Teacher Interview Questions

C.M. means creating conditions that enable learning. These involve seating, interaction, discipline, whiteboard.1. Involving students by agreeing on a set of classroom rules together as a class, 2. having students sign a learning contract that they help create at the beginning of the year.

Technology integration engages students and encourages them to take control of their own learning through student-centered project-based learning. It also extends learning beyond the classroom.

1. Take students to labs 2. Teach students to use the Internet for research projects 3. Collect and monitor students' response through interactive tools: Edmodo, LanSchool, SmartSync 4. Put up a classroom website. 5. Use ppt or Prezi presentations with video and audio integration 6. Use IWBs

1. Involves all students 2. Interactive 3. Thought-provoking and fun 4. Well-planned 5. Rich in materials and varied in pace and difficulty 6. Meets its objectives - results in learning

1. Teacher's attitude and teaching style = give a reason for learning, appreciate students, involve students 2. Variation/collaborative learning: pair and group work 3. Challenges and prizes 4. Connection to real-life events 5. Use of technology

Differentiated instruction is the key to mixed ability classes. 1. I will modify assignments to make them more challenging for gifted students. 2. I will provide individualized attention and small-group instruction 3. I will ask gifted students to peer-teach their colleagues in small groups

1. Reflects standardized tests 2. Valid 3. Reliable 4. Secure

Creativity depends on cognitive and emotional stimulation. 1. Reference to creative arts: painting, music, literature 2. Encourage imagination and responsibility for ideas. 3. Use media-oriented programs with pics and videos 4. Use technology tools for creative story writing, multimedia presentations, media-rich websites 5. Discuss creative solutions to chronic problems. 6. Encourage and accept divergent thinking: multiple ways to approach a problem.

1. Knowledgeable but authentic (being oneself) 2. Flexible 3. Creative 4. Respectful and empathetic. 5. Technology enthusiast. 6. Good at materials design.

1. Give open-ended assignments. Keep asking, never give answers. 2. Use subjective questions that require reasoning and logic 3. Never give ready-made answers but ask students to discover answers for themselves 4. Accept multiple answers rather than single right/wrong answers 5. Give problem-solving tasks where students brainstorm solutions, narrow them down through logic and then justify choices 6. Ask students to analyse, synthesize and evaluate

1. Promote to class leader 2. Give trophies 3. Give bonus marks 4. Thank in front of class

1.Teaching writing is often about teaching grammar. 2.Graded: from simple sentence structure to complex paragraphs. 3.Writing as a process: brainstorming, structuring ideas, linking to paragraphs... 4.Start with a model. Analyse its structure. Extract language/linkers. Recreate it later.

1. Through Form, Meaning, Use. Through stages and steps 2. According to level: Beg.: pic1 - listen term twice - say it - pic2 - write F. Beg: pic - do you know? - correct - write on B Elem.: Pronounce correctly - give example Interm.: Does anyone know - big or very big? - right! - write Advan.: Explain directly 3. Eliciting: simple and quick - true/false - last resort: first letter 4. Checking understanding: "Do you understand?" - use in sentence - yes/no alternatives - "Can you translate?" 5. Practising Vocabulary: discussion - group work (miming meaning) - gap-fill exercises

This originates from the peculiar nature of ELT/ content and medium are the same. Explanation is not enough, involvement and enabling of students are crucial. If your students don't need you, then you succeeded.

1. Fun 2. Interactive 3. Collaborative 4. Creative 5. Student-centred

Differentiated instruction: every child receives customized instruction, designed specifically to match her or his learning needs. In this case, tests are a great diagnostic tool.

1. One that has connections to the real life and concerns of students. 2. One that's well planned. 3. One that cares for content (what) and pedagogy (how). 4. One that's culturally sensitive.

1. Responsibility for learning 2. Reinforcement of learning

Expecting too much from students, and being too critical of myself, but I learned to adapt my expectations and act accordingly

This should be project-based and implement team work (eg. oral presentations) 1. Assign specific tasks to each member. 2. Monitor the group often.

1. Taught through vocabulary strategies. 2. Taught through surveying, skimming and scanning skills. 3. Taught through inference, guessing and predicting from context skills. 4. Following stages and steps: Pre-reading: Surveying pics, predicting from title, check meaning of words in the dictionary. 5. While-reading: Do you think x was happy? read and check. Multiple choice quest. Read for gist: fast what/who/why. Read for details: slow multiple choice. 6. Post-reading: write/say personal response to topic.

Learners will listen more attentively if their interest is aroused. 1. Clear instructions. Instruction checking 2. Following stages and steps. 3. Pre-listening: Setting the context, asking about st. experiences, feelings or knowledge about the topic. Presenting key vocabulary through definition or by eliciting. 4. While-listening: Skill of listening for main idea/gist through who/where/why. Focus on grammar/voca. through gap-fill tasks. 5. Post-listening: Skill of listening for details. Full recording/reading script.

1. ESP classes center around a professional work environment with specialized vocabulary/terminology. 2. Work environment must be researched and vocabulary list prepared and learnt. 3. ESP students are mature and know what they want from the course. 4. analyse needs of students then design a customized course. 5. A relevant context for the lessons must be created to pique interest.

Include as many details as possible. 1. Warm-up: Link with previous knowledge, questions/answers to elicit conversation while using of new structure/function -can be a game 2. Presentation: Elicit language, model structure and dialogue. TT:75% 3. Practice: give (3) graded activities/handouts. TT: 60% 4. Production: Ask students to talk/write using their own knowledge but using language taught. Monitor and correct. TT: 10% 5. Conclusion: Recap

Errors are a natural part of the learning process and as teaching material they're really useful. We should consider WHAT, WHEN and HOW to correct 1. High frequency errors, understanding-blocking errors and errors in target language taught. 2. Immediately, at the end or not at all. We must keep a good balance between fluency and accuracy (latter is more important) 3. Prompting:. e.g.: "Yesterday - so, grammar?", repeat correct sentence, indicate place of error (fingers, repeat up to mistake), question: "Do you mean everyday?, "peer correction, individual correction

The researchers suggested that while teachers may draw on principles and practices from approaches and methods they have studied or been trained in, once they enter the classrooms and develop experience in teaching, their practice is much more likely to reflect an interaction between training-based knowledge, knowledge and beliefs derived from the practical experience of teaching and their own teaching philosophy and principles.

1. An approach is theoretical - flexible 2. A method is a practical plan with objectives and roles of learner/teacher - inflexible 3. A technique is procedural/specific and includes activities and tasks to reach objectives.

1. QA refers to procedural activities to meet requirements of a product. 2. QA is the systematic measurement, comparison with a standard, monitoring of processes and an associated feedback loop that confers error prevention.(ADRI: approach, deployment, review, improvement) 3. QA has two principles: "Fit for purpose": suitable product and "Right the first time": mistakes eliminated. 4. Suitable quality is determined by product users, clients or customers.

Projects include: creativity, critical thinking skills, communication, collaboration

What are you most proud of at this school?

1.I think I'm really self-motivated. 2.I get a lot of satisfaction from completing tasks on time and getting things done 'first time'. 3.I enjoy the challege of finding a solution to a difficult problem and making it work.

Yes I am. I always like to think outside the box and try to find ways to do my job better and faster. For example, online testing.

Well first, I have the academic qualifications...but that's only a small part of what qualifies me for this job. I think I have all the skills for the job: teaching skills, IT skills, communication skills, teamwork skills, research skills. I am hard working, methodical and professional in my approach to work. I am also research-oriented and a technology enthusiast.

I'd like to move into management and take on more responsibility. Until that time, my plan is to consolidate what I have been doing in my work by developing my skills and knowing more about the field.

I don't really have a preference. I enjoy working with other people as part of a team, but I can also work very happily on my own too.

1. inspiring, motivating and encouraging the team to put in their best effort. 2. decision-making and problem-solving. 3. setting a good example for the team. 4. setting goals and objectives and providing vision or direction for the team. 5. taking responsibility.

I've learnt a lot from working with my boss, and I'm very grateful for having had that opportunity.

I would have a chat with him in private, and give him a chance to talk. I would explain the effect of his action on my work, then I would suggest we work together to catch-up.

I wanted to work in a stable but progressive environment. I have searched a number of institutions very carefully, and I found that you have an excellent reputation as a fair and rewarding employer. I think this job may give me more responsibility and I am ready for the challenge. This job builds on what I have been doing in my current job, and I hope I would make a valuable contribution to your institution.

I think I have a combination of skills which covers all the things you're looking for and more. I have a wealth of experience; I fit in easily in a team; My achievements show that I am hard-working, committed and self-motivated; I take instructions easily and I can work under minimal supervision.

1. Planning and organizing the day. 2. Delegating work to others (colleagues). 3. Getting work-life balance.