"I have noticed there can be a big difference between students who come from a learning-centered home. Often I get a handful of students who already know how to write their name, count to 10 in French, and know some geography. Then, I have students who love just to watch cartoons and make fart jokes. It all comes out in the wash. Kids are kids, and if you have a fun curriculum that keeps them engaged, they all tend to stay with the group. If a disability is potentially present, I will certainly bring up the concern to my program director, who would then take the necessary steps."

The interviewer wants to know that you can adapt your teaching style, and pace, to a variety of student needs and learning abilities. Demonstrate your ability to modify the same material to a range of competencies.

"I pace the section I'm teaching based on the student's ability and receptiveness. For instance, if a student has stronger art skills, they typically tend to need less reading and writing assistance, so I spend more time working on science or math-based games with them. I want to make them feel like the class is suited to their abilities rather than forcing them to keep up or slow down."