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15 Teacher Interview Questions and Answers in UK.
Teacher Interview Questions – Teaching is as important as every other career in the United Kingdom and so its selection process cannot be overemphasized as applicant needs to undergo series of stages ranging from the applying stage to the interview stage which is used to determine your competency and efficiency when employed.
During this interview, you will be asked certain questions to determine if you are fit to be a teacher in the United Kingdom.
This article definitely has got you covered on some questions you would be coming across or been asked during an interview as a teacher in the United Kingdom and the right answers which are demanded of you
1. Why do you want to be a teacher?
You need to demonstrate that teaching is your first choice, not a plan B. Talk about your motivation and emphasize your passion for teaching. Provide good examples from your time in school and the specific teaching elements that you find satisfying. Avoid broad responses such as ‘I have always wanted to be a teacher’.
2. Why do you want to work at our school?
Often one of the first questions in most teaching interviews, preparation is vital to successfully answer this question. Think about why you would be a good fit to work or study in the school you’re interviewing at. Talk about why you’re interested in their school specifically, mentioning what you know about its ethos, values, demographics, educational goals and objectives, initiatives, or extracurricular activities.
3. What experience do you have in schools?
Look beforehand at the experience the school is asking for and emphasize where you have it. Your interview is where you can give more evidence to support your CV and application. Draw on your past experience of working or observing in a school.
Describe the school and reflect on what you learned, as well as what most interested or surprised you. Experience in other settings and with different age ranges than those you’re applying to teach in, such as nurseries, youth clubs or play schemes, is also relevant.
4. How would you evaluate [the lesson you just taught] and what you would do differently next time?
This is a crucial question. Don’t just describe the lesson – talk about what could have gone better as well as what was successful. Be prepared with some suggestions of what you would change with hindsight.
Acknowledge that you probably don’t know the pupils very well. By asking if you can have a seating plan or list of the pupils’ names before the lesson, you’ll impress your assessors. Consider the progress of individuals in the lesson, remember some of their names if you can and give the panel some suggestions of what your follow-up lesson would be.
5. If I walked into your classroom during an outstanding lesson, what would I see and hear?
Give a full list, as your interviewer may have a checklist to see how much you mention. Demonstrate your passion for high-quality teaching but limit your response time to two minutes.
If you have a portfolio with you, show any examples of children’s learning and positive feedback you’ve received. You could take certificates, resources you have made and/or examples of lessons – these are all things which will help you remember the outstanding things you’ve done.
6. Tell us about a behavior management strategy you have used to help engage an individual learner or group.
You could talk about how you’ve successfully handled a disruptive pupil or student. Give an example of a situation where a strategy you used has been effective in the classroom. Talk about the effective behavior management strategies you’ve come across or heard about.
7. Can you give an example of when a pupil refused to cooperate in class?
This is likely to entail some follow up questions:
- What did you do?
- How did your actions affect the situation?
- What would you differently next time?
Your interviewers want to get a sense of you as a teaching professional. This could be where you mention good working relationships with parents and carers, school policies, working together as a staff team or your behavior management strategies. Be prepared with a good example of where you have made a difference and any successful results.
8. What are some of the current issues in education?
Be ready with a few specific examples of topics you have heard about recently. Consider how they impact teaching and learning, always using examples from your experience where you can.
You could refer to a discussion in the staff room, a news report or something you have heard about in your training. Often this may be something which is putting pressure on teachers at the moment. Keep up to date with at least one issue which relates to your subject or age group.
9. Are you a flexible teacher? If so, explain how
Yes, I am a flexible teacher. I can deal very effectively with people and students from all backgrounds and socio-economic groups.
In teaching, I am completely aware that students have different learning rates and styles. Some are fast learners and some are slow learners, some learn best in an auditory manner, others through actions or visual media.
Still, others have specific learning disabilities. I am flexible in the sense that I address these differences and make it a point to respond to their different needs.
In my teaching, I make use of different learning strategies so that my instruction will be interesting and motivating to students. I use lecture, discussion, hands-on activities, cooperative learning, projects, manipulatives, role-playing, debates, reports, technology, and others
10. What is your classroom management plan?
My general classroom management plan is to make my classroom feel like a home to every student. I want them to feel valued, intelligent, safe, and comfortable.
I want them to respect me, the teacher, and each other and to show that respect by treating everyone with kindness and caring. The class environment must be conducive to learning so I welcome everyone’s opinions and encourage and respect student differences.
I try to understand the expectations of my students and make them aware of my expectations. I always make it a point to clearly communicate my expectations at the beginning of the school year. In this way, I ensure that the students and I are moving toward the same goal – learning for all.
11. What do you do to accommodate a student with an IEP?
An Individualized Education Plan will be successful if proper coordination and collaboration are emphasized by the teacher, parents, psychologist, and other school staff.
I accommodate a student with an IEP by planning a series of in-depth discussions with the parents to learn about the student’s diagnosis and needs and later to inform the parents of his progress.
This allows me to design an education program that addresses his specific needs and puts into place special accommodations. I also will document my own observations and evaluations of the student’s academic work and behavior.
As I gain knowledge and information about the student with the IEP, it will be easier for me to decide on the lessons and teaching and learning styles I should use to accommodate his needs and maximize his learning.
There are many types of accommodations, depending on the student’s diagnosis, for example, instructing a student through the use of manipulatives, providing a seat near the front of the room, reinforcing positive behavior every few minutes, providing extra time for assignments, and giving tests orally instead of in writing
12. What did you find to be the most difficult aspect of student (intern) teaching?
For me, the most difficult part of student teaching is the limited contact hours with students within one class period (or day). When I teach, I have so much information that I would like to impart to my students that time flies by too fast.
I always go to my classes full of energy and armed with lessons which I believe will stimulate curiosity and spark understanding and new insights in my students.
13. As a grade one teacher, how would you motivate parents to become involved in the classroom and in their child’s education?
What is critical to communicate in your response to this question is your understanding of the importance of parental involvement and how you always encourage participation to strengthen student-teacher-parent relationships.
(Grandparents can also be encouraged to participate.) Talk about some of the things that parents can volunteer to do in the classroom, such as: reading with students, preparing project materials, creating bulletin boards, sorting materials, setting up learning centers, hanging up students’ work, etc.
Parental involvement means much more than just attending parent-teacher interviews. You must set goals to keep the parents abreast of what is going on in the classroom. You can communicate that information and ask for volunteers through weekly or bi-weekly newsletters.
You might inform parents when you are starting a new unit or specific projects and make sure they clearly understand the homework assignments each week. Make sure that parents are invited to any momentous or appropriate events
14. Tell me a little bit about yourself.
Oh, yes, this is the question that is most likely to be asked first. I call it a two minute commercial about yourself. This is a great opportunity to sell yourself to the school district representatives. Keep in mind, if it is the first question asked, it will set the stage for the interview, so it needs to be extremely strong. Don’t be too modest. This will provide an overview, an introduction, to you.
You might start by stating, “As you can see from my resume, ” and then mention your degrees and certifications and give a quick rundown of your relevant experience.
The last 1 ½ minutes should be used to communicate your strengths and skills and what you can do to enhance education in their district. In other words, they are asking
15. What will you do to modify your teaching to meet the needs of a gifted student?
A gifted student in the midst of the regular students can be a challenge in terms of addressing his or her particular needs and capabilities.
What I will do is to modify his work assignments in expectation or length to fit his abilities. His tasks will require a higher level of understanding compared to regular students.
During class discussions, I can direct questions to him or her that require higher-level thinking skills. I also would encourage the gifted student to take a leadership role in group work so that his classmates can emulate and be inspired by him
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