MTT

I student taught at Hudson High School and Middle School during the fall semester of the 2010-2011 school year, and I recently got a long term sub job for the months of April and May this spring at Faribault High School.  Thought I would share some things I would like to pass on to future student teachers and those who are or will soon be looking for a job and having interviews.

WRITE EVERYTHING DOWN!!!!!

When you create lessons, write it like you would write a play script.  Yes, this takes a ton of time compared to making a bullet-ed outline, but (at least for me) it prepares you so much for the questions the students will ask in the middle of your lessons.  By writing everything down it prepares your mind for how your students will answer your questions, prepare you for the questions they will ask, and prepare you for the possible misconceptions they will have.  It also helps you to give them the most accurate explanation of concepts and use correct math language and terms, instead of possibly stumbling through the technicalities of a vocabulary term or new concept for them.
Also write everything down when you are practicing for an interview: write down the question and your response.  Again, this will help you in giving a nice, precise answer without stumbling or forgetting what “buzz word” you are trying to throw in your answer.

But when it comes to interviews, besides writing everything down, use specific examples to answer questions and be you.  Don’t worry about what answer they are expecting or what buzz word should be thrown in there to make you sound like you know what you are talking about.  If you are giving specific examples of to back up a general answer, administrators will get a feel for what your classroom is like without seeing you teach.  Because, let’s face it, if they had time, they’d prefer to see you teach.
For example, if you were asked how you would meet a wide variety of student needs in the classroom ( a very common question since class sizes are getting to be so large in many districts), you could answer by saying you differentiate instruction and use multiple intelligences when planning a lesson while trying to accommodate and modify to fit students needs or interests or supports.  However, this seems like a pretty general answer when compared with another answer from someone who says, I try to question students continually so I can see what prior knowledge they have so I can adapt my instruction based on what they already know and are confident in doing.  I also try to use real life examples that apply to their daily life experiences.  During the lesson I walk around to assess their individual work for understanding and during work time I meet with students individually to confirm that they have learned the day’s objectives before they leave the room. (or whatever your strategies are: exit cards, clicker questions, think-pair-share, group work, etc.)
Not only does this second answer give them an idea of what your classroom is like and how your run your room, it also takes the stress off you.  All you did was have a conversation: you said, this is what I do, this is me as a teacher.  You didn’t have to remember some textbook answer that you came up with trying to include all of the buzz words of education that might ring in their ears nicely, you just had a conversation.  Because after all, if they don’t like how you run your classroom or expect you to change the way you run your room completely, it probably wouldn’t be a good and comfortable fit for you anyway.  So, always use specific examples–always.

That’s about all I have. I’m not saying our field of education is requiring these things or current trends show doing these things work well and provide amazing results, but they worked well for me and helped me have a great student teaching experience and helped me get a job after the first interview I ever had out in the “real world.”

So good luck!  I hope it helps!