Would you say that you are a tough teacher?

"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."

When faced with this question, you'll want to define what 'tough' means before elaborating. 'Tough' can have varying meanings and connotations for different people, so make sure that the interviewers are on the same page as you are. The interviewers are interested in discovering what 'tough' means to you and to what degree you deem tough to be useful.

How would you describe your teaching style?

"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."

The interviewer is interested in understanding not only how you teach, but how you might handle group dynamics in a classroom setting. Use this opportunity to share what teaching methods are most natural for you and how you adapt your approach in a dynamic environment.

"I like to take on a facilitator role as a teacher. I carefully chose tasks that I believe will engage students and lead to meaningful discussion while also meeting our content goals which allow them to discover their own learning. As a facilitator, I ask carefully chosen questions to assess their understanding and also to help advance them to their goal or toward a deeper understanding of the concepts. Finally, I build student confidence by giving students an opportunity to display their mathematical competence to their peers in a safe environment."

What was the most difficult child you have ever dealt with?

"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."

The interviewer is looking for certain behaviors that could easily be found in any middle school classroom, and they want to get a gauge on how you view the behavior and manage the situation. Begin by providing an objective overview of the child, then share a specific example of a difficult situation as well as how you handled it. They will be looking for your desire and ability to navigate challenges and provide positive solutions for the school and the students.Pro tip: do share the context of how you know and interact with the child, but do not share the child's name. Go a step further by drawing a distinction between the behavior and the child - the behavior is what is difficult.

"I had a student who I was teaching in Year 7 last school year, while he wasn't the top student in the class, he was usually engaged and willing to learn. But when we returned from our winter break, he started displaying difficult behaviors. He was often disruptive in class and when he wasn't disruptive, he was usually disengaged and would even try to sleep in class. He also had some more serious infractions outside of the classroom such as the destruction of school property. I tried to keep him engaged by giving him tasks to do to contribute to the class (for example, writing ideas the class brainstormed on the board). Then, when I had a chance to talk with him about what was going on, I found out his parents had left town and he had been left to stay with a family friend. It seemed he was feeling abandoned by his parents and over the next month I tried to give him extra attention through positive reinforcement. I also talked to some of his other teachers who were experiencing similar changes in his behavior and we communicated with his mom about the negative changes we had seen and how he seemed to be acting out while they were gone. Since returning, his parents have become more involved in his education and his behavior has also improved."

What does a model classroom look like to you?

"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."

More and more schools and teachers are beginning to re-think how they structure their classrooms to better align with youth development stages and maximize learning potential. That said, not all schools are on board with the changing environment. Do your research on the school to help frame your answer, or feel free to engage with the question more by asking about their own environment.

How do you manage students with different reading abilities?

"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."

Every classroom is bound to have students with a variety of skill levels and challenges, particularly in reading. The interviewer is looking for ways you ensure that all levels are supported at the same time, which can be tricky! Don't be afraid to point out the difficulty in this as long as you express the importance of 'meeting students where they're at' and creating unique goals based on the needs of the student. This can be applied to any number of school subjects.Pro tip: reference the 'Confidence/Competence' loop when answering this question. Note that supporting a student's confidence in a particular subject can carry just as great an impact as growing their competence.

How would you react if a parent complained about your class?

"I would ask the parent to share key examples related to their complaint in order to best understand the context for the comments, then I would listen fully and paraphrase my understanding so they know I am paying full attention to their concerns. I would thank them for their feedback, share any relevant parameters that I must follow within my position, and offer to dive deeper into their concerns and brainstorm ways in which we can work together to put their child's learning first."

It can be very difficult to please everyone at the same time, and middle school teachers and staff know this as well as anyone. This question prepares you for a very possible future circumstance and provides the interviewer insight as to how you view parent input and feedback. Note that 'complained' carries a negative connotation, so you'll want your answer to spin it in a positive and productive way.

How do you engage parents in their child's learning?

"I have found that a lack of tools or awareness often impede parents from engaging in their child's learning. I start my school year with one-on-one parent/teacher meetings to inform them of what's to come, offer some tools and tips on how to approach homework, and offer alternative ways to engage their child in learning. I want all of my parents to start out on a more even playing field with at least a few tools to get them started, and I'll continue to check-in periodically to see how the tools are working and whether or not they need new or modified techniques. I'll also reinforce parent involvement in my communication with students by advising them to ask their parents for help. I might even suggest that they reverse the roles and 'teach' their parents what they're learning in class or read to them at the end of the day."

One of the dilemma's schools and teachers often face is getting parents more hands-on in their child's learning and keeping them hands-on. The interviewers are looking for a candidate that recognizes the value of parent involvement and has innovative ways of drawing parents in.

When do you typically find a need to connect with fellow teachers?

"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."

It can be easy for teachers to become siloed in their classrooms, and more schools and districts are looking to collaborative solutions that will encourage more connections between teachers. The interviewers are interested in learning how open you are to connecting with other teachers and what motivates those connections. Consider framing how you want and enjoy connecting with fellow teachers, then address when you 'need' to connect.

How do you feel about supporting various roles at school?

"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."

School teachers are often needed to support in additional roles around the building, such as lunch/recess supervisor, pick-up and drop-off monitor, and after school safety point. Some schools might need teachers to support in more capacities than others. Your interviewers are likely looking for a collaborative individual who might be open and interested in supporting the school beyond the classroom alone.

How do you cater to different learning styles in your classroom?

"I find that my own learning style changes based on my environment and what I might be learning. I can tell when I have to work harder to absorb information if an incompatible teaching style is employed, and that's just for me. When I think of the number of students in my classroom, I remember how many different learning styles are likely in the room. I try to introduce a blend of techniques in my teaching when covering each concept. I might not be able to reach all of them in one day, so I'll integrate it into the next day. For example, I might deliver standard verbal instruction paired with some visuals, allow students to complete some sort of physical activity with manipulatives, encourage independent reading, and review with a song or video that covers the content."

Students absorb information in a number of ways, so your interviewers are looking for whether or not you accommodate for varying learning styles in your classroom environment, lesson plans, and instruction. There are many 'learning styles' - some of the most well-known include: visual, aural, verbal, and kinesthetic. Pro tip: make your response personal by touching on your own learning style and how it might vary by environment.

Have you taught classrooms with bilingual students? If so, how have you supported them in their learning?

"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."

Some schools offer additional assistance for bilingual students beyond the classroom teachers, but not all. When working with bilingual students, teachers must be mindful of the fluency levels of their students and adjust their instructional volume, tone, and pace to allow all of the students to follow. Beyond the classroom, bilingual families might need support with communication that is sent home, school meetings, or even helping their kids with their homework. The interviewer is interested in whether or not you are aware of these nuances and will provide the students and families the considerations and support that they might need.

How do you make learning fun?

"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."

Every teacher has a different way of engaging students and making content more enjoyable to digest. The interviewers want to know that you balance content with creativity when it comes to delivering a concept to your students. Consider how you make learning fun and engaging in structured - and unstructured - ways.

How do you develop self-esteem within students?

"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."

At the middle school age, youth are navigating a lot of change - new schools, new teachers, new social pressures, and so much more. Middle school teachers have to be cognizant of what their students are going through and provide them with tools and support to navigate the change. Confidence and self-esteem play a huge role in their development and ability to learn in and out of the classroom. The interviewers want to make sure that you have this in mind as you approach your students and planning, particularly as social-emotional learning becomes further integrated into the current learning curriculum. Consider how you might help to build confidence and self-esteem in students that are transferable to other areas of their lives.

What has been the most challenging thing about teaching for you so far?

"The most challenging part of teaching for me so far has been the last day of school. The end of the year is always busy with finishing projects and final exams, and all of the emotions are often left to be processed on the last day. At that point, I feel so comfortable with my classroom and connected to my kids, and I have to say goodbye! Of course, I'm so proud of my students and the future ahead, though I'm always sad to see them go."

When you plan for this answer, avoid pulling yourself into a response that might indicate a lack of education or experience, such as challenges with behavior management or keeping up with the curriculum. Instead, think to an honest answer for you that can be relatable for a teacher or interviewer of any experience level.

What book best describes you and why?

"I would have to choose The Ancient One by T. A. Barron. I read this book when I was in middle school, and I connected with it instantly. It's about a young woman who travels and finds herself in an ancient, untouched forest. I don't want to ruin the plot for you, but essentially the main character becomes deeply connected to the history of the place and people, and she learns a great deal from the experience. I often feel most at home when I am traveling to new places, particularly when they are steeped in history. I feel oddly connected to the past and value what I can learn from it."

This question is just unexpected enough to be intentionally disarming. The interviewers are digging to learn a bit more about who you are as a person, and an unexpected question will hopefully lead to an honest and interesting answer. Be prepared for some sort of 'unexpected' question, particularly because they can be used to see how well and how quickly you adapt and respond. Be sure to pick a book that you know well, not just a book that you think might sound good. The last thing you want is to accidentally choose a book that has a meaning you aren't aware of! Draw connections to keep the meaning from being misconstrued.

Why are you a good fit for this job and our school district?

"I believe my combination of education, skills, experience, and awareness make me a great fit for this position. My Bachelor of Education provided me with the tools necessary to teach and develop young people, and my experience since then has allowed me to advance and refine my skills to better serve my students. Over the last 5 years, I've taught in under-resourced communities and learned how to get creative with what I've had. I know that this district is currently undergoing budget negotiations and is predicted to cut funding to a number of schools within the next academic yea, so I am confident that I could support the students in feeling the least of the financial impact. I want students and families to feel supported by their schools and teachers, and I believe that times of transition within the district are particularly critical moments to be a consistent, reliable resource for the community."

This is a great opportunity to demonstrate how much you've done your research on the school and the district and for you to directly correlate your skills and experience. To prepare for this question, check out the school's website, the district's website, and other publicly available resources. Review several years of data for information such as: how do stats on the school compare with the district? how do stats on the district compare with the state/nation? are there elements within the data that pertain to your passions or experience, such as social-emotional learning or a specific subject area? When answering, try to hit these key points:- A quick run-down of your resume, including relevant experience and education. - School/district facts to demonstrate how well you understand the educational environment.- Your motivation and passion to contribute to the school community.

"I think that my experience, education, and teaching philosophy make me a good fit for your school. I grew up in Apple Valley and also spent 4 years teaching in the district at the Area Learning Center. This has given me insight into the community from both a student's and teacher's perspective. I am aware that Valley Middle is one of the most culturally and racially diverse schools in the district and I believe my past experiences working in diverse settings at the ALC and in Tanzania have provided me with the experience necessary to navigate such a setting, ensuring that learning is culturally relevant to all students and that I hold every student in my classroom to high standards. Furthermore, I am excited about the STEM focus at the school. I am passionate about providing opportunities for students to learn through inquiry and discovery and strive to foster mathematical thinking in my students. I would love the chance to collaborate on interdisciplinary projects with colleagues and help connect the classroom to the real world."

Do you want students to like you? Why or why not?

"As much as I would love for my students to like me, I want even more for them to learn and grow. That is why I'm here. I also recognize that middle schoolers are navigating a complex range of emotions from one day to the next, so I need to maintain predictable consistency and structure for them. If they like me as well, then that's an added bonus!"

This question might come as a shock, but the interviewer is interested in getting a sense of your boundaries and whether or not you might take a more peer-like approach to student relationships. Of course, many teachers want their students to like them to a degree, and you probably do, too! Just make sure to emphasize that your primary goal and purpose is for students to learn and grow in your classroom.

"To me, the most important thing is that my students are able to learn from me and feel safe and respected in my classroom. I would like my students to respect me and to feel like they grow with my guidance. While being liked is not the ultimate goal, I think that students want to learn and therefore will ultimately like a teacher that helps them learn, understand and build confidence which is my main goal."

Are you actively involved in any type of community service?

"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."

Elements of philanthropy and learning to 'give back' are showing up more and more in schools, so be prepared to have some variation of this question. If you aren't currently involved in any sort of community service, then think about how else you might be able to contribute to this answer. Are you donating to a charity because your schedule is a bit too tight to donate your time? Were you involved in a service day several months ago that inspired you? Are you not involved now, but you are actively seeking out opportunities in certain industries?

"When I first moved to Tanzania in 2016, I spent my first 11 months here volunteering at a local children's center: teaching, playing with the kids, and providing them with care and love. Since starting my job here, I have not had much time to spend at the center as it is pretty far away, but I do still sponsor one of the kids from there, providing her with food, education, and her other needs throughout the year and I still try to visit the kids and provide them with fun activities when I have a chance."

What is the difference between a good teacher and an outstanding teacher?

"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."

When preparing for this question, consider teachers you've had throughout your life. Which teachers stand out as having been amazing? Which ones do you sometimes forget about, because they were good but not 'outstanding?' Outline a few of the qualities and practices of those teachers and identify commonalities.

"A good teacher may be successful at covering the content and getting good results from their students, but to be outstanding a teacher needs to go beyond this. An outstanding teacher demonstrates their passion for teaching and for their subject and inspires their students to appreciate the content. An outstanding teacher builds positive, supportive relationships with their students and holds them all to high expectations. I try my best to be an outstanding teacher and I recently had a conversation with some of my upper-level students that gave me confidence that I had achieved this goal as they were noting how "beautiful" mathematics was and how it's so cool how things come together and work out in the end. They also noted that while math wasn't their favorite subject, it was their favorite class because of this."

What type of student were you in middle school?

"To be honest, I was a bit of an oddball in middle school. I was nerdy and constantly reading, bugging my teachers with questions, and enjoying getting to do my homework. Over the summers, I learned Latin, went to band camp and law camp, and wrote reports on powerful female leaders in history. I was also a year-round athlete with a very unapologetic and outgoing personality. Looking back, I laugh because I was a great student and a great big handful! I'm grateful for the patience my teachers displayed back then because I see myself in several of my students today and, needless to say, they regularly leave me on my toes."

A question like this one is a lot of fun for interviewers because it offers some insight into the candidate and allows for fun anecdotes. The interviewer is interested in getting to know you better and allow you an opportunity to draw connections between who you were then and who you are now. Answer honestly, speak to how it relates to you coming full circle as a middle school teacher, and don't be afraid to add a little humor!

"I was a very happy middle-schooler; I had a strong group of friends and we loved to be silly and weird together, we were not yet too worried about being "cool". I loved my middle school teachers, they were caring and inspired me to love learning and I was eager to please them! I remember during "activity" time, my favorite choice was "HATS" (help a teacher survive) where we would help teachers grade papers, decorate their classrooms, and do other tasks. I loved completing these "teacher" tasks and the extra time I got to build relationships with my teachers! I strive to be like the teachers. I loved in middle school by making learning fun and interactive to inspire the same love of learning in my students and by creating an open, safe and caring space for students."

Are you a flexible person?

"I consider myself a very flexible person. I enjoy dynamic work environments that require thinking on my feet, problem-solving, and collaborating with others. At one point or another, I find the need to be flexible and adaptable to changing circumstances every day in my classroom. I also often find myself offering to step in and support if I happen to be available and there is a last-minute need elsewhere in the school."

Teachers often have to navigate changing environments and unexpected circumstances, whether in their classroom, at pick-up and drop-off, or even in the entire district. The interviewers are interested in your adaptability and potential to be a team player, so consider sharing a couple of key examples that demonstrate this for you.

"I believe I am a fairly flexible person. Flexibility is an important skill for a teacher as we need to adapt to our learner's needs as well as unexpected changes in school logistics. I demonstrate my flexibility by changing my plan when a lesson does not go as I intended: for example, students find an activity easier than I expected and finish too early, I can find an extension for them to do to extend their learning further or go deeper into the material. If students simply are not understanding a concept in the way it is being presented, I am flexible in changing my approach and explaining the concept in another way, maybe by bringing in manipulatives, connecting it to their lives, or adding visuals. Finally, I demonstrate my flexibility in adjusting my plans when unexpected school events come up or I need to cover the class of one of my colleagues."

Have you ever been a substitute teacher? Describe that experience.

"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."

Substitute teachers don't always know what to expect when they walk into a classroom, so they have to balance confidence, flexibility, and boundaries on the fly. It can be known to be a difficult position, and the interviewer is interested in your ability to navigate complicated classroom circumstances. Pro tip: you might go a step further and add that you are very intentional about setting substitute teachers up for success with a well-outlined lesson plan. This will show that you are aware of how difficult subbing can be, and you plan ahead to ensure that every day in your classroom is valuable - even when you aren't there.

What part of teaching do you look the most forward to?

"I most look forward to greeting my students each morning. The promise of a new day brings a sort of 'reset button' for all of us, and I get to let each of them know that I'm glad to see them and learn with them today. It's my favorite part of the day!"

This question is intentionally broad, which allows you plenty of room to make it your own. Your response can be big, like 'helping to grow the minds of the next generation of leaders,' or small, like 'high-fiving my students each morning.' Whichever is true for you will make for a great answer so long as you demonstrate genuine enthusiasm and joy with your response. The interviewers are looking for a candidate with true joy and passion for teaching as well as what motivates you.

What is the last book you read? When did you read it?

"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!"

Be honest. It sounds a lot more interesting and compelling to hear someone explain an unexpected response, like a children's book or how to crochet a dog sweater, because you have room for a creative - and memorable - story. Don't feel like you need to respond with something likely found on the school's reading list if it isn't true or of interest to you. They want some insight into your interests and how you might be able to show your students that reading practice at home is valuable regardless of the content.

Describe a time you navigated disruptive behavior in the classroom.

"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."

This question encompasses a few things: thinking on your feet, diffusing conflict, and facilitating a resolution. The interviewers are looking for the candidate's ability to be aware of these layers as well as what strategies they use to successfully support the students and resolve the situation. To answer this question, it can be helpful to share context prior to diving in to describe the behavior. Did students miss recess and have a lot of pent-up energy? Was there a fight at lunch? Set the scene, share the behavior, and then go into the steps of identifying, diffusing, and resolving.

Name three of your weaknesses.

"I get very excited and passionate about my work, and sometimes that means I work quite a lot. I see it as a blessing and a curse, because I enjoy what I do even when I forget to pause and take a break. I also become very invested in the people around me, so it can be difficult for me to leave work at work and not be impacted later on by something that might've happened that day. Lastly, I'd say that I can be a bit of a perfectionist. I strive to do my best, no matter what the task, and I have to remind myself that aiming for perfection might sometimes cause me to miss valuable learning along the way."

This question offers a chance to spin your answers into 'strengths' or growth opportunities. The interviewers will want to hear honesty in how you respond, and they're also looking to see what you chose to highlight as a weakness as well as how you frame each one. Consider 'weaknesses' that can be perceived as having useful or relatable qualities to keep a positive image in their minds.

Name three words that describe you.

"The first word I would choose to describe myself is outgoing. I get a lot of energy out of interacting with others and meeting new people, and I love opportunities to collaborate. The second word would be empathetic. I am very connected to the people around me and enjoy celebrating their successes and supporting them in overcoming obstacles. Finally, the third word I'd choose to describe myself would be driven. Whether it's running a race, building new furniture, or advancing my career, I strive to do my best and get the job done."

Consider a balance of personality traits and qualities that describe your work ethic. If you can pick words that balance both, then even better! They will be looking to gain some insight into who you are as an individual and how your personality might show through in your teaching and work style.

"The first word that I would choose is passionate. I am passionate about mathematics and work hard to help my students learn to appreciate math and all of the beauty and coolness in math, from the nice ways different math concepts work together to the ways that math relates to the real world, other subjects, and nature. The second word I would use to describe myself is caring. I want to see all of my students succeed not only in school but in life and I am there to help them celebrate their successes and also to support them when they are going through something difficult. Finally, I would describe myself as flexible. Things do not always go as planned and I am able to adapt to the needs of my classroom and change my plans on the fly or help cover a colleague's class when necessary."

What was the most useful college course you have taken?

"The most useful college course I took was Art History. It was the first time I experienced struggle in a class and really had to work hard to do well. From that experience, I taught myself new ways of learning and absorbing information, and I developed a greater appreciation and understanding of students struggling to advance in their own learning. As a teacher, I always remind myself of how I felt in that class and how important it was for me to have a professor that continued to push me forward."

With this question, you have a real opportunity to provide your interviewers with an unexpected response. While courses directly pertaining to education and youth development are certainly safe bets, you'll want to consider a less conventional response that allows you to share a story about personal growth or a learning experience that your own students might relate to. The interviewers aren't looking explicitly for what course taught you the most techniques on a certain subject, they are more interested in what that course taught you beyond the content alone.

Why did you choose to become a middle school teacher?

"When I was in the 6th grade, I had an amazing math teacher. He made math fun, he pushed us to do our best, and he really made us feel like we were important and we belonged. As a 6th grader fresh into middle school, I really valued having such steadfast support from a teacher in such a hard subject. It really helped give me the boost in confidence I needed to perform well in other classes and areas of the school. When I would see him in the halls through 8th grade, I would be reminded of my worth and my ability to work hard to achieve results. When I was a kid, I always wanted to be a teacher for the markers and dry erase boards. After middle school, I knew I wanted to be a teacher so I could give back and support young peopl the way that my teacher supported me."

The interviewers have likely heard a lot of the common reasons people become teachers, like 'loving to work with kids' or 'wanting to give back.' When answering this question, don't shy away from a common response if it is true for you! Make it memorable by elaborating on your answer by sharing an anecdote, a goal you have, or some personal connection you might have.

"I became a teacher because I love learning and working with kids. When I was in college, I volunteered at a local school and while working one-on-one with a first grader, I saw that light bulb moment when it all clicked and he figured out how addition worked. For me that was the moment that I realized I wanted to be a teacher. Being a part of the learning process for students is a rewarding and fulfilling experience. I enjoy working with students of all ages, but I think middle school is a special time because students are at a transitional point developing from little kids into teenagers and it is a pivotal time where they really need caring supportive adults and self-esteem building. I also like the middle school atmosphere and the fact that there is often more opportunity for interdisciplinary cooperation and student support from a team than at the high school level."

What makes you qualified for this teaching position?

"I earned my Bachelor of Education degree with an emphasis in Social-Emotional Learning from the University of Pennsylvania in 2014. As an undergraduate, I had the opportunity to support 3 middle school classrooms as a teacher's assistant in my sophomore and junior years and finally teach my own classroom during my senior year. In the summer following graduation, I was a Lead Youth Coordinator for an outdoor education camp while studying for my teaching certification test. Over the last 5 years, I've taught 7th and 8th grades in my current middle school position. I've had the opportunity to see my education and certification come to life, and I continue to learn from my students and fellow teachers to this day."

This is your opportunity to list any relevant education, certificates, and experience that relate to the position. Have a copy of your resume or a notebook with your qualifications listed for quick reference in case you forget something. If you're early in your teaching career, then lean into education and certifications and add any experience tutoring or working with youth. If you have several years of experience, then touch on your education and certifications and lean more heavily on your classroom experience.

"I earned my Bachelor's degree in Education from the University of ________in 2009 and finished my teaching licensure later that year. I will be completing my Masters's in Math Education at the University of ________ this summer. I have spent the past 10 years teaching in a variety of settings: high school, middle school, alternative high school, and a PreK - 12 International School in Tanzania. The variety of settings I have taught in have all taught me different things and helped me grow as a teacher, from building relationships and classroom management to fostering critical thinking and mathematical confidence. The range of ages and stages I have taught, from middle school up to high school calculus, has also given me insight into where students are coming from and where they are going academically. I have found this to be vital in reaching students and teaching them in a way that is developmentally appropriate to their stage in education. I feel highly qualified for this role and enthusiastic about the potential of joining this school community."

Middle School Teacher Interview Questions

Go Back

1. Would you say that you are a tough teacher?
2. How would you describe your teaching style?
3. What was the most difficult child you have ever dealt with?
4. What does a model classroom look like to you?
5. How do you manage students with different reading abilities?
6. How would you react if a parent complained about your class?
7. How do you engage parents in their child's learning?
8. When do you typically find a need to connect with fellow teachers?
9. How do you feel about supporting various roles at school?
10. How do you cater to different learning styles in your classroom?
11. Have you taught classrooms with bilingual students? If so, how have you supported them in their learning?
12. How do you make learning fun?
13. How do you develop self-esteem within students?
14. What has been the most challenging thing about teaching for you so far?
15. What book best describes you and why?
16. Why are you a good fit for this job and our school district?
17. Do you want students to like you? Why or why not?
18. Are you actively involved in any type of community service?
19. What is the difference between a good teacher and an outstanding teacher?
20. What type of student were you in middle school?
21. Are you a flexible person?
22. Have you ever been a substitute teacher? Describe that experience.
23. What part of teaching do you look the most forward to?
24. What is the last book you read? When did you read it?
25. Describe a time you navigated disruptive behavior in the classroom.
26. Name three of your weaknesses.
27. Name three words that describe you.
28. What was the most useful college course you have taken?
29. Why did you choose to become a middle school teacher?
30. What makes you qualified for this teaching position?

Middle School Teacher Interview Questions

1. Would you say that you are a tough teacher?

2. How would you describe your teaching style?

3. What was the most difficult child you have ever dealt with?

4. What does a model classroom look like to you?

5. How do you manage students with different reading abilities?

6. How would you react if a parent complained about your class?

7. How do you engage parents in their child's learning?

8. When do you typically find a need to connect with fellow teachers?

9. How do you feel about supporting various roles at school?

10. How do you cater to different learning styles in your classroom?

11. Have you taught classrooms with bilingual students? If so, how have you supported them in their learning?

12. How do you make learning fun?

13. How do you develop self-esteem within students?

14. What has been the most challenging thing about teaching for you so far?

15. What book best describes you and why?

16. Why are you a good fit for this job and our school district?

17. Do you want students to like you? Why or why not?

18. Are you actively involved in any type of community service?

19. What is the difference between a good teacher and an outstanding teacher?

20. What type of student were you in middle school?

21. Are you a flexible person?

22. Have you ever been a substitute teacher? Describe that experience.

23. What part of teaching do you look the most forward to?

24. What is the last book you read? When did you read it?

25. Describe a time you navigated disruptive behavior in the classroom.

26. Name three of your weaknesses.

27. Name three words that describe you.

28. What was the most useful college course you have taken?

29. Why did you choose to become a middle school teacher?

30. What makes you qualified for this teaching position?