Over the past few years anzuk have helped many teachers maximise new opportunities through our comprehensive interview preparation. We often utilize three key strategies that help educators refine their interview skills to become clear, specific and structured in their responses.
1. Clarity – Be Clear What The Question Is Asking.
When asked a question during an interview be sure you clearly understand what the question is asking. Understanding is the foundation of a strong answer. A misunderstood question could result in an off topic answer.
If you don’t fully comprehend the question or understand what was asked, feel free to clarify. For example:
Question: “Can you give an example of how you used ICT not only to engage students but help them to build deeper understanding within your classroom”
Clarifying response: “So, you’d like one example of how I have used ICT in my classroom? And how that deepened students understanding? Ok…”
If you honestly don’t know the answer to a question, ask the interviewer to restate it in a different way.
Example: “Could you please rephrase that for me, just so I fully understand?”
Rephrasing or asking to restate a question shows a level of confidence and assuredness. It also displays you value clear communication, a key attribute of any good teacher.
2. Be Specific in your answers.
Good answers will give specific examples from actual experiences you have had in a school or classroom setting.
Average answers will give vague responses that outline generic attributes or non- specific examples.
Example question: What are your top 3 skills as a teacher?
A good answer may be structured as follows:
“My top skill as a teacher is my behaviour management strategy. I have three clear class rules known and constantly reiterated to my students:
1. Listening: when I’m talking students need to have their eyes on me and their mouths closed
2. Hands up: If a student has a question or needs to ask something, they need to raise their hand
3. Effort: If I ask the class/individuals to follow an instruction I expect it to be done with best effort.
I have clear rewards and repercussions related to students following our class rules.
My second skill is open ended questioning. I have reflected and honed this skill over my time as a teacher, to generate class discussion and engage those reluctant to participate.
My third skill is my method of marking writing pieces. I use a colour coded highlighting scheme to outline good sentence structure, need for improved sentence structure, punctuation and spelling errors.”
An average answer may be vague and structured as follows:
“My top skill as a teacher is my enthusiasm. I’m always super positive in class!
My second top skill as a teacher is developing great relationships. I’ve been told so many times by students I am their favourite teacher.
Thirdly, teamwork. I’m a real team player and do what I can to help other teachers out.”
Past behaviour is a great indicator of future behaviour, so by using specific examples
from your teaching experience you will be demonstrating your skills and ability as a
teacher. For graduates, don’t worry, the quality of your experience and your
reflection is more important than quantity of experience.
3. Answering Structure – Use the STAR Structure
A helpful way to ensure you answer the question thoroughly and specifically is by using the STAR answering structure.
Situation/Task (Explain what the specific situation or task was)
Action (What did you do about it?)
Result (How was it resolved?)
Remember: FACTS TELL, BUT STORIES SELL.
Think of each behavioural based question as an opportunity to communicate a narrative
using the STAR structure: Set the scene, use characters, outline the issue and how
you resolved it.
Example Question: Provide an example of how you have previously implemented an effective behaviour management strategy.
• Situation/Task – set the context for your narrative.
“Recently while relief teaching I commenced a short term cover teaching a Year 9 Science class.Some students were quite disengaged, due to not having a consistent teacher for several weeks”
• Action – what you actually did.
“I implemented a seating plan that placed four disruptive and disengaged students at separate corners of the room. I modified the curriculum to suit each learner and they were seated next to two confident and advanced students. This also allowed me to be within close proximity if help was required.”
• Result –How was the situation Resolved. E.g.
“The students soon became engaged as they could manage the tasks and could call on the more able students for help if required. I also found this deepened the knowledge of the able students, as they were able to communicate their understanding further when asked. I was pleased at the improved results of the students when assessing the exam the following week.”
For all teachers and leaders pursuing new challenges for 2018 we wish you all the best of luck and should you require further help, please don’t hesitate to get in touch!
