Middle School Teacher Interview
Questions

"One of my favorite classes was my 6th-grade group right after lunch and recess. They were always mentally re-energized from the break, and they'd gotten a lot of the built-up physical energy out of their systems. One day, we were in the middle of a great lesson when one of the students began calling out and interrupting my instruction and any students that spoke up to answer questions. It was unusual for her to shout out, particularly so consistently. Her behavior became more and more attention-seeking, so I chose not to address her directly after asking twice that she raise her hand to share. Instead, I moved around the classroom as I spoke, asked students to continue what they were sharing, and finally pulled out my mini football. When the football came out, the students knew that they would have to raise their hand and have the ball in-hand to speak. They were inclined to follow the rules in order to have a chance to catch the ball, so this diffused the situation for the remainder of the class. When class was dismissed, I made sure to address the behavior with the student individually. As a result, I had an opportunity to connect with her and learn why she was expressing herself in that way, and we came up with a plan together to make her feel supported while respecting others in the classroom."

"I have stepped in for fellow teachers on several occasions to teach their classes, and each time I've been reminded of how challenging stepping into another classroom can be. From quickly catching myself to speed on the lesson for the day to attempting to remember names, I found that I had to be even more focused and 'on it' than I might need to be in my own classroom where things are more familiar. The experience has given me a great deal of respect for substitute teachers, and now I create thoroughly detailed lesson plans complete with alternate instructional options so my substitutes are as prepared as possible."

"I previously served as a volunteer ESL tutor for adults at the local community center, though recently I've been better able to donate my money than my time. I plan to re-invest my time at the community center when my schedule better aligns with their class schedule. Additionally, I recognize the value of instilling a community-oriented mindset in youth, so I would love to explore ways in which my students can get involved in a project or community engagement."

"Honestly, the most recent book I read was Llama Llama Red Pajama. My sister recently had a baby, so I went to her house just last Tuesday to read to my new nephew. I was pleasantly surprised at how great of a book it was and how much I was able to learn from it. I can't wait to discover more great children's books to read to him!"

"Confidence and self-esteem don't often come easily - especially at this age. As a result, I find it valuable to integrate confidence boosts in multiple parts of the day. Even something as simple as acknowledging a student and telling them that I'm glad to see them can offer a needed boost to their self-esteem, so I greet every student that comes into my classroom each morning with a high-five, fist bump, or wave. I make sure to repeatedly give praise and recognition when it is earned, no matter how small; for example, if I have a student that has difficulty speaking out in class, then I will thank them for sharing each time they speak out - even if the answer might be wrong. I'll also tailor growth areas for each student and have them track their own progress; so, when we review what they've tracked, they can visualize progress from their very own data."

"I believe that I have something to learn from all of my fellow teachers, so I enjoy regularly connecting with them to share best practices, discuss how our students are doing in different settings around the school, and learn new ways to jazz up my approach to a subject. I've found that when teachers have a greater sense of communication and collaboration, the emotional and physical load of our work feels lighter. That said, I definitely begin to feel more of a 'need' to connect with fellow teachers when I have had a particularly challenging day, like after a difficult parent-teacher conference or a behavioral situation in the classroom. I think it's important to remember in those moments that I have a very understanding support system just a classroom."

"I appreciate the benefits of structure with the freedom of choice. I like to set up my classrooms so that we may have a central place to come together and learn with mixed desk options to accommodate a variety of learning styles. For example, I might have a couple of taller tables along the side for more active or fidgety students to stand and complete their work, while other students might work best seated. I also like to ensure learning, even for a wandering eye, so I will post colorful and educational visuals all around the room to secretly engage a disengaged student. I'd love to learn more about how you've found your students to respond to different classroom structures within this school specifically."

"Well, first I'd like to define what I believe 'tough' to be in the context of teaching. When I think of a 'tough' teacher, I think of one that sets clear boundaries and doesn't bend them. I think of a teacher that might be fun and lighthearted but doesn't allow that to interfere with instruction and learning. I would say that I am tough-adjacent. I believe in boundaries and setting high standards for my students to rise to, and I also believe in the need for contextual adaptation and flexibility. For example, if my students have been working really hard and just completed a lengthy standardized test, then I would encourage them to take a 'brain break' to re-charge prior to jumping back into the material."

"Learning can be stressful and really impact a student's confidence. I like to integrate humor, lightheartedness, and some active engagement in my lessons and teaching style to make learning disarming and memorable. Sometimes, I'll act out what I'm teaching with grand gestures and emphatic speech. I often include silly examples that are relevant to youth today. When it's review time, I'll turn it into an educational game prior to each quiz and exam. In general, I've found that youth are responsive to fun and friendly competition; so, if I see that my lesson is falling flat, then I'll pause what I'm doing and have the students get up to play a quick game to get them moving and more engaged with the content."

"I welcome the opportunity to engage with my students in capacities outside of the classroom. When I have the chance to get more involved in other areas, I feel better integrated into the school community and have a greater sense of camaraderie with my co-workers as well."

"I have had the opportunity to teach a few classrooms with bilingual students. I've learned from my experience so far that I need to be mindful of how I support the students in the classroom as well as the families at home. As far as the day-to-day learning of my students, I will periodically check in one-on-one with my bilingual students and ask how they feel about the pace and what they need from me to better support them. For example, one of my students mentioned that the pace of instruction was a little fast, and it was hard to keep up. I admitted that I sometimes speak quickly when I get excited, so I made sure to slow myself down following that conversation. When it comes to families, teachers often send homework home without questioning a parent's ability to help their child, and that's simply not always the case. I try to maintain open communication with all parents, accept feedback, and offer supports where I can, even if I might need to explore translation and interpretation services to ensure appropriate communication."

"When I think about good teachers I've had, I recall each of them focusing on instruction and making sure we were ready for quizzes and tests. They did things by the book and made sure we were on the right path. While I certainly learned from them, nothing else really stands out about my experience in the classroom. When I think back on outstanding teachers I've had, I have no trouble picking them out. They all went beyond basic instruction - they were intentional about timing and activities to keep us engaged and excited about learning. They took time to get to know each of the students and set individual goals which made us feel seen and important. An outstanding teacher is continues to care long after a student leaves their classroom. In fact, when I visit a few of my outstanding teachers 15 years later, they still remember me and show interest in my growth."

"My teaching style follows the 'Warm/Strict' methodology in that I maintain a consistent balance of kind, empathetic approachability with firm and predictable boundaries. I believe that young learners thrive best in an environment that meets them where they're at while stillguaranteeing reliable structure and routine."

"First, I'd like to make a distinction between the child and the behavior. I've dealt with a lot of difficult behavior out of many children, and I remind myself that difficult behavior in children can often result from something else. So, I try not to blur the lines between the child and the behavior, though I know sometimes that can be challenging! That said, one of my very first 6th-graders routinely exhibited difficult and disruptive behavior in the classroom. Nearly every day, he would try something that would taunt and distract other students in the class. One day, he pulled matches out of his bag and began trying to light them, then threw his full bookbag at the closest student who tried to stop him. Talk about a difficult situation! After any one of these incidents, he would prepare himself to go to the office or to detention, knowing that one of those options was inevitably his fate. Many people would likely write this student off as a 'lost cause,' and many of them did. When I saw how he prepared himself to go to the office, I knew there was more to it. I offered to go to the office with him if he felt more comfortable having me there, whether to simply be present or to help mediate. He was surprised to be offered help and support given the circumstances, and he took it. I realized that he had no choice but to internalize much of what other teachers and students had thought of him, and he was performing to the expectation. Since then, I've had an entirely different perspective on 'difficult children' and behavior."

"My primary goal is to ensure that all of my students are set up to succeed, and sometimes the road to success looks different from one person to another. In order to balance the confidence and competence required for a student to thrive, I work with them to create custom goals and achievable benchmarks. I offer multiple ways for my students to learn, observe, and practice their skills, from storytelling to peer-to-peer reading to independent reading time. Each student and I will check back in with one another at each benchmark to re-evaluate progress and goals."