I'm looking for some new active teaching strategies. Things like "Talking Heads," Ticket out the Door", etc. Once I compile a list I'll be happy to share it. Please let me know how to do the activity along with the title.
I'm looking for some new active teaching strategies. Things like "Talking Heads," Ticket out the Door", etc. Once I compile a list I'll be happy to share it. Please let me know how to do the activity along with the title.
The most recent interview was with a pan...See MoreNext year will be my 20th year of teaching. I've taught in 8 different schools and next year will be my 9th. 8 of those schools have been during the last 12 years! I am the queen of job hunting and interviewing! (BTW, these moves are compliments of my husband being transferred every 2 years or so!)
The most recent interview was with a panel: The Director of Special Ed, Principal, and the Assistant Superintendent - talk about nerve- racking!!!
Advice: *Be there a little early so that you can catch your breath - about 10 minutes early. *Before the interview research interview questions and think through your answers. *I always write key words down: Kagan strategies, multiple intelligences, etc., because I tend to "blank out" on specific words during the interview. I look over these words prior to the interview. *Check out the district's and the school's websites to see what is most important to them - key words that you can touch on. *I had a portfolio created for each member of the interview team as well as my resume for each. *No matter who is asking the question, respond to the entire team by looking at each of them as you're answering the questions. *No matter how nervous you are, go in there with confidence. *Thank each one of them after the interview. *I always ask when they think they will plan on making their decision. You might have a few questions prepared for them. They typically ask if you have questions at the end of the interview. Keep away from questions such as, "What is the pay scale for this position?", "What are the required hours for the position?", etc.
Good luck with the interview!
On 5/26/10, Leah wrote: > You can do it! The following link may be helpful
Sara, what can I do to not be nervous in front of this interviewing panel? My biggest problem is my posture (sitting too still), having a dry mouth when answering questions. What do you suggest? If you don't mind me asking... are you a teacher or administrator?
please help!!On 5/24/10, Sara wrote: > Sitting too still?? Most people when they're nervous shift > about a bit - I've never heard of sitting too still and - > there's nothing wrong with sitting still. It shows composure. > If you're sitting still, you won't look nervous. > > And - it's ok to be nervous. It's natural to be nervous at an > i...See MoreOn 5/24/10, Sara wrote: > Sitting too still?? Most people when they're nervous shift > about a bit - I've never heard of sitting too still and - > there's nothing wrong with sitting still. It shows composure. > If you're sitting still, you won't look nervous. > > And - it's ok to be nervous. It's natural to be nervous at an > interview. Are you going to throw up on them? That's not good > but other than that, it's expected that you'll be nervous. > Being nervous shows you care. If you didn't want the job, you > wouldn't be nervous. > > And if you throw up on them, they'll likely remember you.... > if they're interviewing several candidates, the first > challenge for a panel is remembering the candidates and > telling them apart. They spend time going "Ah, was she the > one with the blue suit? Or was that the one with the nervous > laugh?" > > Tell them a story - a short one - that will let them remember > you. "As a child, I used to line up my toys and pretend to be > their teacher." Something that will 'stick' so that they all > can remember you from all the others. Are you from this town? > Tell them that or tell them that you're from ______ and > you've always heard this town and its school district spoken > very well of. > > Chew a mint or slowly nurse a mint before going into the > interview - it helps with 'dry mouth' a lot. > Good luck!
> Sara, you are always so very helpful. Thanks again, I really do feel better.
:) > I'm a teacher but one who's served on hiring committees - at > my school incoming teachers had to be interviewed by a panel > fo teachers as well as our administrator. >> Sara, what can I do to not be nervous in front of this >> interviewing panel? My biggest problem is my posture >> (sitting too still), having a dry mouth when answering >> questions. What do you suggest? If you don't mind me >> asking... are you a teacher or administrator? >> >> >> Thanks a bunch!!!!
LeahMy biggest problem is my posture (sitting too still), That's okay > having a dry mouth when answering questions. Take a glass of water with you into the interview.
1. As student achievement and a greater understanding of curriculum have become more relevant, what are some ways you have found to apply curriculum to previous knowledge? 2. Technology seems to be the way in which education is steering itself. Some believe that technology can lead the way and eventually produce better schools, while others believe that there may be long-term consequences that are not being considered in the rush to use technology. What are your thoughts on this issue? 3. NCLB states that the equitable distribution clause requires states to take steps to “ensure that poor and minority children are not taught at higher rates as other children by inexperienced, unqualified, or out-of-field teachers.” What are you beliefs on this subject and why? 4. How do you view the NCLB act? What is your opinion on the matter? 5. In your years of experience do you feel that your teaching philosophy has helped or harmed your classroom? Have you had to change it? 6. How do you talk to a parent who may not agree with you as a teacher? 7. What steps do you take in the classroom to implement NCLB while obtaining Higher Order Thinking levels for those students? 8. How does your overall school mission coincide with your classroom philosophy that addresses a safe learning environment? 9. How do the styles/ methods you use today differ from those that you used when you first begin teaching, what brought about the change? 10. In your opinion what should the desired outcome (socially, economically, and politically) of the teacher be when teaching students?
On 6/12/10, Diane Sachtleben wrote: > Please I would appreciate any teachers with the experience > of 3, 5, 10 & 15 years of experience to participate in > answersing these questions. I only > need 4 more teachers, one with 3 yrs exp, 5 yrs, 10 yrs, > and 15 yrs. Thank you in advance. > > 1. As student achievement and a greater understanding > of curriculum have become more relevant, what are some ways > you have found to apply curriculum to previous knowledge? > 2. Technology seems to be the way in which education > is steering itself. Some believe that technology can lead > the way and eventually produce better schools, while others > believe that there may be long-term consequences that are > not being considered in the rush to use technology. What > are your thoughts on this issue? > 3. NCLB states that the equitable distribution clause > requires states to take steps to “ensure that poor and > minority children are not taught at higher rates as other > children by inexperienced, unqualified, or out-of-field > teachers.” What are you beliefs on this subject and why? > 4. How do you view the NCLB act? What is your opinion > on the matter? > 5. In your years of experience do you feel that your > teaching philosophy has helped or harmed your classroom? > Have you had to change it? > 6. How do you talk to a parent who may not agree with > you as a teacher? > 7. What steps do you take in the classroom to > implement NCLB while obtaining Higher Order Thinking levels > for those students? > 8. How does your overall school mission coincide with > your classroom philosophy that addresses a safe learning > environment? > 9. How do the styles/ methods you use today differ > from those that you used when you first begin teaching, > what brought about the change? > 10. In your opinion what should the desired outcome > (socially, economically, and politically) of the teacher be > when teaching students? >
Thanks Sara, I did accept the job and it was actually at a school that I really wanted. I have sought your advice for a few months now and you have been amazing in offering good advice. As a new teacher, I just wanted to say Thanks:)
It's still in development, but with more and more of the general teacher population pursuing national certification, it's no real surprise that a similar program would emerge for mentor teachers.
I really want to "Wow" the admins - any ideas would be appreciated. I haven't been given a particular subject and I'll probably have to buy any supplies, so any simple, but impressive lesson ideas would be appreciated.
Also you can call on individual students much easier and I think it would make the flow of the lesson more realistic.
Zodea
On 7/14/10, Babs wrote: > Congratulations....differentiation is a huge thing. Make > sure whatever you teach involves all learning styles. Also, > since you have no clue where the kids are academically, make > sure you start out at the lower level of Bloom's and > gradually rise. In addition, I would include a positive > behavior system in place and make sure you go through the > lesson cycle. They want to see your behavior management as > well. I'm sure you have already thought of many of these > things, but I would be looking for all of these things. > > > n 7/02/10, Nervous New Teacher wrote: >> Hi - I've been called back for a second interview (Thank >> God!) and I've been asked to teach a 30-minute lesson for a >> group of 2nd-3rd graders. What should I teach? >> >> I really want to "Wow" the admins - any ideas would be >> appreciated. I haven't been given a particular subject and >> I'll probably have to buy any supplies, so any simple, but >> impressive lesson ideas would be appreciated. >> >> Thank You.
The most recent interview was with a pan...See More