Interview questions: What happens when a student already knows the material?
When a student already knows the material, I would challenge them to to expanded projects, and show me their results. I would also encourage them to help a fellow student who is struggling. Cooperative learning can assist both the remedial student, and the advanced student...as they can encourage and support one another ways that are different from adults. Sometimes, students may be shy or fear being identified as not knowing an answer, and the advanced student can help this student face their fears, by sharing their own personal experiences.
What happens when a student doesn't learn?
When a student does not grasp the concept, it is important for the teacher to supply reinforcement, additional work, and review for clarification. The student may need one-on-one instruction for a brief period of time. The parents must be contacted, after all efforts to help the students have failed. There may be underlying factors, (new sibling, death of loved one, etc) that may be causing a student to lose focus, withdraw, and not live up to his/her normal abilities. Parents may be overwhelmed with their own responsiblity, and may not feel the need to such important information. They may not realize their child has emotions, especially, if they appear quite normal and unrsponsive at home. The inability to concentrate may be a sign of stress.
Once all areas have been considered...the student has the responsiblity of meeting the expectations of the class. If he/she continues to decline, they must be informed of the his/her role as a student, and the consequences.. (after school tutoring, missing upcoming field trips, taking away privilleges at home), and the real possiblity of repeating a grade, if it occurs late in the year.
(I guess they want to know about the specific material that the teacher has presented)
You don't want to play super teacher. Kid learned lesson, ok...next lesson, let him twiddle his thumbs. Wrong answer.
And you don't want to go to the other extreme either. Push and push, like NCBL, until he passes out! This is a trick question. The teacher (everyone jump in!) does not have the sole responsible for the student's learning. The student, parent and teacher must work together as a team. Students are not vessels that we pour knowledge in. If that was the case, welll...that's another thread... salary for acheivement... we would be paid for how many kids we crank out. What if they fail? We are out of work? No...the kids must be responsible, and their parents. When you have done all you can do, (and... and this is very important) you have documented your efforts (telephone log, copies of extra homework, receipts for extra workbooks!) then you are safe to say to principal, "This is what I have done, this is what parent says, and this is his response. What would you suggest?" If you present your case to P this way, there is no other answer.. Results prove where student should go. Not your fault, his fault, parents fault. His work shows he is not ready to move on.
I know i'm way late, but never EVER mention "location" as a reason for joining a district. It's even more alarming for the interviewers if you list it as your FIRST reason. Also high achievement within that district is not an adequate reason to want to be a part of a district. Basically what you're telling the interviewers is, "i want my job to be as easy as possible, and your district gives me the best opportunity to coast through my teaching career."
You should state your answer in terms of the challenges that the district offers you. If it's a high achieving district, talk about how you could further challenge those students and provide them with the tools they need to thrive in a college environment. The district can figure out the location preference based on the address you provided them, and the fact that you actually arrived at the location.
and the reverse play...another way to ask the same question
"Why did you/are you leaving your current position/city?" If you are leaving a cold climate to come to a sunny one, that is pretty clear! But, if you are leaving a sunny one to come to a blizzard in the middle of January (yes, I did), they will wonder about you too! Make sure you have your answers ready.
Why did you leave that beautiful weather?
Uh, (resist the urge of saying... "So I would not be on the news for strangling my ex.")
and the reverse play...another way to ask the same question
"Why did you/are you leaving your current position/city?" If you are leaving a cold climate to come to a sunny one, that is pretty clear! But, if you are leaving a sunny one to come to a blizzard in the middle of January (yes, I did), they will wonder about you too! Make sure you have your answers ready.
Why did you leave that beautiful weather?
Uh, (resist the urge of saying... "So I would not be on the news for strangling my ex.")
you know that, but they don't have to...
I would make it clear that weather has nothing to do with my desire to educate. And though i wouldn't say it, i would be offended if a district assumed that were the case.
Actually, my case went one step further. Last February when i was interviewing again, i was asked why i left the previous job. So i gave them the honest answer that i was fired for applying to other districts without first informing my Vice Principal. I also explained that i lived 60 miles from my school, and was applying to schools in my own county. The location issue was able to gain some sympathy (especially since the reason for leaving was kind of pathetic on my former school's part, and i passed all evaluations), without my mentioning anything about the geography of the current location (and strangely enough, the school that i ultimately accepted is in the same city as my first school, and next week i'm moving BACK to the town i lived in, 60 miles away! This school starts much later and fits better with the train schedule though, so no issues this time!)
An interview Question that I went BLAH, BLAH, BLAH ON....
What are some of the Math programs that you use with your class? I mumbled something about how I taught Math to my Pre-K class and totally blew it. Finally, the lady said, "Yeah! That's what I was looking for! Their level of understanding." (I personally thought she just wanted me to leave.)
Can any of you who have been teaching Math for a while help me with this one? What Math programs are out there that you can use in Elementary classrooms?
THANKS,
Rebel 1
What are some of the Math programs that you use with your class? I mumbled about the way of how I taught Math to my Pre-K class and totally blew it. (I am presently an Assistant Teacher in a Pre-K class that I have almost taken over due to the Teacher not doing much except running to the office to make worksheet copies and last minuting her lesson plans, etc. Any time that I make a suggestion though about what I would like to do, SHE claims that she use to do it too BUT when I came into this classroom there is no way that she did any of what I suggested. I just do what I want and place it in the classroom, etc.)
Can any of you practicing teachers help me with this one about the Math programs that you can use in Elementary classrooms?
THANKS,
Rebel 1
Sounds like your teacher has been reversing roles. She's leaving you with the kids while she makes copies. I would imagine you are no longer with this teacher, right??
Sure, I could throw out some names like, Math Their Way or Saxon Math or Houghlin Miflin Math... but if you have not worked with them, I would not mention them. I would say, I have heard of this that or the other, but as an assistant, my job was to prepare students and assist them. I am notexactly certain which math programs my teacher was using.
If you mentioned any names, they would expect you to talk about them, or be very excited and imagine you know all about it. That, IMO, is worse than not knowing.
If you were just handing out copies and helping the kids, you wouldn't necessarily know the title of the books. Some schools include their assistants with the inservice training on their programs, others don't. Looking at worksheets is kinda vauge.
Now, on the otherhand, if your teacher was using SRA Open Court Reading, I am quite sure you would know all about that, because there are so many components, and it would be drilled into your head as she followed the program daily. The puppets, worksheets, textbooks, everything has this title all over it, so it would be hard to miss it. In fact, you are supposed to start your lesson with a chant... "Open Court, Open Court"
Needless to say, not one of my favorites.
I don't remember any such madness with Saxon math. What I do remember is lots of maniplitives. Bags and bags of cubes, counting blocks, flash cards, etc.
What you might do is pretend you are parent, call the school, and ask them what type of math program they use.
Thanks Master Pre-K. I am still with this teacher AND she continues to do it BUT I don't mind NOW because the children are closer to me and always want to hang out with me. She stays in and puts the beds out and meanwhile the children and I are having a ball outside. I feel bad because they would say right in front of her, "Ms. (My first name), You're the best teacher ever! or "You're our favorite teacher!", etc. I try to change the subject BUT they keep on doing it. Such is life.
Thanks again for your GREAT reply. I will check these programs out on the net just in case I get asked this question again in a future interview. I like the suggestion about calling the schools and asking about what Math programs they are using.
You're funny!
R1
Unfortunately, several teachers are content with switiching roles, and it's the kids who suffer. Not that you are unable to give them what they need, but the kids know that she is ignoring them. In theory, kids and parents shouldn't know who is who, but we know. Make sure you are not in a situation where you have all the kids for you are alone for more than 15-30 minutes, or depending on your state..you could be in trouble for being out of ratio! And...in either case...the certified teacher should always be present, and if not, another certified staff or sub!
I often wonder what is up with teachers who take coffee breaks, cigarette breaks, cell phone breaks , and generally stay out of the room as much as possible?! I wonder if they are in denial, and really want a change...older kids, an office job? who knows. Whatever the case, it seems obvious that they are trying to get out of that room.
I know you don't want to think about it, but it will be terrible for a principal or another admin. person to come in and find you alone, and you have to explain where she is. Trust me, they will be timing her to see how long she has been out. You may not want to see her go, but if this continues, some changes may occur!
Oh! Not to worry! I'm qualified. I'm Master Teacher Qualified and all that stuff from another state. I just passed the Pre-K-4 Teacher qualified exam for Texas SO I can easily take her job BUT she has Seniority. A lot of the stuff I started in our Class; Velcro Management System, Star Chart, Science Center, etc. has now been adapted by other classrooms and IF the Director doesn't see that THEN (?). (Immitation is a form of flattery.)The ratio is 18 to 1 in this lovely BIG state. I can handle it, considering that I came from a low income State funded Pre-School where the ratio was 8 to 1, plus the State ratio was 12 to 1. Thanks so much for your advice.
Remember......STAY COOL & ENJOY SCHOOL,
Rebel1
There are definitely some good responses on here.... I wish I had stumbled on the board before I had interviews. Unfortunately, while I know what I'm doing in the classroom and when teaching, I stink at explaining it during interviews. Will definitely review this thread when interviews pop up again!
, and generally stay out of the room as much as possible?! I wonder if they are in denial, and really want a change...older kids, an office job? who knows. Whatever the case, it seems obvious that they are trying to get out of that room.
