Interview questions (2008)

[Zelda~*]

Great Questions I was asked before I was offered a job today:

1.) A parent comes to your classroom door while the bell rings and the kids are coming in the room and morning announcements are going on. They want to talk with you and you can see they are upset. What do you do?

I gave a real life example that went well. I mentioned Active Listening. I mentioned taking care of the parent's needs right away, after seeing my class was cared for by my paras.

2.) When would you use physical force to restrain a child?

3.) When do you want help from the office in dealing with a child? (correct answer: As a last resort.)

[Megs611]

Well this is my first time officially POSTING on the board but i have read it probably a hundred times...haha I have had a few interviews but no bites yet...I am elementary...I have been selected to do a "screening interview" but it is WRITTEN answers through email and then they are going to select a few to be interviewed in person--so he emailed us the questions and a due date. I am just stumped on a few questions and any help would be much appreciated--I LOVE this thread!

1. How do you incorporate “Best Practice” educational research in your lessons? What professional journals do you read regularly?

2. Describe a teaching strategy you used to maximize the learning potential of all students.

3. What do you feel are the most important things students should learn at the Kindergarten level?

Thank you in advance for any help and again I love this thread--it has been a GREAT help so far =)) Thanks!

Megan

[kass]

It is the third month of the new school year and you have just finished a week-long unit of study that covered key grade-level standards for your students. Prior to teaching the unit, you invested significant time and effort into preparing lessons, activities, and supporting materials. However, over 50% of your students failed the end-of-unit test you administered at the end of the week. To keep up with the pacing calendar, you are expected to move on to a new topic the following week. Please describe what next steps you will take to address this situation.

What I , as a teacher, can do in a situation like this? Can I perform another test? Should I rewrite my lesson plans for another unit? Help me to find the solution,please. I'm lost

[lilmisses1014]

1.) A parent comes to your classroom door while the bell rings and the kids are coming in the room and morning announcements are going on. They want to talk with you and you can see they are upset. What do you do?

I have also been in this situation. I think I would mention that, after listening to the parent's concerns, I would schedule a conference before or after school as soon as possible. That way, I would have time to prepare any documents/materials and could give the parent my complete attention.

It is the third month of the new school year and you have just finished a week-long unit of study that covered key grade-level standards for your students. Prior to teaching the unit, you invested significant time and effort into preparing lessons, activities, and supporting materials. However, over 50% of your students failed the end-of-unit test you administered at the end of the week. To keep up with the pacing calendar, you are expected to move on to a new topic the following week. Please describe what next steps you will take to address this situation.

What I , as a teacher, can do in a situation like this? Can I perform another test? Should I rewrite my lesson plans for another unit? Help me to find the solution,please. I'm lost

Disclaimer: I'm not sure if this would be a good response or not, but I wanted to share my own experience with this. Hopefully another member can give you a great response!

I dealt with this when I was a LTS: my team teachers and I met frequently to come up with materials, lessons, etc for a 2 week social studies unit. When it came time for us to give the unit test, most of the students in all three classes stunk it up big-time. We met with our principal to discuss this and in the end we made slight changes to the pacing guide. We spent an additional day reviewing the material the students messed up on the test and the next day they re-took the test (we started the new unit-- a science unit-- that day as well). We were lucky, though: the introductory material for the science unit was based on what students had already studied and we were able to condense two days of material into one.

[Master Pre-K]

Originally Posted by ChriCres

Ok I got the same question twice. I think I'm answering it right.

Question: "If a student comes into school with a bruise on their face that you did not notice the day before and that student comes up to you and says I need to tell you something but you have to promise not to tell anyone. What do you do?"

Answer: I would sit down with the child and ask them to tell me what happen. I would take notes in a notebook during the conversation. Then that I would explain to the student that there are people in the school that can help us. I would hope that the student trusted me enough to agree to speek with others. Then I would go directly to my principal and explain what happen.


Ok here's my question....Is that what they want us to say? We aren't suppose to say to the child that we won't tell anyone right? I don't want to lie to my students. But I guess then there's the chance they won't tell you what happen if you don't promise. So what are you suppse to do??????

It depends on your state/city/school district policies. In IL, we are mandated reporters, and have strict guidelines about this situation. We would not mislead a child, and tell him that we won't say anything, but rather reassure him/her that it is not okay for people who love you to hurt you. That is what they need to know.

Many times, children are afraid of losing the only parent they have left, and like adults, they feel that abuse happens because it is their fault, they deserved it, and if they try harder, the person will love them once more. They know of family members who were taken away, and families separated, and this...in their minds, is more tragic and terrifying than staying with an abusive relative.

Reporting procedure is secure, and it can be totally anoymous. We must report anything that could be judged as harmful to a child.

It is hard to say whether he was hit, or was playing around and bumped into something. Sometimes, kids are scared of getting in trouble, especially if they were at the wrong place at wrong time. And they will make up stories to cover their tracks. But if a kid comes in bruised, or has badly treated injuries (i.e. new bandages on old wounds, gashing wound, or limping child), is hungry, tired, missing clothes, or soiled clothes, and this happens repeatedly...you must take steps to help the child. I think they asked you twice to make sure you gave the same answer, and will be there to support child. If I were you, at the end of the interview I would ask,

"Do you have a policy for reporting child abuse? Did I respond to your question correctly?"

Especially, if you are new to area, or never taught in the district.

IL law.. FYI

http://www.state.il.us/dcfs/faq/faq_faq_can.shtml

[Master Pre-K]

Originally Posted by Science_teacher

Wonderful answers ! Thank you so much.

anytime!

[Master Pre-K]

Originally Posted by ChriCres

Yea I hear you. It was for a third grade position. The first time was for a pre-k position, both with the same district.

It's so hard to know what the right answer was. The site said though not to make promises that won't happen. Not to say to the child that you won't tell anyone. So that's good that I didn't say that.

I know in NY you have to report abuse, but the principal or guidance counselor would not the teacher. I'm interviewing for CT I have to research and see if it's the same.

They just like to make us really nervous during interviews. This was only my second interview.

I use that for my weakness question. I say sometimes, I try to do too much, and realize that I can't wear two hats. I have concerns for my children and their families, and must convince them to see the social worker/family service worker/school psychologist. A lot of times, parents trust and know me as their teacher, and they want answers...but not the right ones. They know and are often afraid if they go to the social worker, they could lose their kids, or kids may be pulled out of school.

For example, A parent tells you, "I got put out of my apartment, and we are living with my sister, and that's why we have been late."

You, realize that school is important, but you know tardies will hurt your school and child.

And, you know the child MUST live in the district.

What do you do?

No parent will waltz in office and say, "Hey, I'm not living around here anymore, just wanted you to know."

So, as a teacher, you must gather all details. Convey trust and understanding with parent and child. Let your supervisor know. Because, when (not IF) they find out, and they learn you knew all the time, you will be out of a job! You must talk to your supervisor and social worker, and see if there is something that can be done to keep the child in your class. If all efforts fail, or in most cases, the parent fails to follow up and meet the guidelines of the deal (make efforts to come on time, give up school bus, etc.) then the school has no choice but to drop the child.

If you hide this evidence, you can be in big trouble. Too many teachers feel they know what will happen, and directors and princpals don't understand. They will break rules and pick up, drop off kids and parents! This is not good because your insurance doesn't protect you.

And parents in desparate states can do all kinds of things. Even if you think you can trust them!



that's my take on the subject...

[Master Pre-K]

Originally Posted by Zelda~*

Great Questions I was asked before I was offered a job today:

1.) A parent comes to your classroom door while the bell rings and the kids are coming in the room and morning announcements are going on. They want to talk with you and you can see they are upset. What do you do?

A. Make eye contact. B. Make sure children are supervised. C. Ask if you can talk later. D. Realize that is not happening. E. Hit intercom or get another teacher/aide to come in. F. Ask, in front of parent, if they can cover your class for 15 minutes. (this lets parent know they can't talk for 2 hours!) G. Don't tell kids you are leaving, this sets most of them up to start trouble H. Go to quiet area, and listen.

Let parent talk, nod, or make no comments. Repeat exactly what they said. Pause. Offer two suggestons that you know YOU can do. Offer 2 suggestions that they can do. Point out you can only do so much. Ask if they want to bring this to the director now? (chicken people won't) Tell them you will follow up in 1 week. See them to the door. (Yes, manic-depressive stalkers will go looking for the person they are upset with!) Catch princpal or secretary and tell them the whole story, or a tidbit, and say you will talk back later. (this keeps looney toons from coming back right away, changing her story...or pretending to drop off lunch money)

Thank teacher who covered your room. Thank kids for not noticing you were gone. Plan secretly your attack, while going over lesson. I know, you shouldn't but it's too late.

Write down everything that you remember. Plan to do what you said. Ask principal if you can! If not, be ready to call and say why. Tell parent you can meet with princpal so she can tell her the same thing.

File under, parent conferences, so when it comes up again, you will be ready.

2.) When would you use physical force to restrain a child?

I believe that we should refrain from using any time of physical force on a child...we should do our utmost best (yeah.. b.s. but what can you do?) to use our words to calm a child and keep him safe. I will assure you that I would never attempt to restrain a child unless he was trying to harm another child, himself, or me (yeah I said it, and I'll say it again!) I have practiced Taekwondo, and I know how to restrain a person WITHOUT causing further harm or any injury to that person. I would make sure, as much as possible another adult is in the room who will be able to make an account of the situation. (then stop talking quickly, and smile... before they see how hyped up you are getting!)

3.) When do you want help from the office in dealing with a child? (correct answer: As a last resort.)

Yes. Your answer. My belief is that teachers are responsible for their children and the office is only used when a child no longer responds to my reqeusts, has endangered himself, or others. (well me too, but I won't keep saying that!) I would make sure my class is covered, contact the parent, and if I could not get an answer, I would call the office first before bringing the child down for redirection.

never say ...

for punishment
to get him out of my hands
to let you handle it

Of course, I would come back to the office... (never) and ask the child if he/she is ready to come back to the room, and make ammends.

truth is..most teachers will leave those kids in there the rest of the day, to worry the secretary... the principal doesn't even stay in the room sometimes!

I may stop in and say, "We are going to gym!" yeah, mean..but I get my point across...

I'll come back....

sometime before the end of the day...

[Master Pre-K]

Originally Posted by Megs611

Well this is my first time officially POSTING on the board but i have read it probably a hundred times...haha I have had a few interviews but no bites yet...I am elementary...I have been selected to do a "screening interview" but it is WRITTEN answers through email and then they are going to select a few to be interviewed in person--so he emailed us the questions and a due date. I am just stumped on a few questions and any help would be much appreciated--I LOVE this thread!

1. How do you incorporate “Best Practice” educational research in your lessons? What professional journals do you read regularly?

2. Describe a teaching strategy you used to maximize the learning potential of all students.

3. What do you feel are the most important things students should learn at the Kindergarten level?

Thank you in advance for any help and again I love this thread--it has been a GREAT help so far =)) Thanks!

Megan

I am sorry to say, you have thrown me for a loop! I am drawing a complete blank!

All I can think of is blow off, b.s. answers! this is terrible. These questions seem so vague to me. Maybe that is why I can't answer. What is it they really want to know? What I can do, or what I know?

best practices???... like individualization, life long learners? those are catch phrases... it could mean a million things to a million people... in theory... but in every day life?

why not just ask what teaching strategies do you prefer?

sigh!

[Master Pre-K]

Originally Posted by kass

It is the third month of the new school year and you have just finished a week-long unit of study that covered key grade-level standards for your students. Prior to teaching the unit, you invested significant time and effort into preparing lessons, activities, and supporting materials. However, over 50% of your students failed the end-of-unit test you administered at the end of the week. To keep up with the pacing calendar, you are expected to move on to a new topic the following week. Please describe what next steps you will take to address this situation.

What I , as a teacher, can do in a situation like this? Can I perform another test? Should I rewrite my lesson plans for another unit? Help me to find the solution,please. I'm lost

Hmmmm.. I'm not good with numbers, but if 1/2 my kids failed, then I obviously did something wrong. I must go to next topic, but for Pete's sake, I better do a heck of alot of re=teaching, remedial work, workbook pages, or ditto sheets, before and after school with a lot of people!

ok, I will find a nice way to say that.

After reviewing my results of assessments, I will create individualized lessons to promote a better understanding of the topics that needed further clarification. I will contact parents, and arrange to work with individual students and small groups before school and after school. In addition, while pressing on with the new subject matter, I will continue to provide additional worksheets from various resources to help those students obtain a better understanding of the areas which they are lacking.

Man, this is getting hard!