"There was a teacher in my last school that some students were very vocal about their dismay with him. Whenever I heard it come up in my classroom or the hallways, I would pull them aside and have a quick discussion on how he was my friend. Even though they may have a frustration with the teacher, I would encourage them to talk to the teacher instead of spewing anger around the school."

Students are not going to like every teacher they ever have. The interviewer knows this fact. But, they do want to see if you will stand up for fellow faculty members or not. Give a brief description of how you have handled the situation before.

"Students can easily talk down about a class they have just came from. I have a rule in my classroom that we do not talk down about anyone and that includes teachers."

Do you have any questions?

"Tell me more about the English extra-curricular opportunities at the school. I read on the website that there are a few that students join. I wanted to get a better idea of how English works across the school dynamic."

This question comes up often, and it is one of the easier ones to consider. But, you need to prepare ahead of time, expecting this question may come. A query here will help the interviewer understand that you care about the job or not.

"I am interested in the English Department here at the school. What expectations do you have for the teachers outside of the normal teaching day?"

How do you go about planning a lesson, and what are some 'musts' that you always incorporate?

"My typical day involves taking roll, while the students write about a quote of the day. Next, we dive into our text, spend time journaling or free reading, and have interactive activities to get students working in groups. To close, we have a group discussion on what students learned in the class period."

Preparation is the whole part of this question. Make sure to bring along example lessons from your past job. Maybe whipping up a lesson plan could help you get the upper hand, as well.

"Planning a lesson should not be thrown together. I have consistency in my lesson plans as well that my students expect."

How would you handle a student who uses inappropriate language in your classroom?

"There is no reason for inappropriate language in my classroom. When I hear it the first time, I make sure to kindly direct the student to speak with a different word choice. If the problem persists, I speak to them after class and give the full picture of why students should not speak in this way."

Students, at one point or another, are going to speak something inappropriate in your classroom. The interviewer wants to see how you will present yourself while speaking with the student kindly yet effectively.

"Inappropriate language is a part of the English language. But, I pull the student aside and speak to them why we do not use the word they are saying, and we all move on together."

If you had to choose one, who would be the most influential author of your youth?

"An inspiration in my life is Ernest Hemingway. I love his short prose and depth of learning. I feel like his novels have inspired me to teach students how to write so they can enjoy the writing process."

By getting an idea of who inspires you, an interviewer can see what your line of thinking is. This example is a question to free up the conversation and make you feel more comfortable.

"The most influential author for me was Dr. Seuss. The pictures were fun and the rhyme schemes were memorable."

When did you accomplish something satisfying in teaching?

"Having success in life is all about the stretching process. When I was teaching 9th graders, I had a student who was not particularly satisfied with the class. The rest of my class seemed to be engaged and interactive, so I stuck with this student. I listened to the student and what I could do to help in the process. Over time, I built trust with the student, and they started enjoying my English class."

By answering this question appropriately, the interviewer will see achievement in your life. Speak about the growth of a student. The interviewer wants to see how success has happened with the job applicant.

"I try to look for satisfying moments in teaching all the time. One recently was having a student come back and thank me for their experience at the school. If I only taught that one student, teaching would be worth it."

Tell me about how you've supported a student go from struggling to successful in a particular area.

"I do not just share with the students that I care about them, but I put it into action. Whether I stay later or come early to help students with an assignment or ask them about their lives outside school, students can tell when a person cares or not. I believe this action allows them to see my value in them."

The interviewer wants to investigate how you care about your students. Teachers can teach content and deliver lessons, but not all teachers care. This example sets teachers apart from one another.

"One student I had last year was really struggling to get work in on-time. We worked out a plan for the student to reach out if they needed more time. In turn, there was open and honest conversation and the student reaped the benefits in the end."

Tell me about a time when you used problem-solving to accomplish something on a team.

"At my last job, I partnered with two other teachers in English to help come up with assessments to investigate student learning. We would create quizzes at the beginning of the week and have students re-assessed at the end to see growth in student development. I enjoyed the process of working with my team to enhance learning."

Students and parents are who you will interact with the most in a school, but your peers matter as well. When partnering with staff, teachers, and aides, interviewers are looking to see how all parts can help students succeed. Show how you can get along with anyone.

"Problem-solving is something that I want my students to see in action. So, when I have problems arise in my Yearbook class, myself and the students put our brains together to see what we can accomplish."

How do you continue to learn and grow as an educator?

"I have wanted to learn the cello for a long time now. By playing the guitar and piano, I knew I could do it, but I never had the time. First, I started watching YouTube videos and decided to get private lessons. It is always great to learn something, no matter the age."

By growing and learning yourself, an interviewer will see how you develop as an English teacher, as well as an individual. Whether you are reading some books, practicing a new skill, or diving into an interest of yours, having a growth mindset is what every school culture wants.

"I continue to learn and grow by taking as many classes as I can. Anything to further my learning, and I feel like I get a lot of value for what I do."

How do you motivate students, and why is it important?

"To motivate my students, I have to be willing to get to know my students. By understanding their weak points and strengths, I can personalize my approach with each student. In my last job, I was able to engage my students by seeing what drives them. For some of my students, they just needed praise and encouragement. Other students needed something tangible like candy, extra credit, etc."

An interviewer wants to see the way you can influence students. Whether you are a virtual teacher or for in-person learning, motivating students involves creativity and planning. Speak of examples of students shining in your classroom.

"Motivation is not the easiest thing to do. But, I work to get an idea of what my students want to accomplish. It is easier to motivate my stduents when they have interest in the material."

Have you ever found yourself in a situation in which you did not understand the language around you? If so, how did that experience shape your understanding of English and how you teach it?

"I have never lived abroad, but I have traveled extensively around the globe over the last ten years. I have spent time in Sweden, Costa Rica, Haiti, Dominican Republic, Mexico, Canada, and the Bahamas. When I was in Sweden, even though I did not know Swedish, many of the people there knew English. I was able to travel and get around just fine because of this fact on trains and buses."

The interviewer wants to get a sense of your worldwide perspective with English. Even if you have not lived abroad, where have you traveled that connects with English should be shared. Give specific examples of how English helped you out and about.

"I spent time in Mexico last summer. Luckily, I had a friend who handled all the communication. But, I appreciated the way the language flowed and have worked to create lessons that flow similarly in English, even thought the languages are different in nature."

What qualifications do you have in English?

"In 2018, I attended the AP Seminar training to become a certified AP teacher. Over a week, I learned essential techniques for not only teaching AP Seminar but strategies I could use in Common-Core classes. One of my favorite pieces of training involved activities for teaching and bringing joy to students. These examples are in my classes still, and I feel I have become a better teacher because of them."

Of course, you have information on your resume that expresses your qualifications for English. But, be sure to highlight a few areas that show your professionalism in the subject. Examples could include training, conferences, degrees, certifications, and more.

"Not only do a have a Bachelor's Degree in English Education, but also a Master's of Science in Curriculum and Design. These qualifications give me an upper-hand when helping fellow teacher plan materials for their classrooms."

How can you tell if a student understands the material or not?

"Over the years, I have used instruction check questions (ICQs) and concept check questions (CCQs). These questions help to assess the understanding of every student one-on-one. Also, I can quiz and use assessments to help with vocabulary, theme definitions, and writing essays."

Individual interaction with each student in the classroom is imperative. The interviewer wants to see how you spend time with every student in the class period. With strategies and methodology, share with the interviewer things you use.

"I like to do a check for understanding by asking the students how they are comprehending the material by doing a thumbs up or a thumbs down. This gives me a quick understanding of where my students are at."

What is your protocol for students who are acting out in your class?

"I have a three-step process that I have visible in my classroom. The first step is a verbal warning directed at the student if they are unruly. Secondly, I move the student if the behavior continues, and they lose participation points. Third, if the behavior persists, I send them out in the hallway, they lose points for the day, and will have a discussion that includes the parents on the issue."

The interviewer is looking for what is your step-by-step process for discipline issues in your classroom setting. By describing how you handle the situation, the interviewer will grasp your style and your management all in the same breath. Talk about how you make this known to the students beforehand.

"Acting out in class is not acceptable. I nip that in the bud as quickly as possible. A verbal reminder is first, points off second, and moving them out of my room third."

What would you do if a student has asked to go to the bathroom every day for a week?

"I have had students try to do this at the beginning of the year. My policy is to give the students two hall passes per quarter. They can use them whenever they need them. The hall passes are extra credit if they do not use them. However, if they go over that amount, they will start losing participation points, and I will remind them of their lost points each time. This protocol makes sure that my students do not manipulate the situation without consequences."

Classroom management is in how you handle minuscule tasks like bathroom breaks in your class. Students can learn to manipulate a teacher very quickly if they start to see loopholes. Telling the interviewer what your protocol is in a situation like this can be enlightening to the process.

"Having an honest conversation is the right way to go. Just check into see if the student is alright. Remind them you have expectations to be in class for as often as possible."

What is the right way to teach English?

"I believe there are many ways to teach the subject of English. One teaching method will never fit every student in my class. For this reason, methods like drilling vocabulary, reading, and writing should be apart of the whole teaching curriculum."

The interviewer wants to identify your style of teaching English. There is no 'right way' because people learn English differently. One student may get a lot out of one approach, while another student may struggle. So, do not talk about one teaching method of English. Instead, talk about various learning styles that you will incorporate to help students' learn and enjoy English.

"Every teacher has a unique way of teaching English. For me, I want to inspire students through good prose, fun writing assignments, and ways to use English for the rest of their lives."

How can you tell if a student is on-task or not?

"Being off-task does not always involve students being loud and boisterous. Students can be off-task on their electronic devices that they should be using for my class, as well. During lessons, I walk about the classroom and check-in with each student to make sure they understand the subject material, as well as staying on-task. I can ask knowledge-based questions and fact-checking probes."

This question goes a little deeper than just being observant of students being disruptive or not. The interviewer wants to know how you get students individually to speak their knowledge of the subject. Speak to strategies or implementations you have used over the years.

"I am not the kind of teacher that just sits in their desk and let's the world go by. I move around during the class to make sure students aren't on their computers playing games."

What do you like to do when you are not teaching?

"When I am not teaching, I love spending time with my family. I have a wife and two young children. There is nothing better than spending evenings and weekends with them. Recently, we have been taking a lot of walks and hiking around the lake nearby. It is moments like this that give my life fulfillment."

By giving a background of yourself, you can shine a light on who you are as a person and how you can fit into this school's community. Speak about something wholesome that brings your life value. The interviewer wants to see that you have other interests so you do not get burned out.

"When I am not teaching, I love being active. Whether I am hiking, running, or playing basketball, my body needs to be in tip-top shape for teaching."

When would be a time to call the parents to give positive feedback?

"I had a student who was struggling when we were working on analytical essays. Over time, I saw the progress that was changed the way he interacted in class, among his peers and myself. I, of course, told the student that I saw growth, but I called the parents as well to speak about the progress. This example needs mimicking in the classroom as much as possible."

The interviewer is looking for examples of times parents were called for something positive. The stigma is that parents get called when their student is in trouble. Changing the narrative can go a long way with parents and the administration.

"At my school, the administration wants us to call 10 parents every semester. The conversations involve positive feedback. I love getting to speak with parents about how their child is succeeding."

What importance do you place on collaborating with other teachers? Tell me about a time when you worked with another teacher to integrate elements of your lessons.

"I always want to go to teachers who are teaching other subjects and see if I can morph and add their classes to my material. For example, I was talking with the history teacher in my past job. His class was learning about the 1920s. I was considering a few books to choose from, but I went with a text written about the same period. I thought the more we could collaborate, the better the students would retain information and knowledge."

Interviewers want to see how well you collaborate with others. The best way to be a unified school is by working together with your counterparts. Share past examples of how you have maximized your time in this area before.

"With the novel "A Connecticut Yankee In King Arthur's Court," there is a tourney that happens. I thought it would be fun to collaborate with the P.E. teacher and have a tournament between the two classes. It has been fun over the years."

If a student shares something in class that is inappropriate, how do you handle the situation?

"One time, I had a student, who thought they were funny, shout out that they thought the president was stupid. We were not even talking about the topic, so he was looking for some attention. Some students laughed while others looked at me and how I was going to handle the situation. First off, I ignore these outbursts. Without any acknowledgment, I have seen some students stop grabbing for attention. After class, I will pull them aside and have a quick conversation about the situation, not to shame them, but to bring clarity on why their example was not appropriate."

The interviewer wants to get a sense of your classroom management style. There are many ways to go about this, but you can give clarity on what you would do in this situation. Recall past examples to help in the completion of this question.

"I certainly do not want to bring attention to it. But, I will for sure pull the student aside after class has left. If the situation is dire, then I will pull the student out immediately."

What do you do when a student asks to share something with you privately?

"In situations that I have had before, I protect the student by keeping the door open if I can. If they want the door shut, I make sure to bring another teacher the student trusts into the fold, so we can be of assistance but be protected, as well. I also tell the student before the conversation begins that I am willing to listen to what they have to say. But, if the information pertains to them hurting themselves or someone else, I have to, by law, get this information to the administration."

An interviewer knows that you will find yourself with a student who wants to confide in you at some point or another. In this situation, be honest about how you will protect yourself and the student. This way, the interviewer can feel confident you will handle the situation appropriately.

"I am always honored when a student confides in me. However, I always tell the student if they are going to tell me about hurting them-self or someone else, I legally have to report it."

What is your greatest strength?

"A strength that I possess is being a mentor. In my last job, I was a mentor for a first-year teacher. I was able to hear her out, take in questions, provide resources, give feedback watching some of her classes, and more. I feel this is an attribute I can bring to any school, whether the mentorship is clearly defined or just talking in the hallway with another teacher."

You have another typical question that many interviewers will ask you over the years to see what qualities you have that could add nicely to this school's culture. Feel free to speak about a strength that has helped other jobs in the past. The interviewer wants to see how you are going to fit in.

"The strength I have is determination. Even in the most difficult of classes, I still have my students' well-being at the forefront. Things can be tough, but this mindset is key."

What is your greatest weakness?

"My greatest weakness would be a lack of communication. Sometimes, I get caught in my bubble of what I am doing, and I do not think about how I should be communicating to students, parents, other teachers, and administrators in the process. To combat this, I have had other teachers keep me accountable for communicating in situations that I have overlooked. Getting advice and willing to accept it has helped me become a better communicator over the last couple of years."

Sharing a weakness of yours might seem intimidating, but the interviewer wants to see how you grow and get help in certain situations. Be honest with your example, but be ready to share how you overcome it. In turn, you will show your determination, even in times that are personally tough for you.

"My greatest weakness is pushing ahead, when I should be aware of what the students need. I just get goals in my mind that I forget the small things that really matter."

What is your teaching philosophy?

"I was born and raised in Colorado. From a young age, music filled my life, specifically since my mom is a music major, and my dad a music minor. I fell in love with the subject of English because I would listen to the beautiful phrased lyrics in the form of melodies while at home. It was English like this that first inspired me. I decided to go to the University of Virginia because of its state-leading English program, from that point."

This question might seem like a little of a filler question, but it has a lot of weight in the interview. By giving a background of where you come from, how you fell in love with the subject, and where and why you went to a specific college, the interviewer can get a greater sense of who you are.

"My philosophy has been to work hard for my students, so they will see it is action. In turn, I hope they will do the same."

Tell me one thing about yourself that makes you stand out against other English teaching candidates.

"In my free time, I love working with music. Whether I play, listen, or a little of both, music expresses the heart of our world. I truly believe music connects in my English classes. I have used it over the years to connect with individuals that have not been excited about the subject. By bringing in my guitar or writing a rap parody of a novel we are reading, music has spoken to my past students."

This question helps to separate possible candidates by having a specific thing catch the interviewer's attention. Think quickly about attributes that set you apart and share what makes you great. There is nothing wrong with you praising yourself here for others to see.

"One thing that makes me stand out is my experience in a variety of low-income schools. I have worked with some of the hardest students around. But, I have felt these experiences have blessed my life tremendously."

Why do students need English in their lives?

"In my classroom, I talk to my students often about how they can travel abroad and speak English to many people along the way because this subject is a global language. When traveling to an international airport, hotel, or for other tourist getaways, many people working these businesses will be able to communicate with you because you know English. My students start to see the opportunities that they have because of English."

This question allows the interviewer to see what your expectations are for your English students. Give an answer that relates English to the world around your students. By showing English is empowering to any student, you can speak to the value of this subject.

"English is a great way to communicate with others. If you want to take in new sides, ideas, and perspectives, English is a fantastic means to share thoughts. There are so many people that speak the language around the world, so there are a ton of ideals to unpack from all corners of the globe."

What do you do to handle a challenging student?

"When it comes to challenging students, I work hard to paint the picture that they can succeed in my class. After I have spoken into their lives, then I engage with them more in a classroom setting. By devoting extra time to these students, I can work to help them beat the challenges they are having in my class. In turn, I have seen a lot of these same students participating in productive ways after the fact."

Any teacher will experience a problem student at one time or another. The interviewer knows this and cares about how you have handled situations in the past. One area to focus on is speaking to the fact that problem students have potential. These types of students should never be outcasts but be engaged more.

"Challenging students can be frustrating. But, one of the most diffusing ways to interact with a troublesome student is taking them out of the classroom and asking if they are alright. This usually sets the frame of mind of the student for a better class moving forward."

What have been some successful teaching methods used in your English classes?

"When teaching an English class, I love my classroom feel to be about interaction. I want my students to communicate with me and each other through debates, presentations, and role-playing activities. Many times, students think the teacher is the only one that teachers, but students teach each other as well."

Focus on how you create lessons when answering this question. By speaking about a plethora of activities you use, the interviewer will see how you work to get students to interact and participate in your class. Show your versatility, so you prove you are much more than only using textbooks or worksheets. Mention things like arts-and-crafts, role-play, debates, and presentations, to name a few.

"In my class, one of the best teaching methods has been using a mock trial to connect with "To Kill A Mockingbird." It is truly the best part of the year for many of my students."

Tell me about a time when you planned a great lesson , but everything went wrong. What did you do?

"When I first started teaching, I inherited a classroom that was a hard place to begin. There were no textbooks to use, and I had no technology to my advantage. So, I went to work building my texts and raising money to buy used technology that I could use in the classroom."

This question needs answering carefully. If you cannot prove you have classroom management skills, this may be a red flag to the interviewer. Instead, speak to academic and behavioral challenges you have had based on your experience. When you talk about things that took place in the classroom, you can create trust with the interviewer when talking about working with old books, a lack of resources, etc., and then turn the story successful in the end.

"When it comes to being a teacher, you always hope things will turn out well. But, there are times when the perfect lesson falls short. I always try to evaluate myself. If I have multiples of the same class, I change and rework for better results in future classes."

English Teacher Interview Questions

Go Back

1. How do you stand up for other teachers within a classroom setting?
2. Do you have any questions?
3. How do you go about planning a lesson, and what are some 'musts' that you always incorporate?
4. How would you handle a student who uses inappropriate language in your classroom?
5. If you had to choose one, who would be the most influential author of your youth?
6. When did you accomplish something satisfying in teaching?
7. Tell me about how you've supported a student go from struggling to successful in a particular area.
8. Tell me about a time when you used problem-solving to accomplish something on a team.
9. How do you continue to learn and grow as an educator?
10. How do you motivate students, and why is it important?
11. Have you ever found yourself in a situation in which you did not understand the language around you? If so, how did that experience shape your understanding of English and how you teach it?
12. What qualifications do you have in English?
13. How can you tell if a student understands the material or not?
14. What is your protocol for students who are acting out in your class?
15. What would you do if a student has asked to go to the bathroom every day for a week?
16. What is the right way to teach English?
17. How can you tell if a student is on-task or not?
18. What do you like to do when you are not teaching?
19. When would be a time to call the parents to give positive feedback?
20. What importance do you place on collaborating with other teachers? Tell me about a time when you worked with another teacher to integrate elements of your lessons.
21. If a student shares something in class that is inappropriate, how do you handle the situation?
22. What do you do when a student asks to share something with you privately?
23. What is your greatest strength?
24. What is your greatest weakness?
25. What is your teaching philosophy?
26. Tell me one thing about yourself that makes you stand out against other English teaching candidates.
27. Why do students need English in their lives?
28. What do you do to handle a challenging student?
29. What have been some successful teaching methods used in your English classes?
30. Tell me about a time when you planned a great lesson , but everything went wrong. What did you do?

English Teacher Interview Questions

1. How do you stand up for other teachers within a classroom setting?

2. Do you have any questions?

3. How do you go about planning a lesson, and what are some 'musts' that you always incorporate?

4. How would you handle a student who uses inappropriate language in your classroom?

5. If you had to choose one, who would be the most influential author of your youth?

6. When did you accomplish something satisfying in teaching?

7. Tell me about how you've supported a student go from struggling to successful in a particular area.

8. Tell me about a time when you used problem-solving to accomplish something on a team.

9. How do you continue to learn and grow as an educator?

10. How do you motivate students, and why is it important?

11. Have you ever found yourself in a situation in which you did not understand the language around you? If so, how did that experience shape your understanding of English and how you teach it?

12. What qualifications do you have in English?

13. How can you tell if a student understands the material or not?

14. What is your protocol for students who are acting out in your class?

15. What would you do if a student has asked to go to the bathroom every day for a week?

16. What is the right way to teach English?

17. How can you tell if a student is on-task or not?

18. What do you like to do when you are not teaching?

19. When would be a time to call the parents to give positive feedback?

20. What importance do you place on collaborating with other teachers? Tell me about a time when you worked with another teacher to integrate elements of your lessons.

21. If a student shares something in class that is inappropriate, how do you handle the situation?

22. What do you do when a student asks to share something with you privately?

23. What is your greatest strength?

24. What is your greatest weakness?

25. What is your teaching philosophy?

26. Tell me one thing about yourself that makes you stand out against other English teaching candidates.

27. Why do students need English in their lives?

28. What do you do to handle a challenging student?

29. What have been some successful teaching methods used in your English classes?

30. Tell me about a time when you planned a great lesson , but everything went wrong. What did you do?