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Issaquah School District
Issaquah High School English Language Arts Teacher was asked...May 19, 2015

Also how do you communicate with parents and students but still make it so the student is independent and growing?

1 Answers

Communicate with parents and see if they believe their child is performing to their highest capability. Give them ways to encourage their child without completely doing all the work for them. Less

Orange County Public Schools (FL)

How do you differentiate instruction when working with ESE and English Language Learners? (similar)

1 Answers

I might provide extra instruction to them to make sure that they are getting the support that they need or I might have a teacher's assistant work alongside them in groups. Less

Virginia Beach CIty Public Schools

1. What would you do if a student was disruptive during a lesson? 2. How would you adjust curriculum to be inclusive of students with special needs? 3. What kind of warm-up exercises would you assign at the beginning of each class?

1 Answers

1. I said I would write the disruptive student's name on the board, with one check next to the name. I would remind the student that if he/she gets two more checks, I will send him/her to the Principal's Office. If the student then called me a name or was even more disruptive, I would send him/her to the office immediately, and follow up with a written description of the event. 2. One way to be inclusive is to assign group projects that require 4 or 5 kinds of information -- written, graphic, computer-generated, and a presentation before the class. This naturally provides avenues of achievement for kids who have different talents and limits -- for example, kids with ADD do better with hands-on projects and computer research. Traditional learning style kids enjoy writing assignments and giving speeches or talks before the class. 3. Studies show giving small warm-ups to kids as they come in helps them to settle in and listen. I like to have a few questions on the board, to be copied and answered during class. then they turn these in at end of class. This piques their curiosity about the day's lesson, guides their focus in class to get the answers, and gives me an easily achieved extra grade to boost scores. Less

Vaughn Next Century Learning Center

Describe what we would see going on in your room during a typical math lesson ?

1 Answers

You would see a student oriented room with lots of current student work on the walls. I try to make it all about the learner. You would see group projects where the students are taking ownership of their own learning. Less

Baltimore County Public Schools

How would you handle classroom management?

1 Answers

I said that I feel it is the responsibility of the classroom teacher to create an environment where students feel comfortable. I also said that I felt that education was a parent/teacher partnership and parents should be contacted if student conferences are ineffective. Sending a student to an administrator for classroom management issues should be the last resort. Less

National Heritage Academies

How is my classroom management and how do you build culture in your classroom?

1 Answers

My classroom management is built completely off the relationships I build off my students. My classes know that because I genuinely care, when I correct them for doing something incorrect, there's a logical purpose as to why I'm addressing it. Less


What do you do when talking to an unhappy parent?

1 Answers

I first take into account that the parent only has their child's best interest at heart and that their anger is most likely not directed personally at me. Next I would work with them to achieve the results they are looking for. Less

STAR Education

How would you respond if a student were acting out in front of the class?

1 Answers

I took a moment to think and said I would ask the student if he or she needed any help with something. If the student continued to disrupt the class I would give the class an assignment and take the student aside. I would ask what was going on with them and what I could do to make it better. Less

Henry County School District

What are your instructional strengths and weaknesses?

1 Answers

Organization and the ability to complete objectives in a timely manner is my instructional strength. Being too serious and strict is my instructional weakness. Less

Aspire Public Schools

Why are you interested in working with this population of students?

5 Answers

I worked with children for 8 years LAUSD I enjoy learning and teaching children I feel it's a double experience they learn from us we learn from them and I have a genuine interest in furthering a child education and keeping them safe Less

I start off by having them line up then telling them to go to Opening circle. During opening circle I explain day's activities, ask students how they feel, do a welcome song. I give a 5 minute verbal warning when it's time to transition. During closing circle, we discuss what they liked and didn't like, have a goodbye song. At the beginning of class I make clear what the routines will be everyday: Opening circle, activity, closing circle, class rules which will be written and posted, consequences which will be written and posted. I plan on making a chart showing levels of behavior and they get clipped down and or clipped up. At the top they get stars, stickers and prizes. At the bottom, they get warnings, time outs, calls to site director/parents Less

I have been in education since 2008. I started out in charter school for 5th/6th grade. The program started out as homework help for afterschool then became math instruction. I assisted with getting homework done, assigned in class jobs and taught class as needed. Then I tutored k-6th grade in math and language arts. I handled about 15 students/year. I kept a binder with completed work, attendence sheets and progress notes. I have been doing afterschool programming for 2 years. I supervise lunch, recess, track attendance and plan activities. I have been with OUSD for 2 years. First as an aide in special ed class then as an academic mentor doing small group reading pull outs. Less

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