presentation ideas for primary teaching interview

Preparing for a Primary Teaching Interview

You have submitted an application for a primary teaching role, and now you are being called for a primary teaching interview. If you are like thousands of others reading this post, you already know that preparing for a primary teaching interview, especially as a first-timer , can be a nerve-racking experience.

Fortunately, we have created this guide to make preparing for your next primary teaching interview a breeze. In this guide, we'll cover some primary teaching interview tips and questions to help you increase your chances of landing the right role for you .

6 Tips for Preparing for a Primary Teaching Interview

Below are six tips on how to prepare for a primary teaching interview.

1. Research the School

Just as you would research the features of a car you want to buy, the first step is to research the school when preparing for a primary teaching interview. Start by researching the school's values, mission, and teaching methods.

Doing research not only shows the employer that you are interested in the school and position, but it enables you to tailor your questions and answers appropriately. For example, if the school is big on project-based learning, your research will reveal this and allow you to develop answers that prove your experience with that type of learning.

2. Review and Understand the Job Description

Reviewing and understanding the job description is crucial in preparing for a primary teaching interview. Not only does it help you find out if your skills and experiences truly align with the job requirements, but it also helps you tailor your responses to the interviewer's questions.

For example, suppose the job description requires knowledge of British Sign Language . In that case, you can easily highlight your sign language skills and how they have positively impacted your teaching experience in the past during the interview.

Reviewing and understanding the primary teaching job description can prove to interviewers that you genuinely want the job and possess the relevant skills and experiences.

3. Showcase Your Experience

When preparing for a primary teaching interview, demonstrating your experience to the interviewers is essential. Showcasing your teaching experience or other relevant educational skills proves to the interviewers that you qualify and understand the role.

Prepare relevant experience in advance. For example, you can show up to the interview ready to discuss lesson plans you've created, teams you've led, or your experience working with a diverse group of pupils. In addition, your examples should be specific, reveal your strengths, and show your passion.

Highlight how your experience will positively impact the teaching process and help you function effectively in the role.

4. Be Prepared to Teach a Lesson

While your teaching CV may contain the right skills, qualifications, and experiences, it is common for primary schools or interviewers to ask candidates to actually teach a lesson as part of the interview process.

When preparing for your primary teaching interview, you must keep this at the back of your mind and prepare for it. An excellent way to prepare your mind is to learn about the school's teaching methods, prepare a lesson, bring materials, and practice your delivery.

5. Dress Professionally

A famous saying goes, "Dress the way you want to be addressed". This also applies to primary teaching interviews. When preparing for a primary teaching interview, you must dress professionally.

Depending on the primary school, you may receive an email that covers details about the interview location, time, and even dress code.

Remember that a primary teaching interview is an opportunity to showcase your skills, experiences, and personality. And by dressing professionally, you can make a positive impression and demonstrate your professionalism and suitability for the position.

6. Prepare to Answer Common Questions

If your goal is to succeed in the interview process, preparing to answer common questions is one aspect you must not overlook. Primary teaching interview questions will typically cover your skills, qualifications, and teaching aspirations. So, it is best to create time to research common primary teaching interview questions and answers.

Some possible primary teaching interview questions and answers may include:

Why do you want to be a teacher? Prepare an answer proving your love for teaching and desire to impact childrens' lives. You can tie in a realistic story/experience that spurred this love.

What are your strengths as a teacher? Your answer should revolve around your abilities as a teacher. You could mention your strong communication skill or ability to adapt to diverse teaching methods.

How do you establish a positive classroom environment? Prepare an answer that demonstrates your ability to create a positive classroom environment. You could mention strategies such as positive reinforcement, clear expectations, and active listening.

When answering primary teaching interview questions, it is essential that you weave in real-life scenarios with your answers. Most interviewers are keen to learn about you, your teaching experiences, and the value you can bring to their school.

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30 Primary School Teacher Interview Questions and Answers

Common Primary School Teacher interview questions, how to answer them, and example answers from a certified career coach.

Embarking on a career as a primary school teacher is not only rewarding but also comes with great responsibility. As an educator and role model for young minds, you will have the opportunity to shape their lives, inspiring curiosity and fostering a love of learning. However, before you can leave your mark on the next generation, you must first prove your worth in the interview process.

To help equip you for success in this highly competitive field, we’ve put together a list of common primary school teacher interview questions along with guidance on how to answer them effectively, showcasing your passion, skills, and dedication to teaching.

1. What inspired you to become a primary school teacher?

Interviewers want to learn about your passion and motivation for choosing the teaching profession, particularly at the primary level. They are interested in understanding your commitment, dedication, and enthusiasm for shaping young minds. This insight helps them gauge whether you are likely to be a long-term, dedicated, and engaged member of their school community, positively influencing the lives of your students.

Example: “My inspiration to become a primary school teacher stems from my own experience as a student. I was fortunate enough to have an incredible primary school teacher who not only made learning enjoyable but also instilled in me the importance of education and personal growth. Her passion for teaching and genuine care for her students left a lasting impression on me, and it inspired me to pursue a career where I could make a similar impact on young lives.

As a primary school teacher, I have the opportunity to shape the foundation of a child’s educational journey and help them develop essential skills that will serve them throughout their lives. It is incredibly rewarding to witness the progress and growth of my students, knowing that I am playing a role in shaping their future success. This sense of purpose and the ability to make a difference in children’s lives continue to inspire me every day in my teaching career.”

2. How do you create an inclusive and welcoming classroom environment for all students?

Creating an inclusive and welcoming classroom environment is essential to fostering a sense of belonging and promoting academic success for all students. Interviewers ask this question to gauge your understanding of diversity, equity, and inclusion principles and to see how you implement these concepts in your teaching practice. They want to ensure that you are committed to meeting the diverse needs of your students, respecting and celebrating individual differences, and creating a safe learning space that encourages collaboration and mutual respect.

Example: “Creating an inclusive and welcoming classroom environment begins with setting clear expectations for behavior, respect, and collaboration among students. I establish these expectations from day one by discussing the importance of treating everyone fairly and valuing each other’s unique qualities. Additionally, I involve students in creating a set of class rules that promote inclusivity and mutual respect.

To further foster an inclusive atmosphere, I use various teaching strategies to accommodate diverse learning styles and needs. This includes incorporating visual aids, hands-on activities, group work, and individualized support when necessary. I also make it a point to celebrate cultural diversity by integrating lessons about different cultures, traditions, and histories into the curriculum. This not only educates students about the world around them but also helps them appreciate and embrace differences.

Moreover, I maintain open communication with parents and guardians to better understand each student’s background, strengths, and challenges. This allows me to tailor my approach to meet their specific needs and ensure they feel valued and supported in the classroom. Through these efforts, I strive to create a positive learning environment where all students can thrive and reach their full potential.”

3. Describe your teaching philosophy.

Your teaching philosophy is the cornerstone of your approach to education and classroom management. By asking this question, interviewers want to understand your beliefs about teaching, learning, and how you plan to create an inclusive, supportive, and engaging learning environment for your students. Additionally, they want to ensure that your values align with the school’s culture and educational goals.

Example: “My teaching philosophy revolves around creating a nurturing and engaging learning environment that caters to the diverse needs of my students. I believe in fostering curiosity, critical thinking, and creativity through hands-on activities and real-world connections. This approach not only helps students grasp concepts more effectively but also encourages them to become lifelong learners.

To achieve this, I focus on building strong relationships with my students, understanding their individual strengths and areas for growth. I differentiate instruction by incorporating various teaching strategies and materials, ensuring each student has an opportunity to succeed. Additionally, I emphasize collaboration and open communication among students, promoting a sense of community within the classroom where everyone feels valued and supported. Ultimately, my goal is to empower students to take ownership of their learning journey and develop the skills necessary for success both inside and outside the classroom.”

4. What strategies do you use to engage students with different learning styles?

Educational institutions value teachers who can cater to the diverse learning styles of their students. It’s important to demonstrate that you understand and appreciate the unique differences among your students and have strategies in place to ensure each child has the opportunity to learn effectively. By asking this question, interviewers want to know that you can adapt your teaching methods to meet the needs of all learners, fostering an inclusive and supportive classroom environment.

Example: “To engage students with different learning styles, I employ a variety of teaching strategies that cater to their individual needs. For visual learners, I use diagrams, charts, and illustrations to help them understand concepts more effectively. Additionally, I incorporate videos and presentations into my lessons to provide a dynamic visual experience.

For auditory learners, I focus on verbal explanations and discussions, encouraging students to ask questions and participate in group conversations. I also utilize storytelling and read-aloud sessions to make the content more engaging for these learners.

Kinesthetic learners benefit from hands-on activities and interactive experiences. To accommodate this learning style, I incorporate games, role-playing, and experiments into my lesson plans, allowing students to actively explore new concepts. This multi-faceted approach ensures that all students have an opportunity to learn in a way that resonates with them, ultimately fostering a more inclusive and effective learning environment.”

5. How do you handle classroom management, including setting rules and expectations?

Classroom management is the cornerstone of a successful learning environment. As a primary school teacher, you’re responsible for creating a positive and orderly atmosphere that fosters learning, collaboration, and growth. Interviewers want to know if you have effective strategies in place for setting clear expectations, establishing rules, and addressing any behavioral issues that may arise. This question helps them gauge your ability to create a well-structured, safe, and engaging classroom that supports the development of every student.

Example: “Effective classroom management begins with setting clear rules and expectations from the very start. At the beginning of the school year, I involve my students in creating a set of class rules that promote respect, responsibility, and safety. This collaborative approach helps them feel ownership over the guidelines and encourages them to follow them more closely.

To reinforce these rules and expectations, I consistently model appropriate behavior and use positive reinforcement when students exhibit desired behaviors. For instance, I might praise a student for raising their hand before speaking or reward the entire class with extra free time if they’ve been particularly attentive during lessons. When addressing undesired behaviors, I employ fair consequences and take the opportunity to discuss why the behavior is not acceptable, helping students understand the impact of their actions on others. Through this balanced approach, I create a supportive learning environment where students feel comfortable and motivated to engage in the learning process.”

6. Can you provide an example of a successful lesson plan you have created and implemented?

As a primary school teacher, your ability to design and execute engaging lesson plans is a key aspect of your job. Interviewers want to know if you have the creativity, organizational skills, and adaptability to develop lessons that not only meet curriculum requirements but also inspire young learners. A successful lesson plan showcases your understanding of the learning objectives, your ability to cater to different learning styles, and your skill in managing classroom dynamics.

Example: “Certainly! One successful lesson plan I created and implemented was for a third-grade science unit on the water cycle. The objective of the lesson was to help students understand the different stages of the water cycle and how they are interconnected.

The lesson began with an engaging video that introduced the concept of the water cycle, followed by a class discussion where students shared their prior knowledge and asked questions. Next, I divided the students into small groups and provided each group with materials to create a hands-on model of the water cycle using plastic containers, water, ice, and heat sources. This activity allowed them to observe evaporation, condensation, and precipitation firsthand.

To reinforce their understanding, we concluded the lesson with a creative writing assignment where students wrote short stories from the perspective of a water droplet going through the various stages of the water cycle. This not only solidified their comprehension but also integrated literacy skills into the science lesson. The combination of visual, hands-on, and written components in this lesson plan catered to diverse learning styles and resulted in a high level of student engagement and understanding.”

7. How do you incorporate technology into your lessons?

Embracing technology is essential in today’s educational landscape. As a primary school teacher, you’re expected to prepare students for the digital world by incorporating technology into your lesson plans. Interviewers ask this question to gauge your familiarity with current educational technology tools and your ability to use them effectively for enhancing the learning experience, engaging students, and promoting creativity and collaboration.

Example: “I believe that technology, when used effectively, can greatly enhance the learning experience for students. To incorporate technology into my lessons, I first identify the specific learning objectives and then select appropriate tools to support those goals. For example, I might use interactive whiteboard activities to engage students in a collaborative problem-solving exercise or introduce educational apps on tablets to reinforce math concepts through games.

Another way I integrate technology is by using online resources such as videos, virtual field trips, and digital storytelling platforms to enrich the curriculum and provide diverse perspectives. This not only keeps students engaged but also helps them develop essential digital literacy skills. Additionally, I encourage students to collaborate on group projects using cloud-based tools like Google Docs, which fosters teamwork and communication while familiarizing them with real-world applications of technology.”

8. What methods do you use to assess student progress throughout the year?

Assessment is a cornerstone of effective teaching. By understanding how well students are grasping the material, teachers can tailor their instruction to meet individual needs and ensure that all students are making progress. Interviewers want to know that you have a variety of assessment strategies in your toolkit, and that you’re able to use them effectively to monitor student learning and adjust your teaching as needed.

Example: “To assess student progress throughout the year, I employ a combination of formative and summative assessment methods. Formative assessments are ongoing evaluations that help me understand each student’s learning process and adjust my teaching strategies accordingly. These include activities such as class discussions, group work, quizzes, and exit tickets. I also use informal observations to gauge students’ understanding during lessons.

Summative assessments, on the other hand, provide an overview of students’ mastery of specific content or skills at certain points in time. Examples include end-of-unit tests, projects, and presentations. Additionally, I incorporate self-assessment and peer-assessment techniques to encourage students to reflect on their own learning and develop critical thinking skills.

Together, these various assessment methods allow me to monitor student progress effectively, identify areas for improvement, and tailor my instruction to meet individual needs while ensuring alignment with overall curriculum goals.”

9. How do you differentiate instruction for students who are struggling or advanced in certain subjects?

Differentiation is a key element in teaching, as each student comes with unique abilities, strengths, and learning styles. By asking this question, interviewers want to gauge your ability to recognize and address the varying needs of your students. They want to know if you can create an inclusive learning environment where all students, regardless of their level, can thrive and feel supported. This demonstrates your adaptability, creativity, and commitment to helping every student succeed.

Example: “Differentiating instruction is essential to meet the diverse needs of students in a primary school classroom. For struggling learners, I begin by identifying their specific areas of difficulty and then tailor my teaching approach accordingly. This may involve using visual aids, hands-on activities, or breaking down complex concepts into smaller, more manageable steps. Additionally, I provide extra support through one-on-one sessions or small group interventions, ensuring they have ample opportunities to practice and reinforce their understanding.

For advanced students, I focus on challenging them with enrichment activities that extend beyond the standard curriculum. This can include assigning open-ended projects, encouraging critical thinking exercises, or providing materials for independent study. Furthermore, I promote peer collaboration by pairing advanced students with classmates who might benefit from their expertise, fostering a cooperative learning environment where all students can grow and succeed together.”

10. What experience do you have working with children with special needs?

Educational environments are diverse, and it’s essential for a primary school teacher to be prepared and equipped to support students with various learning abilities and needs. Asking about your experience with special needs students helps interviewers gauge your ability to adapt teaching methods, create inclusive lesson plans, and foster an environment where all students can learn and grow. They want to ensure you have the necessary skills and empathy to provide quality education to every child in your classroom.

Example: “During my time as a primary school teacher, I have had the opportunity to work with several children with special needs. One particular experience that stands out is when I taught a student diagnosed with autism spectrum disorder (ASD). To support this student’s learning and social development, I collaborated closely with our school’s special education team, including the special education teacher, speech therapist, and occupational therapist.

Together, we developed an individualized education plan (IEP) tailored to the student’s unique strengths and challenges. This included implementing visual schedules, providing sensory breaks, and using social stories to help the student better understand social situations. Additionally, I made sure to differentiate instruction and adapt classroom activities to accommodate their learning style. Through consistent communication with the student’s parents and other professionals, we were able to create a supportive environment that fostered the child’s academic growth and overall well-being.”

11. How do you communicate with parents about their child’s progress and any concerns that may arise?

Establishing a strong connection with parents is essential for a successful learning experience for their children. Interviewers ask this question to gauge your ability to build a rapport with parents, keep them informed about their child’s academic and behavioral progress, and address any concerns in a sensitive and professional manner. Demonstrating your ability to communicate effectively with parents will show that you’re committed to working collaboratively to support your students’ growth and well-being.

Example: “Establishing open and consistent communication with parents is essential for a child’s success in the classroom. I make it a priority to create a welcoming environment where parents feel comfortable discussing their child’s progress and any concerns they may have. At the beginning of the school year, I provide parents with an overview of my communication plan, which includes regular updates on their child’s academic performance, behavior, and social development.

Throughout the year, I utilize various methods to keep parents informed, such as sending weekly newsletters, scheduling parent-teacher conferences, and using digital platforms like email or messaging apps for more immediate updates. If there are specific concerns that need to be addressed, I initiate one-on-one meetings with parents to discuss the issue and collaborate on strategies to support the child’s growth. This proactive approach ensures that parents stay engaged in their child’s education and fosters a strong partnership between home and school.”

12. What is your approach to teaching literacy skills, such as reading and writing?

The interviewer is seeking insight into your teaching methodology, specifically around literacy development. They want to know if your approach aligns with their school’s educational philosophy and if you’re capable of effectively teaching foundational skills that will set students up for success in their academic journey. Your answer will help demonstrate your expertise, creativity, and adaptability in addressing the diverse needs of young learners.

Example: “My approach to teaching literacy skills involves a combination of explicit instruction, guided practice, and independent exploration. I believe that students need a strong foundation in phonics and decoding strategies to become proficient readers. Therefore, I dedicate time each day for direct instruction on these essential skills, using engaging activities and age-appropriate materials.

For writing, I emphasize the importance of the writing process, including brainstorming, drafting, revising, editing, and publishing. I provide mini-lessons on various writing techniques and genres, followed by opportunities for students to apply their learning through authentic writing tasks. Additionally, I encourage peer collaboration and feedback during the writing process, as it helps students develop critical thinking and communication skills.

To foster a love for reading and writing, I also incorporate independent reading time and creative writing prompts into my lessons. This allows students to explore texts and topics that interest them while building their literacy skills at their own pace. Ultimately, my goal is to create a supportive and engaging classroom environment where students feel confident in their abilities and motivated to grow as readers and writers.”

13. How do you teach numeracy skills and make math engaging for young learners?

Teaching numeracy skills is a critical part of a primary school teacher’s job, as it lays the foundation for students’ future success in math and other subjects. Interviewers ask this question because they want to know that you have effective strategies for making math not only accessible but also enjoyable for young learners. Your answer should demonstrate your understanding of age-appropriate math concepts and your ability to create engaging, hands-on lessons that will foster a love of learning in your students.

Example: “To teach numeracy skills and make math engaging for young learners, I focus on incorporating hands-on activities and real-life examples. For instance, I might use manipulatives like counting blocks or number lines to help students visualize mathematical concepts and develop a strong foundation in basic arithmetic operations.

Another approach is to integrate math into other subjects or daily routines, such as using story problems that involve characters from their favorite books or measuring ingredients during a cooking activity. This not only makes math more relatable but also demonstrates its practical applications, helping students understand the importance of these skills in everyday life. Additionally, I encourage group work and collaborative problem-solving, which fosters peer learning and creates a positive classroom environment where students feel comfortable sharing ideas and asking questions.”

14. Describe a time when you had to manage a difficult situation involving a student or parent.

Navigating challenging circumstances is a key skill for primary school teachers. Your ability to manage difficult situations involving students or parents can significantly impact the learning environment and your relationships with families. Interviewers want to hear about your problem-solving skills, empathy, and professionalism when responding to these situations, as well as how you maintain a positive atmosphere in the classroom despite any hurdles.

Example: “There was an instance where a parent approached me with concerns about their child’s academic progress and seemed quite upset. They believed that their child wasn’t receiving enough attention in class, which they felt was affecting the student’s performance. I listened carefully to the parent’s concerns and empathized with their feelings.

To address the issue, I arranged a meeting with the parent and shared detailed information about their child’s progress, including examples of completed assignments and assessments. I also discussed my teaching strategies and how I differentiate instruction to cater to each student’s needs. Additionally, I provided suggestions for activities and resources the parent could use at home to support their child’s learning.

The open communication and transparency helped build trust between us, and the parent left feeling reassured and more involved in their child’s education. This experience taught me the importance of maintaining strong relationships with parents and being proactive in addressing any concerns they may have.”

15. How do you promote social-emotional learning in your classroom?

Promoting social-emotional learning is essential in shaping well-rounded students who can engage with their peers, manage their emotions, and navigate challenges effectively. As a primary school teacher, you will be responsible for fostering these skills in young learners. Interviewers want to know that you are equipped with the right strategies and techniques to create a supportive learning environment that encourages the development of these critical life skills.

Example: “To promote social-emotional learning in my classroom, I integrate activities and discussions that encourage students to develop self-awareness, empathy, and effective communication skills. One approach I use is incorporating daily or weekly class meetings where students have the opportunity to share their feelings, experiences, and concerns in a safe and supportive environment. This not only helps them express themselves but also allows them to listen and understand their peers’ perspectives.

Another strategy I employ is designing collaborative group projects that require teamwork and problem-solving. These activities foster cooperation, teach students how to navigate conflicts, and help them appreciate diverse viewpoints. Additionally, I consistently model respectful behavior and emotional regulation techniques, such as deep breathing exercises during moments of frustration, which encourages students to adopt these practices in their own lives. Through these methods, I aim to create a nurturing classroom atmosphere that supports the holistic development of each student.”

16. What strategies do you use to encourage collaboration and teamwork among students?

Encouraging collaboration and teamwork is essential in the classroom, as it not only promotes a positive learning environment but also helps students develop essential social skills. Interviewers ask this question to gauge your ability to nurture cooperative learning, foster student engagement, and create opportunities for students to learn from one another. By sharing your strategies, you demonstrate your understanding of the importance of these skills and your commitment to helping students succeed both academically and socially.

Example: “One strategy I use to encourage collaboration and teamwork among students is implementing group projects that require diverse skill sets. This allows each student to contribute their unique strengths, fostering a sense of interdependence and appreciation for one another’s abilities. For example, in a science project, some students may excel at research, while others are more skilled in hands-on experiments or presenting findings. Assigning roles based on individual strengths ensures everyone has an opportunity to shine and learn from their peers.

Another approach I take is incorporating cooperative learning activities into my lesson plans. These can include think-pair-share exercises, jigsaw activities, or peer teaching sessions. Such activities not only promote active engagement but also help students develop essential communication and problem-solving skills. Additionally, I establish clear expectations for respectful behavior and provide opportunities for students to reflect on their experiences working together, which helps them understand the value of collaboration and teamwork in achieving common goals.”

17. How do you stay current on educational trends and best practices?

Educators must consistently evolve and adapt to ensure they provide their students with the best possible learning experience. By asking about your ability to stay current on educational trends and best practices, the interviewer wants to confirm your dedication to professional growth and continuous learning, as well as your willingness to implement new and effective teaching strategies in the classroom.

Example: “To stay current on educational trends and best practices, I actively engage in professional development opportunities and collaborate with fellow educators. I attend workshops, conferences, and webinars to learn about new teaching strategies and tools that can enhance my students’ learning experiences. Additionally, I subscribe to education-focused journals and newsletters, as well as follow influential educators and organizations on social media platforms.

Furthermore, I participate in local teacher networks and online forums where I can exchange ideas and insights with other professionals in the field. This collaboration not only helps me stay informed about the latest developments but also allows me to share my own experiences and contribute to the collective knowledge of the teaching community. Ultimately, staying up-to-date on educational trends and best practices enables me to continuously improve my teaching methods and provide the highest quality education for my students.”

18. What role does creativity play in your teaching style?

Creativity is a key ingredient in engaging young minds and making learning enjoyable. The interviewer wants to know if you can think outside the box and create lesson plans that not only teach the required curriculum but also capture the students’ interest. They want to see if you can adapt your teaching style to foster a stimulating and dynamic learning environment that encourages students to explore, ask questions, and develop their critical thinking skills.

Example: “Creativity plays a significant role in my teaching style, as I believe it helps engage students and fosters a love for learning. I incorporate creative elements into lesson plans to make the content more relatable and enjoyable for the children. For instance, I might use storytelling or role-playing activities to teach history or social studies, allowing students to immerse themselves in the subject matter and better understand different perspectives.

Moreover, I encourage students to express their creativity through various mediums such as art, writing, or group projects. This not only allows them to showcase their talents but also promotes critical thinking and problem-solving skills. Ultimately, by integrating creativity into my teaching approach, I aim to create an inclusive and stimulating learning environment that caters to diverse learning styles and inspires curiosity and exploration.”

19. How do you integrate cultural diversity and global awareness into your curriculum?

Cultural diversity and global awareness are essential components in today’s education landscape. By asking this question, interviewers want to assess how you, as a teacher, can create an inclusive classroom environment and incorporate lessons that will broaden students’ understanding of the world around them. This demonstrates your commitment to fostering tolerance, empathy, and cultural appreciation among your students, preparing them for a diverse and interconnected world.

Example: “Integrating cultural diversity and global awareness into my curriculum is essential for fostering an inclusive learning environment. One way I achieve this is by incorporating diverse literature, resources, and activities that represent various cultures and perspectives. For example, when teaching about historical events or holidays, I include stories and traditions from different countries to broaden students’ understanding of the world.

Another approach is through collaborative projects that encourage students to explore their own heritage and share it with their classmates. This not only promotes a sense of pride in one’s culture but also fosters empathy and respect among peers. Additionally, I make use of technology to connect our classroom with other schools around the globe, allowing students to engage in cross-cultural exchanges and learn firsthand about different customs and lifestyles. These experiences help students develop a more comprehensive worldview and prepare them to be responsible global citizens.”

20. Describe a time when you received constructive feedback from a supervisor and how you used it to improve your teaching.

This question is about your ability to adapt, learn, and grow as a professional. By asking about your experience with constructive feedback, interviewers aim to assess your openness to criticism and your capacity to use it as an opportunity for personal development. It also shows your commitment to continuous improvement in your teaching practice, which ultimately benefits your students.

Example: “During my first year of teaching, I received constructive feedback from my principal during a classroom observation. She noticed that while I was effective in delivering the lesson content, some students were not as engaged as they could be. She suggested incorporating more interactive and hands-on activities to cater to different learning styles.

Taking her advice to heart, I researched various teaching strategies and began implementing group work, role-playing, and project-based learning into my lessons. This allowed students with diverse learning preferences to engage more actively in the material. As a result, I observed increased participation and enthusiasm among my students, which ultimately led to improved academic performance. The experience taught me the importance of being open to feedback and continuously refining my teaching methods to better meet the needs of all learners.”

21. What extracurricular activities or clubs would you be interested in leading or participating in at our school?

Your dedication to enriching students’ lives goes beyond the classroom walls. Engaging in extracurricular activities or clubs demonstrates your commitment to fostering a well-rounded education, offering unique experiences, and encouraging personal growth. It also showcases your ability to connect with students on a deeper level and contribute to the school community, while highlighting your diverse interests and skills that can be valuable assets to the institution.

Example: “I am passionate about promoting creativity and self-expression among students, so I would be very interested in leading or participating in an after-school art club. This club could provide a space for students to explore various artistic mediums, such as painting, drawing, and sculpture, while also encouraging collaboration on group projects. Additionally, the art club could work towards organizing exhibitions of student artwork within the school or community, fostering a sense of pride and accomplishment.

Another extracurricular activity that I would enjoy being involved with is a reading club or book club. Encouraging a love for reading at a young age can have lifelong benefits, and a reading club would allow students to discover new books, engage in discussions, and develop critical thinking skills. We could also invite guest speakers, such as local authors or librarians, to share their experiences and inspire our young readers.”

22. How do you handle conflicts between students in the classroom?

Conflicts between students are bound to arise in any classroom, and as a primary school teacher, it’s essential to demonstrate that you have the skills to address these situations effectively. Interviewers want to know you have the ability to manage conflicts, foster a positive learning environment, teach students valuable social skills, and maintain a sense of fairness and respect among your pupils. By asking this question, they aim to gauge your conflict resolution strategies and your ability to maintain a safe and nurturing classroom atmosphere.

Example: “When conflicts arise between students in the classroom, my primary goal is to resolve the issue fairly and help them develop conflict resolution skills. I start by calmly addressing the situation and separating the students involved if necessary. This allows me to create a safe space for each student to express their feelings and concerns without feeling intimidated or judged.

Once I have an understanding of the issue from both perspectives, I guide the students through a problem-solving process that encourages empathy and active listening. I ask each student to restate the other’s point of view and identify any common ground they may share. Then, we work together to brainstorm potential solutions and agree on a course of action that satisfies both parties. Throughout this process, I emphasize the importance of respect, communication, and cooperation as essential tools for resolving conflicts and maintaining a positive learning environment.”

23. What steps do you take to ensure the safety of your students during class and school activities?

Keeping students safe is a top priority for any educator, and administrators need to know that you take this responsibility seriously. This question helps them understand your awareness of potential risks and how proactive you are in creating a secure environment for your students, both inside the classroom and during school activities. Your answer should demonstrate your commitment to student well-being and your ability to implement effective safety measures.

Example: “Ensuring the safety of my students is a top priority in my role as a primary school teacher. First and foremost, I establish clear rules and expectations for behavior in the classroom to create a safe and respectful learning environment. This includes guidelines on how to interact with one another, move around the room, and handle materials or equipment.

During school activities, such as field trips or outdoor playtime, I maintain a vigilant eye on all students and ensure they are accounted for at all times. I also collaborate with other teachers and staff members to provide adequate supervision and support during these events. Additionally, I familiarize myself with each student’s individual needs, including any medical conditions or allergies, so that I can respond appropriately in case of an emergency.”

24. How do you motivate students who seem disinterested in learning?

Motivating students is a key component of being an effective primary school teacher. There are times when students lose interest in learning, and it becomes your responsibility to reignite their curiosity and engagement. Interviewers ask this question to understand your approach to inspiring enthusiasm in students, as well as the strategies you employ to foster a positive and engaging learning environment.

Example: “To motivate disinterested students, I first try to identify the root cause of their lack of engagement. This often involves observing their behavior in class, reviewing their academic performance, and having one-on-one conversations with them to better understand their interests and challenges.

Once I have a clearer understanding of the student’s situation, I tailor my approach accordingly. For instance, if a student is struggling with a particular subject, I might provide additional support or use alternative teaching methods that cater to their learning style. If the issue stems from a lack of interest in the topic, I strive to make the content more relatable by connecting it to real-life situations or incorporating elements that align with their hobbies and passions.

Furthermore, I believe in fostering a positive classroom environment where all students feel valued and encouraged to participate. This includes setting clear expectations, celebrating small achievements, and promoting collaboration among peers. Ultimately, my goal is to help each student recognize their potential and develop a genuine love for learning.”

25. What techniques do you use to help students develop critical thinking and problem-solving skills?

Encouraging critical thinking and problem-solving skills is crucial for students’ academic and personal growth. By asking this question, interviewers want to assess your ability to foster these skills in young learners. They want to know if you have innovative and engaging teaching methods that inspire students to think beyond the obvious, analyze situations, and find creative solutions to problems. This also demonstrates your teaching philosophy and your commitment to student development.

Example: “One technique I use to help students develop critical thinking and problem-solving skills is the Socratic questioning method. This approach involves asking open-ended questions that encourage students to think deeply about a topic, analyze their own thought processes, and justify their reasoning. For example, when discussing a story we’ve read in class, I might ask questions like “Why do you think the character made that decision?” or “What could have happened if they chose differently?”. This encourages students to consider multiple perspectives and evaluate the consequences of various actions.

Another strategy I employ is incorporating collaborative group activities into my lesson plans. These activities require students to work together to solve problems or complete tasks, fostering communication and teamwork while also challenging them to think critically. During these sessions, I act as a facilitator, guiding discussions and providing support when needed, but ultimately allowing students to take ownership of their learning process. This hands-on approach not only helps build problem-solving skills but also promotes a sense of responsibility and independence among students.”

26. How do you incorporate character education and values into your lessons?

Educators are interested in how you can nurture well-rounded students who not only excel academically but also develop into responsible, empathetic, and respectful individuals. By asking this question, interviewers want to know if you can seamlessly integrate character education and values into your lessons, creating a positive learning environment and helping students understand the importance of good citizenship and personal growth.

Example: “Integrating character education and values into my lessons is essential for fostering well-rounded students. One way I do this is by incorporating stories or real-life examples that highlight specific virtues, such as honesty, empathy, or perseverance. For instance, when teaching a language arts lesson, I might choose a story with a protagonist who demonstrates courage in the face of adversity. After reading the story, we discuss the character’s actions and how they exemplify the value being taught.

Another approach I use is to create classroom activities that encourage teamwork and cooperation. These collaborative tasks not only help students develop their social skills but also provide opportunities for them to practice values like respect, responsibility, and fairness. Additionally, I make it a point to model these values myself and acknowledge students’ positive behavior, reinforcing the importance of good character both inside and outside the classroom.”

27. Describe a time when you had to adapt your teaching style or lesson plan to accommodate an unexpected situation.

Life is full of surprises, and the classroom is no exception. Interviewers want to know how you handle unexpected challenges and whether you can think on your feet. Demonstrating your adaptability and problem-solving skills in the face of unforeseen circumstances shows that you’re capable of maintaining a positive learning environment, even when things don’t go according to plan.

Example: “There was a time when I had planned an outdoor science activity for my students, but due to sudden heavy rain, we couldn’t proceed as planned. Instead of canceling the lesson altogether, I quickly adapted by bringing the activity indoors and modifying it to suit the new environment.

I divided the class into small groups and provided each group with materials to create their own mini ecosystems using plastic containers, soil, plants, and water. This allowed the students to still engage in hands-on learning while exploring the concepts of ecosystems and environmental factors. Throughout the process, I circulated among the groups, answering questions and facilitating discussions. In the end, the students were able to grasp the key concepts despite the unexpected change in plans, and they enjoyed the collaborative nature of the modified activity.”

28. What experience do you have with implementing project-based learning in the classroom?

This question is designed to gauge your enthusiasm for innovative teaching approaches and your ability to incorporate them in your lesson plans. Project-based learning is a popular method that allows students to explore real-world problems, develop critical thinking skills, and work collaboratively. By asking this question, the interviewer is looking to determine if you have experience with this teaching style and how effectively you can create engaging, hands-on learning experiences for your students.

Example: “During my time as a primary school teacher, I have successfully implemented project-based learning in various subjects to engage students and promote deeper understanding. One example is when I introduced a science unit on ecosystems. Instead of relying solely on textbooks and lectures, I designed a collaborative project where students were tasked with creating their own ecosystem dioramas.

I divided the class into small groups and assigned each group a specific ecosystem to research. Students were responsible for gathering information about the plants, animals, and climate within their assigned ecosystem and then using that knowledge to create a detailed diorama. Throughout the process, I provided guidance and resources, while also encouraging peer-to-peer collaboration and problem-solving.

This project not only allowed students to apply their newly acquired knowledge but also helped them develop essential skills such as teamwork, communication, and critical thinking. The hands-on nature of the project made the subject matter more engaging and memorable, leading to improved retention and overall enthusiasm for learning.”

29. How do you balance meeting curriculum requirements while also addressing individual student needs?

Balancing curriculum requirements and individual student needs is a key skill for a primary school teacher, as it demonstrates your ability to create an inclusive and effective learning environment. Interviewers want to ensure that you can meet educational standards while also recognizing and supporting the unique learning styles, abilities, and challenges of each student in your classroom. Showcasing your adaptability, creativity, and commitment to student success will help set you apart as a strong candidate for the role.

Example: “Balancing curriculum requirements and individual student needs is a key aspect of effective teaching. To achieve this balance, I start by thoroughly understanding the curriculum objectives and creating lesson plans that incorporate various learning styles and activities to engage all students. This ensures that the content is accessible and appealing to a diverse group of learners.

To address individual student needs, I continuously assess their progress through formative assessments, class participation, and one-on-one interactions. This helps me identify areas where they may need additional support or enrichment. Based on these insights, I differentiate instruction by providing targeted interventions, modifying assignments, or offering supplementary resources for those who require extra challenges. In doing so, I can ensure that each student progresses at their own pace while still meeting the overall curriculum goals.”

30. Why do you believe you would be a good fit for our school community?

Schools want teachers who will not only educate their students but also contribute positively to the wider school environment. By asking this question, interviewers seek to understand how well you’ll align with the school’s values, culture, and mission. They want to learn about your teaching style, collaboration skills, and ability to connect with students, parents, and colleagues, ensuring you’ll be a valuable addition to their community.

Example: “I believe I would be a good fit for your school community because of my passion for creating an inclusive and nurturing learning environment. Your school’s commitment to fostering academic excellence, social-emotional growth, and cultural diversity aligns with my teaching philosophy. I have experience in implementing differentiated instruction techniques that cater to the diverse needs of students, ensuring each child receives the support they need to succeed.

Furthermore, I understand the importance of strong collaboration between teachers, parents, and staff members. In my previous roles, I’ve actively participated in parent-teacher conferences, school events, and professional development workshops to strengthen these relationships. My ability to communicate effectively and work as part of a team will contribute positively to your school’s mission and values, ultimately benefiting the entire school community.”

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10 Elements To Include in Your Demo Lesson for Teacher Interviews

This is your time to show them you know what you’re doing.

Sweating over needing to teach a demo lesson as part of your new-teacher interview process? We’ve all been there! That’s why we’ve gathered this list of must-have elements to include in a demo lesson. These are the lesson elements interviewers will be looking for, and including them will show that you know your stuff. Plus, we’ve included some ideas for demo lesson topics toward the end of this article!

Make sure you start off your lesson with an engaging hook. It doesn’t have to be very long, it just has to be interesting and connected to the learning goal. It can be a quick story, an interesting question, or maybe even a short picture book or picture. Keep it simple and engage your interviewer audience.

For example: If you’re teaching a lesson about about fractions, introduce the lesson by talking about pizza and how many slices make up the whole pizza. Make it fun and relatable.

2. Standards-Aligned Learning Goal

You need to create a learning goal that is aligned with the standard that you’re teaching. The learning goal also has to be measurable and objective, so use verbs like explain , describe , identify , and the like. Use the language from the content standard and make it a part of your learning goal too. This will show that you understand the standard that is being taught and how to use it in a learning goal.

For example: Let’s say you’re teaching CCSS.RL.3.3—Describe characters in a story (e.g., their traits, motivations, feelings) and explain how their actions contribute to the sequence of events. A learning goal might look like this: “We are learning how to describe a character’s traits, motivations, feelings, and actions.” A second learning goal for this standard could be “We are learning how to explain how the character’s actions contributed to the sequence of events.”

3. Modeling and Metacognition

Show the interview panel that you know how to teach a skill by modeling it during your lesson. While you’re modeling how to do the skill (like finding a common denominator or determining the main idea), also use metacognition . Think out loud about your thinking and demonstrate to the panel how you will think out loud with your future students.

For example: Let’s say you’re teaching about determining the main idea. You might think out loud by saying that you didn’t quite understand the main idea the first time you read the passage, so you have to read it again. Then literally read the passage again and think out loud about how you focused in on key details to determine the main idea.

4. Check for Understanding

Another element for teacher demo lessons is making sure you’re checking your students’ understanding . When you check for understanding during your lessons, you’re showing that you’re monitoring your students’ progress toward meeting the learning goal. It’s also an opportunity to show how you’ll adjust the pacing of your lesson if students aren’t understanding the skill you’re teaching.

For example: You can do this by simulating that your interview panel has whiteboards and asking them to show their answers on their boards. If you’re teaching a group of students, you can pass out whiteboards or use sheet protectors with a white paper inside. You can also check for understanding by walking around as students write answers down or by listening to student conversations during think-pair-share moments.

5. Differentiation

When you’re teaching your lesson, make sure you use differentiation . Adding this to your lesson will show the interviewers that you know how to scaffold for students who need support and also extend the learning for your students who need more challenge.

For example: You can ask varying levels of questions while you’re checking for understanding. Consider bringing different levels of independent practice and end the lesson by calling a small group over to reteach, after you’ve noticed the students who need more support. Some other examples of differentiating during your lesson could be using various leveled passages or math tasks during the lesson, or showing that you know how to adjust during the lesson if students aren’t getting the skill right away.

6. Depth of Knowledge Questions

One of the other important elements for teacher demo lessons is using depth of knowledge (DOK) questions. While you ask students questions during the lesson, use DOK questions to make sure students are being challenged. The DOK questions vary from Level 1 to Level 4, Level 4 being the most in-depth and thought-provoking. Incorporating this type of questioning into your lesson will show the interview panel that you will challenge your students with thoughtful questioning.

For example: Level 1 is recall , so ask literal questions that students can answer based on their book or other printables that are in front of them. Questions that are Level 2 are more concept-oriented, so ask questions that make students distinguish items or determine cause and effect. Level 3 is strategic thinking . Students might have to cite evidence or come up with an argument when answering these types of questions. Finally, Level 4 is extended thinking . These questions challenge students to design, make connections, or prove a concept.

7. Opportunities for Student Talk

Don’t be the only one who’s talking during the lesson. Invite students (or the interview panel) to turn and talk , think-pair-share, or use A/B partnering to share ideas during the lesson. Students might work together on a question during the check-for-understanding portion too.

For example: If you’re teaching a math lesson, have students pair up to work on one of the problems together.

8. Closure Questions

Always ask students at the end of the lesson what the learning goal was. Students should be able to tell you what they were working toward when the lesson is over. You can also ask students additional questions that connect to the learning goal. They can be “how” or “why” questions or questions based on DOK.

For example: Closure questions can be something like “Why is it important to _?” or “How do you _?” Consider asking students to fill out an exit ticket so they have one more opportunity to show what they learned in the lesson.

9. Matching Independent Practice

If you’re going to bring an independent practice task to pass out at the end of your lesson, it must align with the learning goal. Come prepared with various levels of independent practice and be creative in how you want the students to show what they’ve learned.

For example: If you’re teaching a math lesson, you can bring a handout of math problems, task cards, or an interactive activity that’s done online. If you’re teaching an ELA lesson, bring a reading passage, writing task, or literacy activity for students to demonstrate their understanding. Just make sure it relates back to your learning goal.

10. Personality

One of the most important elements for teacher demo lessons is to show your personality. Have fun, be yourself, and let your passion for teaching shine through!

For example: Smile, make silly jokes, make connections to your daily life, and give a glimpse of how you are as a human. Be relatable.

Here are 10 topic ideas for elementary demo lessons:

• Determining main idea
• Comparing fractions
• Citing evidence
• Rounding numbers
• Comparing/contrasting story elements
• Academic vocabulary
• Comparing decimals
• Finding the perimeter
• Describing characters
• Determining author’s point of view

Here are 10 topic ideas for secondary demo lessons:

• Annotating text
• Figurative language
• Story structure
• Poetry analysis
• Square roots
• Coordinating planes
• Factoring by grouping
• Percentages

For more new-teacher inspiration or ideas for a demo lesson, check out the 10 Best Books for New Teachers .

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How To Prepare For A Teaching Demonstration At A Job Interview

• Post author: Dr. Fawaz Al-Malood
• Post category: Podcast / Productivity / Professional Development / Teaching

This is the third in a series of articles to help you prepare for the teaching job interview. In the last two articles, I discussed how you can prepare for the Writing Assignment At Teaching Job Interview and how to Prepare For A Teaching Interview .

In this article, I’ll share four things to help you prepare for the teaching demonstration.

Teaching Demonstration

Most applicants applying for a teaching position seem have some teaching experience either as a Teaching Assistant (TA) in graduate school, or as an adjunct faculty, or as a trainer in the industry they’ve specialized in.  If you happen to be one of those, you’re fortunate enough to have some classroom or instructional experience.

However, that isn’t the case for all applicants, and it shouldn’t prevent you from still being able to perform a teaching demonstration and doing exceptionally well if you are prepared!

While prior teaching experience is helpful, what is more important is possessing excellent communication skills and the ability to connect and engage with students.

Since teaching demonstrations are relatively short, usually 10 minutes in length, you have limited time to show your hiring committee how well you are able to articulate your thoughts and break-down the concept you are teaching. You’ll also be assessed on your ability to peak students’ interest and engage them through your delivery, and non-verbal communication.

The following four tips will help you better prepare for your teaching demonstration:

1. Content Mastery

Your hiring committee will most likely provide you with the topic for your teaching demonstration in advance. Make use of the early notice to ensure that you familiarize yourself with the topic you are going to demo.  If you’re lucky, you’ll be assigned with a topic which you are very familiar with.

When I went through my teaching demo, the topic that I was assigned had very little to do with the discipline and college level that I would be teaching if hired. Thankfully, it was a topic that I was extremely familiar with because I’d studied, researched, and written about it in graduate school. Familiarity with the topic is extremely important because it will boost your confidence as you prepare for and deliver your demonstration.

So, make sure you know everything you need to know about that topic. Having said that, you need to remember that the hiring committee and your future students do not need to know everything you know. Your job is to cover the topic(s) that they need to know to help them achieve the lesson or course objectives.

 2. Content Structure

  Once you feel confident with your mastery of the topic that you’ll need to teach, it is time to begin creating an outline for what you need to include in your demo. Remember that you only have a few minutes to perform your teaching demo, so you need to be very selective about what you cover. As I stated earlier, your job is not to teach everything you know, but merely what your students or hiring committee needs to know about that topic in the allotted time.

  When planning your outline, you should include the following three things:

• The title of your topic.
• What will be covered (in list or bullet format).
• How or why it is relevant or important for the students to learn.
• Be enthusiastic and passionate about the topic.
• Make eye contact with the students.
• Share a relevant story.
• Conclusion:   You may be tempted to use up all of the time given to you to flex your intellectual muscles in front of your committee, but that’s not the purpose of the teaching demo.  You need to focus on teaching what you were asked to teach in an effective manner. Do not rush, and don’t feel pressured into adding more content to fill up the given time. Allow 1 or 2 minutes for questions.

 3. Visual Aids

When planning your teaching demo, identify the visual aids that will be provided to you by the hiring committee, if any, and determine which of them would best help you cover the content that you plan on presenting.

Some content is best delivered through a digital presentation software while smart boards or white boards are still effective for other types of content. The advantage of the digital presentations such as PowerPoint, Keynote, Prezi, or Google Slides is that you don’t have to use any of your demo time to actually generate the content on the slides since you would have done that in advance.

When putting your presentation together, keep each slide simple and avoid tiny text and overcrowding. A good rule-of-thumb is to limit each slide to no more than 6 bullets, with no more than 6 words per bullet. Some presentation designers even suggest no more than 12 words total per slide. Pick whichever works for you but avoid listing paragraphs and lots of text on each slide as that would be ineffective.  

In these two examples, the first slide contains (left) only ten words, while the second slide on the right contains only five words.

Students should be focused on what you have to say and not on busily reading and copying what’s on the slide. Bear in mind that you only have a few minutes to teach, so your presentation cannot be too long.  If your presentation is 10 minutes, I wouldn’t recommend more than 3-4 slides.  

Design Elements

There is a lot that can be said about design, and if you haven’t read Presentation Zen by Garr Reynolds, I would highly suggest that you do so. The two key points that I do want to emphasis with regards to design are fonts and images.

Be sure to use a font style and size that are large enough to see and are easy to read off of a screen. I’d recommend using a member of the Sans-Serif font family such as: Arial, Verdana, or Tahoma.

  As for the size, remember that this is a presentation and not a word document, so go large. Your font size should be 40 or larger.

  If you choose to add an image to your presentation, be sure to include a large high quality image. You want your image to be easily seen and look professional. Avoid pixelated and blurry images, they’re unclear and will make you look like an amateur.  

In these two examples, the emphasis is on high resolution images with limited text on the slide. The images on both slides take up a majority of the real estate on the slide without looking pixelated and blurry.

Once you’ve completed your presentation, be sure to proof-read all of your slides multiple times.

Regardless, of the method that you choose to adopt, it’s helpful to have a back-up plan in case your experience any glitches on the day of the demo. If you’re doing a digital presentation, be sure to have your presentation saved in multiple formats including PDF.  

Sometimes the version of the PowerPoint or Keynote that you save your file in is not compatible with the version that the school has and in the event that you are not able to open your presentation file correctly, most computers will still be able open a PDF. The PDF version will not include any of the animation, sounds, videos, or transitions that you may have included in your original presentation, but at least you’ll have still-slides that you can use for your demo.

In addition to your digital presentation, I would also recommend providing a hardcopy of the presentation to the committee as well.  

4. Teaching Rehearsal

Your teaching demonstration will be assessed on a number of things including:

• communication skills
• presentation skills
• ability to engage and generate interest
• knowledge of the subject matter
• ability to teach within the allotted time
• ability to clearly and effectively answer questions

Prepare your teaching demonstration as early as possible, and then practice your teaching presentation over and over again and until you are comfortable delivering the material without referring to your notes or slides.

If possible, record yourself giving the teaching demonstration using a camcorder and review the footage to see what you did well and what you need to improve on.

When reviewing the video, ask yourself the following things:

• Do I look confident and comfortable with the material? You want to ensure that you’re not projecting nervous behavior.
• Are you projecting your voice loud enough, and do you sound enthusiastic about your topic? If you’re excited about your topic, your audience will get excited about it. You want to avoid sounding monotone or speaking in a low volume.
• Did you actually address the specific topic that you were asked to demo?
• Are you able to teach the topic within the allotted time, or do you need to revise your presentation? You want to make sure that you do not run out of time during your demo. And you also do not want to rush.

If you really want to go the extra mile in your preparation, ask a friend or colleague to give you feedback on your presentation video. Be sure to find someone who will actually help you improve your demo and not be too shy about providing constructive feedback.

So to recap, here are the four things that you need to do to prepare for a teaching demonstration at a job interview:

• Content Mastery: Familiarize yourself with your topic.
• Content Outline: Create a structure for your presentation that covers the title, what will be covered, and the purpose of knowing the material.
• Visual Aids: Make sure your presentation is concise, well designed, and backed-up in multiple formats including hard copy.
• Teaching Rehearsal: practice your demo repeatedly until you are comfortable and confident with the material and your delivery. Use a camcorder if possible, and solicit feedback from friends or colleagues.

Well, I hope you found this post useful. If you did, I’d be grateful if you’d help spread the word by sharing this with friends or colleagues on LinkedIn, Facebook, Twitter, Reddit, or any other social media platform you use.

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Dr. Fawaz Al-Malood

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Five Things To Know Before Delivering Your Teacher Demo Lesson

We highlight the top five elements that we’ve seen form the foundation of a successful teacher demo lesson, typically the final stage in the teacher interview process.

If you have an upcoming demo lesson at a school, congratulations! You have made it to what is usually the final stage in the interview process. For many teachers, the demo lesson phase elicits the most anxiety.

Fortunately, we’ve got your back! We’ll make it easy for you: this article highlights the top five elements that form the foundation of a successful demo lesson. To help you remember what these elements are, we created the “ POISE ” framework: Be P repared, manage the O bjective, keep the lesson I nteresting and S imple, and set E xpectations.

What is a Demo Lesson?

A demo lesson is a lesson that you plan and execute for a group of students, or a group of adults posing as students, at a hiring school. Think of it as an audition to be a teacher at the school.

For many, the demo lesson is the most challenging part of the hiring process. You are obviously unfamiliar with the needs of the students, which makes two things difficult: behavior management, and knowing what content to teach. And if you are a new teacher, there is the additional challenge of trying out strategies you have learned but have had little experience with.

Fortunately, hiring managers and school administrators are very much aware of the impact these challenges have on demo lessons, and they don’t expect perfection. They do, however, expect that you can keep students safe and that students will learn something from your lesson. Also, rest assured that if you are unsatisfied with the outcome of the lesson, you will have the opportunity to discuss it during the debrief.

P : Prepare | P OISE Framework

Bring any and all materials you plan to use:

You are probably already nervous, and you certainly don’t need an additional obstacle. Being overly prepared means you can avoid unnecessary challenges and potential mistakes.

There are lots of variables beyond your control, but whether or not you have a functioning marker is not one of them! Having to stop in the middle of a lesson to ask where the tape is, or erasing a board with your hand because you don’t have an eraser, will probably rattle you, even if only for a moment. Bring all of the materials you will need for the lesson, including tape if you are using posters, dry erase markers, magnets, and anything else you will need. It’s one less thing to worry about.

Set up for success:

Pre-make charts that are needed for the lesson. If your plan is to elicit responses from the students and record what they say on the chart, pre-make the rest of the chart and leave only those sections blank. Why? 1) Writing uses up a fair amount of time that could be used for something more valuable, and 2) it is difficult to write without turning your back to students. Since you haven’t developed a relationship with these particular students and you don’t know what to expect from their behavior, it’s better not to give them this opportunity.

Prepare everything the night before -- your clothes, your route, the lesson plan, and all materials needed for the lesson. You will sleep more soundly and be clear-headed the next morning.

Prepare for student interaction:

Plan and rehearse routines students will need to execute during the lesson. Examples include getting a writing utensil, finding a partner, passing papers out, turning papers in, and any others you can anticipate. To help you decide which ones you will need to teach during your demo, use our planning guide and list of common routines . Teachers often overlook this important step. Sloppy or unclear routines can cause disarray, which gives off the impression that you are potentially unable to keep students safe. It also wastes time that you already have so little of. Examples:

If you plan to have students work in groups, scaffold the process. (If you say “pick a partner” and let them assume the responsibility, problems will surely arise.) Instead, use a strategy such as having students count off, or naming them “peanut butter” and “jelly” to pair them.

If you are teaching lower grades, plan how you will direct students from the carpet to their seats. “Time to go back to your seats and work!” will likely result in students rushing to their seats all at once -- talking and off-task. Instead, try saying “When I call your row, you may take 30 seconds to quietly walk back to your seat and start working” and then calling one row at a time. When in doubt, tell them what they should be doing, how they should be doing it (the behavioral expectation, such as quietly), and for how long.

Prepare for when things go wrong:

Often, teachers think that students will follow their directions or be on their best behavior during the demo just because their principal is watching. Do not count on this. We see students breaking rules constantly during demos, and administrators always notice and evaluate to see how the teacher reacts.  It doesn’t need to be perfect, but you do need to clearly demonstrate a strategy and be prepared to reflect on how you could improve next time. Sometimes during demos, teachers feel awkward disciplining students  they don’t know in front of other adults. Here are a few tips on how to redirect students in a respectful manner:

• 1 - 5 students off task: Use silent signals, proximity or other warm/strict corrections to redirect behavior (example: student is answering the wrong question on their page, teacher walks over and points silently to the correct question)
• 5 - 10 students off task: Positive narration or proximity (example: speaking to the whole class, “Most groups are on the second or third question. If you need help, raise your hand.”
• 10+ students off task: Reset expectations with the whole class. Use an attention-getting signal, remind the class of the expectations, and then scan for compliance. (example: “Just a reminder, we are on chapter 2, page 31…” --teacher scans the room for compliance -- “Good. I’ll give you a few more seconds to get to page 31. Almost everyone is there. Great.”

O : Objective | P O ISE Framework

Align the objective with grade-level standards:

It is essential that the objective aligns with grade-level standards, unless there are special circumstances that the school has shared with you. The common core website lists standards by grade level , and you can use this to plan your objective.

Communicate the objective:

Have the objective of the lesson posted and clearly visible to you, the students, and the recruitment or leadership team members that are observing. You would be surprised how well this keeps teachers focused on their objective.

Choose assessments that align directly with the objective, and assess throughout the lesson, not just at the end. This will ensure students are on track to master the objective.

I : Interesting | PO I SE Framework

Sometimes teachers are so focused on the details that they forget the very basic concept that the lesson should be interesting! Put yourself in the students’ shoes. What would keep you engaged during a 45 minute lesson with a teacher you’ve never met?

No matter how fascinating your lesson content, if you are doing most of the talking and students are passively listening (or just appear to be listening, it’s hard to tell if you aren’t checking) they are probably only partly engaged. Students should be interacting with you, other students, or the content, for the duration of the lesson.

Insider Tip: Use a hook to draw students in right at the beginning of a lesson. A video, a demonstration, a joke, or an interesting fact will get their attention and help them feel invested in the lesson.

S : Simple | POI S E Framework

We’ve seen hundreds of demo lessons, and it’s rare that the timing is perfect. The lesson almost always runs over, not under. In other words, most teachers over-plan. This is not a dealbreaker, but administrators like to see that you can teach a lesson from start to finish in the amount of time given. In order to achieve this, you must keep it simple. This doesn’t mean that you should “dumb down” the rigor, but you might need to decrease the scope of your objective. You can always create a back-up plan for extension activities in case you breeze through the lesson.

A rule of thumb is that the lesson goal or objective should be simple enough that students can state what they are learning when asked.

Insider Tip : Break each section of the lesson (Do Now, Guided Practice, etc) into time increments, then practice using either a timer or video recording device. We highly recommend the latter. Keep rehearsing until you can comfortably execute the lesson in the allotted time. It might take a few tries, but we can assure you it’s worth it.

E : Expectations | P OIS E Framework

Set expectations for behavior before you start your lesson. This is perhaps the most important piece of advice we have for you.

• Use a pre-made chart, especially for lower grades, with three simple rules. Use images to support the words for Special Education or Grades PK-6.
• Your explanation of the expectations should be very brief—two minutes at most.
• Make the explanation interactive. For example, if you want students to use a quiet thumb to show they have an answer, ask them to demonstrate that when you first present the expectation so that you can check for understanding.
• Post directions fo students so they know what to do during work time. This way, if students are off-task or unsure what to do, you can point to the directions to redirect them. This frees up your time to assess and conference with students, which is a much more valuable use of your time. It’s also a less-intrusive behavioral correction, and has the added benefit that it also helps administrators and recruiters who are observing follow along.

Reflecting on the Demo Lesson

Chances are, your demo lesson is not going to go exactly the way you planned. Does any lesson ever? The good news is, even if you feel it was a complete disaster, remember 1) it usually wasn’t as bad as you think, and 2) you have an opportunity to discuss it during the debrief.

We have seen quite a few demo lessons that were less than stellar but the candidate still received an offer . Why? Because they recognized what went wrong and took ownership over what they would do differently if given another opportunity. School administrators want teachers who are reflective and receptive to feedback because these are the teachers they can work with and mold into effective teachers at their school. If you can demonstrate that you are thoughtful, coachable, and committed to constantly improving --  you can save an imperfect demo lesson and get a teaching job that you love.

Additional Resources

• Course: Deliver a Successful Demo Lesson
• Course: Exemplar Demo Lesson and Sample Lesson Plans

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School leadership interviews – presentations tips

February 14, 2009 //  by  Admin

Our recent internal candidates for assistant headteacher had to deliver ten minutes on ‘practical strategies to raise achievement’; they were asked to make the presentation relevant to our school.

Here’s what we we're looking for (and in fact we had a mark sheet to score each candidate on each of these areas).

• presentation skills
• content – innovation and sticking to brief

So on presenting skills:

Use of the interactive whiteboard is good but not essential, likewise with PowerPoint. Yes it’s a skill we think senior leaders should have but most important was clarity and engagement, after all assistant heads still teach a good few periods each week.

We allowed for nerves but were looking for candidates who knew how to deal with their nerves. For instance I know I always wear a jacket with pockets so occasionally I can thrust my (shaking) hands in them! I also like to have a gimmick – same strategy as I use when dealing with a challenging class.

• Be confident; smile, remember to say ‘good morning’ – especially if you’re in a new school
• Practice speaking out loud, I still do this for assemblies. It cuts down on some of the waffling that you do if you’re thinking on your feet. Your brain will remember more of it and that will help with the delivery.

Obviously this depends on the title but raising achievement is likely to come up and teaching and learning are a safe bet within this.

Practical means different things to different people but the key for me is SMART.

One, unsuccessful, candidate talked about starting an intervention programme for Year 9 aimed at supporting those who data suggested would under-achieve in their GCSEs.

That was it – not really SMART enough.

It only needed a bit of tweaking. For instance - starting GCSE intervention early:

• Meet with parents to get them on board
• Share data with every body involved – student, parents, all teaching staff
• Meet with subject leaders to devise a diagnostic tool and individualized support programme of individual subject support for these students
• Devise a way to measure success/failure early enough in Year 10 to encourage students or to show the need to turn up the intervention.

If you’re going for a senior leadership job then you need to show that you can think strategically. If you’re an internal candidate it’s important not to simply represent the school’s own development plan and add in things you’d do differently. One of our candidates did that and I felt like the senior team was being told off for not getting the job done!

It’s not really rocket science. A ten minute presentation should be 10 minutes long.

It’s fine to check if questions and answers will be separate. Also, check how many people will be included if you’re intending to give out hand outs and think about the time it takes to give out hand-outs if you hand them out during the presentation.

It’s important to stick to time; you could have brilliant ideas to share but if you end up saying them in the 12 th minute of a ten minute presentation then they won’t be counted – we were actually giving a 2-minute warning and then stopping candidates mid-sentence.

I think one useful way of structuring an ideas packed presentation is to give one idea in full detail (say about 3 minutes) and then have another 3 or 4 ideas where you just spend 1 minute on each and then have another 5-8 ideas in outline which you pack in to the time you have left. This shows that you can do strategic and in-depth but then goes on to show that you have plenty of ideas.

Practicing out loud and having somebody else time you also helps in this regard.

The successful candidate had ideas that were ready to go, presented in a way that made me think ‘I want that idea NOW, I’m going to steal it …. oh no, wait a better idea is to give you the job and then you can run it’.

If you’ve got some other presentations that you’ve been asked to do I’d be happy to post what my ideal response would be.

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Prepare for a teaching interview lesson

The interview lesson is an opportunity to demonstrate your teaching ability so it’s important to be prepared. We’ve spoken to experienced teachers to get their top tips for success.

1. Plan your lesson

Once you know the topic for your interview lesson, ask your mentor or colleagues for advice. Don’t make your lesson too complex, and you can use ideas and activities from textbooks or other sources. You’ll need to know about the class, specifically if there are any pupils with special educational needs and disabilities (SEND). If the school hasn’t provided this, ask!

Plan your presentation and any worksheets or resources you want to bring. You should check with the school what software and equipment they have. Most schools won’t let you use a USB stick, so agree in advance how you’ll send it to them.

2. Create a clear presentation

Make sure your presentation uses contrasting colours, an easy-to-read font, and ensure any instructions are clear and broken down into small steps. Try not to overload your slides with text: having lots of relevant images can make your presentation more engaging for pupils. It’s a good idea to plan differentiated activities or consider how you can support pupils of all abilities to achieve the learning objective.

3. Be mindful of time

To save time in the lesson, you could create resources that include the goals for the lesson and any activities. This means pupils will not waste time writing down the date, title, and lesson objective. You can also ask pupils to hand out the resources while you speak to the class. Pay attention to timings on the day, and don’t be afraid to divert from your lesson plan if it’s not working.

4. Be prepared on the day

On the day of the interview lesson, take three copies of your lesson plan, resources, and presentation to give to the observers. You should also bring spare equipment such as board pens and a board eraser. To make things more comfortable, ask for and use pupils’ names.

5. Stay positive

Ultimately, feel good about yourself and try and relax. You won’t be able to plan for every eventuality, but the panel wants to see how you cope in a classroom and how you adapt to changing situations.

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Preparing for a Teaching Interview: Common Questions and How to Answer Them

Congratulations on securing a teaching interview! As you prepare to take this important step towards your teaching career, it’s essential to anticipate common interview questions and develop impressive responses.

In this guide, we’ll explore some of the most frequently asked questions in teaching interviews and provide valuable tips on how to answer them effectively.

Tell Us About Yourself:

This open-ended question allows you to introduce yourself. Focus on your education, relevant experience, and teaching philosophy. Keep it concise and highlight what makes you a strong fit for the position.

What Is Your Teaching Philosophy?

Share your beliefs about education and how you approach teaching. Emphasise your commitment to student growth, engagement, and creating a positive learning environment.

How Do You Handle Classroom Management and Discipline?

Describe your strategies for maintaining a well-managed classroom. Mention your emphasis on clear expectations, positive reinforcement, and proactive communication with students and parents.

What Is Your Approach to Differentiation and Inclusion?

Discuss your methods for adapting lessons to meet the diverse needs of students. Highlight your commitment to inclusivity, accommodating various learning styles, and providing additional support when necessary.

How Do You Assess Student Progress and Success?

Explain your assessment methods, including formative and summative assessments. Stress your commitment to using data to adjust your teaching and support student growth.

Describe a Challenging Classroom Situation and How You Handled It:

Share a real-life example of a difficult classroom situation and your problem-solving approach. Emphasise your ability to remain calm, communicate effectively, and find solutions.

What Is Your Experience with Technology in the Classroom?

Discuss your familiarity with educational technology and how you integrate it into your teaching to enhance learning experiences.

How Do You Foster Parent-Teacher Communication?

Explain your strategies for building strong relationships with parents or guardians. Mention regular updates, conferences, and open lines of communication to ensure student success.

What Professional Development Have You Pursued Recently?

Highlight your commitment to continuous learning and professional growth. Discuss workshops, courses, or certifications that demonstrate your dedication to staying current in your field.

Why Do You Want to Teach at This School?  

Tailor your response to the specific school’s values, mission, and community. Express your enthusiasm for contributing to their unique educational environment.

How Do You Handle Stress and Pressure?

 Share how you maintain composure during challenging situations, emphasising your ability to prioritise tasks, seek support when needed, and stay focused on student well-being.

What Makes You Stand Out as a Teacher?

 Highlight your unique qualities, experiences, or achievements that set you apart from other candidates. Mention any innovative teaching methods or extracurricular involvement.

Tips for Impressive Responses:

• Be Specific: Use concrete examples from your teaching experience to support your answers.
• Show Enthusiasm: Express your passion for teaching and your commitment to students’ success.
• Use the STAR Method: Situation, Task, Action, Result – structure your responses to behavioral questions.
• Stay Positive: Maintain a positive and professional attitude throughout the interview.
• Practice: Rehearse your responses with a friend or mentor to build confidence.

Conclusion:

Preparing for a teaching interview involves not only understanding the common questions but also crafting impressive responses that reflect your qualifications and passion for teaching. By effectively addressing these questions and showcasing your expertise, you’ll increase your chances of landing the teaching position you desire. Good luck with your interview!

How to plan a lesson for a teaching interview

By Mark Richards,

24 Jan 2020

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Prepare for your teacher training interview

Congratulations on being invited for an interview! This is an important stage in successfully getting a place on a primary or secondary teacher training course.

These tips can help you prepare for a successful interview.

It could be an interview for a course that leads to qualified teacher status (QTS) or QTS with a postgraduate certificate in education (PGCE).

The exact interview process will vary depending on the teacher training provider.

Confirm your interview date

The provider will email you with an interview date. If you can’t make it then you may be able to ask for an alternative.

Once the date is agreed you should receive a confirmation email from the provider. Check this carefully to make sure you know exactly what to expect.

Most providers ask for some type of presentation. Others may require maths or English tests to be completed in advance.

Prepare what you need to know

It’s a good idea to check the provider’s website to understand more about them and what appeals to you. You can refer to this information at your interview.

Take some time to find out about the teachers’ standards (opens in new window) and the national curriculum (opens in new window) .

Consider some possible safeguarding scenarios and how you might address them. Make sure you’ve read the statutory guidance for schools and colleges on safeguarding children (opens in new window) .

Get ready for common teacher training interview questions 

The exact questions will vary from provider to provider but there are some common ones that you’re likely to be asked. It can help to prepare some clear answers to these in advance:

why do you want to teach?

what can you bring to the profession?

what are your interests and how could you bring these to the classroom?

what are some of the challenges faced by teachers today?

Consider what interviewers are looking for

Providers want to see the qualities that will help you to be a good teacher. During your interview, consider how you can show:

your passion for teaching

a professional approach

your personality when presenting

confidence, energy and enthusiasm

how you’re up to the challenge of teaching

an understanding of what’s involved in being a teacher

Show you’ve got the right skills

Providers will also be expecting you to demonstrate you’ve got relevant skills, including:

how you reflect on your own performance

how you tailor information for a range of audiences

the level of your English and maths skills

the strength of your subject knowledge

Many providers will ask you to do some form of presentation as they want to see you have the energy and passion to capture pupils’ attention. Remember this is a chance to sell yourself and prove your commitment.

Prepare your own questions

It’s good to have some questions of your own to ask. This helps you get more information and shows your interest. You could ask:

how much time will I spend in school?

how many schools will I get practical teaching experience at?

what kind of schools will I be placed at?

what is the split between exams, coursework, group work, and presentations?

how will this course help me to get a teaching job?

Think positive

The most important thing is to try to relax and be yourself. With some planning, and preparation, you’ll be in a strong position to answer confidently and show you can handle a classroom.

Get free one-to-one support

An adviser with years of teaching experience can help you prepare for interviews. Chat by phone, text or email, as often or as little as you need.

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Whether it's just an idea or you're ready to apply, you could get personalised support from an adviser with years of teaching experience. Chat to them by phone, email or text as little or as often as you need.

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How to prepare for your teacher training interview

If you've applied for teacher training, you’ll probably be invited to an interview. follow our advice on how to prepare successfully..

Looking for Clearing advice?

The Clearing concierge has the answers

Tailor your preparation

Whether it’s school-led or university-led training you’re applying for, keep in mind that each institution is different.

Do your research and look out for subtle differences in tone and mindset. Do you fit that mindset? How can you get this across in the interview?

Think of the qualities you’ll bring to teaching but don’t second-guess the questions

It’s natural to think about the questions you’re likely to be asked and begin to formulate answers. But don’t stick to this strategy too strictly as you may not be asked anything you're expecting.

Instead, make a list of the qualities you’ll bring to teaching and the insights you’ve gained from your experience in schools. Then think about how these can be applied to a wide range of questions.

Read about the education sector

Stay up to date with the latest in education news, the issues facing the sector and what practices teachers are using today. Tes  and  Guardian Education are great resources for teachers.

When it comes to the actual interview, look for opportunities to communicate your knowledge of the sector – it’ll show you have a genuine interest in the profession.

Show passion for your subject

How are you going to inspire the next generation if you’re not passionate about your subject?

Think about why you want to teach it, and why it’s important.

• READ MORE 
• Early Years Initial Teacher Training (EYITT)
• Tips for writing your teacher training personal statement
• How to become a teacher after qualifying

Don’t forget about your other life experiences

Maybe you’ve managed others professionally, worked within a team, communicated across departments or spent time with people from a range of backgrounds. It’s all relevant, so if you spot the chance to talk about experiences aside from teaching, then talk about them.

Just remember to make the link to teaching clear. How will those experiences help you as a teacher? Your interview panel will be interested in people with all sorts of skills.

Be prepared for more than just the formal interview

Your interview invitation will mention what else to expect on the day. Sometimes there’ll be other activities as well as interview questions. Group exercises are common. These are designed to test your communication, teamwork and sometimes even leadership skills. You may be asked to do a short presentation where you’ll be tested on your ability to engage an audience.

If the selection day is taking place in a school, you’ll probably be asked to complete an exercise with a group of children. This could mean teaching part of a lesson. But don’t worry – the selection panel isn't expecting you to already be a polished teacher. It’ll be looking for thoughtful and thorough preparation as well as evidence of developing a rapport with children.

Get the basics right

Get a good night’s sleep, be punctual, dress smartly but comfortably, check your body language and speak clearly. Good luck!

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Interviews and assessment centres

Perform your best in your teaching interview.

Imogen Hobson

20 Sept 2023, 14:45

Find out how to prepare for your teaching interview, what to expect from the day and how to impress your interviewers.

Supported by:

Get Into Teaching

Teaching interviews will focus on: your application, your teacher training and school experience, previous work experience, interests, suitability for the particular school, and what you can contribute. You should be prepared with specific examples to offer your interviewer.

Interview days can include a tour of the school, a panel interview and teaching a sample lesson. They may also include an interview with pupils/groups or written activities (such as marking children's work). If you get an interview, confirm that you can attend as soon as possible and try to arrange to visit the school prior to the interview day.

When it comes to the day of your interview, remember that first impressions really do matter. Dress smartly and be aware of your non-verbal communication. You’ll get off to a good start if you smile as you enter the room.

What skills are interviewers for teaching jobs looking for?

Interviewers will want candidates to demonstrate:

• excellent communication skills, including effective listening and the ability to construct well-thought-out answers
• positive social skills with pupils and co-workers - with the ability to motivate
• classroom management skills
• professional knowledge and understanding of your subject
• a personal philosophy about, and a commitment to, the teaching of your subject or subjects
• the ability to reflect and an awareness of your own development needs
• motivation to work for that school or local authority (LA).

Pool interviews compared to interviews for specific teaching jobs

• Pool interviews are usually held in the offices of the LA and the panel may consist of a head teacher, an inspector or adviser and perhaps a school governor. Make sure you check the consequences of acceptance or rejection regarding future opportunities within the LA.
• Interviews for specific posts usually take place at the school concerned and may include a number of other activities. Interviews may last up to an hour and panels are likely to include a combination of head teacher, teaching staff and governors. Increasingly, pupils are involved at this stage of the selection process.
• Recruitment days are organised by some education recruitment agencies. These allow you to be matched with a range of schools and conduct multiple interviews in one location.

What to expect from your teaching interview day

• Panel interviews or traditional Q&As: these usually last for 30–45 minutes with the head teacher, a governor and a classroom teacher or head of department. Check out our information about typical teaching interview questions to help you prepare.
• Informal discussions: these may be with a senior teacher, head of department or other members of staff and could take place during a school tour. Be sure you show interest by talking to pupils. This is a good opportunity to ask questions; but remember you are still being assessed.
• Teaching a lesson or part-lesson: for this, you will usually be asked to teach a class, so check the availability of resources at the school before you do your planning. During your interview you may be asked about: the lesson, focusing on your planning, learning outcomes, assessment techniques and evaluation of how the lesson went.
• Group discussions: these are more common for secondary school posts. You will be assessed on your knowledge of the topic and ability to work in a group. Take an active part in the group without dominating the discussion.
• Interview by pupils: these are often part of the interview process, even in primary schools. Ensure you engage with the students positively and ask them questions about them and about the school.
• Presentations: for secondary school posts or more senior roles you may be required to present to the panel.

For a detailed breakdown of what to expect from the interview, see our article what to expect from the teacher training interview and selection day .

How to prepare an interview portfolio

Most schools do not ask for a portfolio. If they do, remember to:

• include evidence of your work in the form of photos, mentors’ reports and sample lesson plans, for example. This will help support your answers
• provide original certificates to prove your qualifications, if required.

Teaching interview preparation tips

When getting ready for an interview, be sure to:

• re-read all aspects of your application (particularly your supporting or personal statement and research)
• make sure you have specific examples from your school experience to demonstrate how you meet the selection criteria
• read the educational press so you can discuss current trends and educational issues
• prepare a rough outline of your answers to sample questions
• think about questions to ask the panel; write a list and take it with you
• ensure you can demonstrate your commitment to the particular school as well as to the teaching profession generally
• contact the school in advance if you require additional resources for the taught aspect of your interview, or if you need more information about the group you will be teaching. This could include class size, ability or age range.
• plan your journey and allow plenty of time to get there
• dress smartly.

When do you find out if you have succeeded at the interview?

Most job offers are made shortly after the interview, usually on the same day. Some applicants may even be asked at interview if they would accept the role if offered. Head teachers are likely to expect a prompt answer to an offer of employment.

Unsuccessful candidates will usually be offered feedback on their application and interview, which can be very helpful when preparing for future applications.

You’ll find more information and general advice in our section on interview techniques and tips for graduates .

Written by Imogen Hobson, University of Lincoln, July 2023

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Interview questions for teacher training

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Typical teaching interview questions

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Job hunting tips for teachers: how to ace the presentation

Treat your job interview presentation like a three-act play, with an engaging introduction, memorable middle and exciting end

Most teaching jobs – whether you’re applying for a headship or first position – require candidates to do a presentation. You may be given a specific topic or a general theme. It might last as little as 10 minutes or as long as half an hour. But whatever the circumstances you will very much be on show and marked on your performance.

Think of the presentation like the structure of a three-act play, with a beginning, middle and end. Remember your beginning is very important, your middle is important too, but your ending is most crucial. Get this formula right and you will dramatically increase your chances of success.

The beginning is as simple as A, B, C, D

The first thing to consider is A for attention. Get your audience’s attention with a memorable quote, arresting statement, fascinating anecdote or snappy piece of data. For example, you could start with: “Education is the most powerful weapon which you can use to change the world … so said Nelson Mandela” or “Only 32% of white working-class boys achieved level 4 in this school last year …” In other words, get their attention and keep it.

B is for benefit. Tell your audience what they will learn from your presentation, even if you have been given the subject by the panel. Say something like: “In the next 10 minutes, I will explain how we can raise the achievement of white working-class boys in this school through year-on-year, systematic measures.”

C for credentials. Explain why you are the best person to be delivering this information. For example, you could say: “I have six years’ experience of working in schools in challenging and disadvantaged areas …” or “I think my background and experience are ideally suited to the challenge of being a new teacher in a school like this.”

Finally, D is for direction. Briefly elaborate on how you will do all this stuff. Say something like: “I will start by setting out the issues, provide relevant data, give examples of successful approaches and then lay out my strategy for providing better outcomes in your school.”

Write yourself a script, rehearse it and make sure you don’t take more than 20% of your allotted time for the beginning. If your presentation lasts 10 minutes, don’t use up more than two minutes saying all of the above.

The middle – the filling in your sandwich

This is where you talk about what you promised at the beginning. So in your opening if you said – “I will explain the issues, provide data, give examples of successful approaches and set out my strategy” – then make sure you do this. And make it interesting and varied. Populate your middle with the following:

• An anecdote (keep it short, illustrative and directly relevant).
• A chart, table, infographic or other visual image of data in your PowerPoint.
• An explanation of how your methods, techniques, approaches and strategy will succeed. Highlight why your teaching, management or leadership strengths have been successful in the past and how they will be in the future. Be specific.

As with any story, the middle is where we understand the plot and character. This is your chance to get across how you will deliver on your promises and get them to believe in you as someone they can trust.

Remember the basics too – adopt an active body posture, scan the panel and maintain eye contact, use hand gestures to emphasise a point, show some passion, smile and even crack a joke if appropriate. Don’t overuse or talk to your PowerPoint – limit the slides to eight or 10. It’s you and your story they want to hear about. The middle section should take up about 60%-70% of your allotted time.

The ending – the most important part

Just like the beginning, script, time and rehearse this bit. Try to make a link with the beginning to achieve a narrative arc. This section doesn’t have to be long, in fact it should be the shortest part (about 10%-20% of your allotted time), but it should be the most memorable.

The single most important thing you want to achieve in your ending is a call to action. For example, you could say: “I said at the beginning that only 32% of white working-class boys achieve level 4. If you appoint me, we can work together to implement this strategy and make that statistic an irrelevance for this school.”

If you are an newly-qualified teacher (NQT) you could say something like: “I want to be the best NQT this school has ever had. If you appoint me not only will I work tirelessly to achieve that, but I will also bring all my inventiveness and creativity to make sure this year 2 class gets a wonderful experience while I am their teacher.” End with something that leaves your audience inspired enough to want to appoint you over others.

One final bit of advice: don’t overrun. If you have been given 10 minutes then plan for nine and a half – script it, rehearse it, time it and stick to it. There’s nothing worse than being cut off before you can finish on that big bang of an inspiring ending.

Follow us on Twitter via @GuardianTeach . Join the Guardian Teacher Network for lesson resources, comment and job opportunities , direct to your inbox.

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How to plan the interview lesson

Application and interview.

The interview lesson is a curious snapshot of your teaching on which so much can rest. You wouldn’t have been invited for interview if your application had been poor, so at the start of the day everyone is – theoretically – appointable. And though some people may be really confident in formal interviews, ultimately it will always be the classroom that truly matters.

Let’s be clear, though: no one seriously expects you to significantly impact the future life chances of children in 30 minutes. Rather, the point of this part of the day is for you to show senior leaders that you can structure learning, have high expectations and build a rapport with children. Here’s a guide to doing all three. 

Structuring your interview lesson

Your interview lesson should centre on one very tight learning aim. Sometimes the school will provide this, sometimes it will simply direct you to a theme. If you are provided with poetry, then a haiku will work better than a ballad. If you are asked to cover fractions, I’d suggest you find a real-world approach to its application.

It is useful to know some information about the class you’re going to teach – especially specific learning needs and general ability. You have to have some context to pitch towards. If this information is not given to you by the school, ask for it.

If you download something from  TES ’ website don’t expect it, as if by magic, to go swimmingly. This tactic only works if you adapt the resource for classes you know well. You do not know this class at all. Instead, set something engaging for them as the lesson begins (while you fiddle with memory sticks), give them one really fantastic task and ensure that you have a way to measure learning. 

Do not adapt your style. The school has to be the right place for you, so if you construct something you think they want to see but you’re uncomfortable with – say, group work – then it will show. Besides, why would you want to work somewhere that won’t embrace your style of education?

Don’t be afraid to pull pupils up

These may not be your usual children and you may be unfamiliar with the behaviour policy, but chewing gum, swigging energy drinks and having a nap is probably not the expectation you should have of the children in your lesson. Do not be afraid to pull kids up and ask them to rectify their behaviour. The gentle proffer of a bin and a quiet “Please spit out your gum”, is going to be more effective than shouting across the room. 

Find a way to encourage all children to invest in their learning during your interview lesson – immediately pick up those reluctant to start work and coerce them into joining in. This is where having something a little bit differentiated tucked away can help: a slightly more accessible task or resource may prove the right thing and it’s better to adapt as you go along rather than signal right at the beginning that you know certain children are not as able as others.

If some children rush or finish early, make sure you know what the extension is without it seeming like more work. I’ve sat in many a lesson where students are clearly more able than the interviewee expected and it becomes a thumb-twiddling exercise.

Expect the IT not to work. It would be lovely if everything ran to plan but, ultimately, cables get lost, hardware isn’t compatible, some internet filters are draconian and, even these days, the internet can simply crash. 

Build a rapport with the children

Some of the very best interview lessons have been stripped back to the bare bones and have relied upon the rapport between class and interviewee. Rapport does not mean best of chums; this is a school and the desired relationship should be teacher and student. We are looking for professionals who enjoy being in the classroom and interacting with young people. We will ask the class after each lesson how they thought it went – and we want to hear the children clamour for the employment of interviewees. We want the kids to be your advocates.

It is worth practising your delivery. I have sat in rooms where the interviewees have yelled at the class, whispered at the class, spent the whole time red and sweating, and some who never came close to cracking a smile. I have heard some tell X-rated jokes, threaten to “bitch slap” someone and another who said, “Bloody hell, if I was as stupid as you, I’d shoot myself”.

Such things are unlikely to convince me that you’re the right person for the job. I want you to inspire, motivate and educate the young people at my school, not terrify them or let them run riot.

Expect the unexpected

Nothing will ever prepare you for the unexpected. I’ve seen an interviewee knock over his bottle of fizzy drink but open it regardless and spray the first three rows of the room. I once taught my entire interview lesson with half the buttons of my top undone – at least the kids were quiet; shocked into silence. My colleague once referred to a student by the female pronoun for the entire lesson, only to be told at the end that the student was a boy. 

Oddly, we were all appointed to the roles we had applied for. I guess some things can be forgiven, especially if they provide a fun anecdote afterwards.

Keziah Featherstone is headteacher of the Bridge Learning Campus, Bristol, co-founder of #WomenEd and a member of the Headteachers’ Roundtable

Primary Teaching Interview- 5 minute presentation! HELP PLEASE!!

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Need ideas for children's book for PGCE interview presentation

isawahatonce · 16/11/2017 16:24

Hi! So I've been invited to an interview next Friday for a PGCE. It's at my top choice university and I am shitting myself really, really want to do well. I've been told I have to do a three minute presentation on a children's book published in the last 10 years. It suggests talking about the story, the message, the language, the illustrations and the author. I would really appreciate if anyone has any good ideas about a book I could use. If possible, I would like something with a mathematical element (it's a specialist maths primary course) but it needs to be a story, something that I could read to a class. I'm also preferably looking for something more KS2 but I do want it to have pictures. I'm aware this is very specific, and I don't really need it to fit all these criteria, so anything you can think of that is a book children would enjoy with a good message or educational value would be excellent.

Google “power of reading book list”. That will bring up loads that schools use and hopefully you’ll spot something that grabs you. Which uni is it?

Purple Thanks! That looks great. It's at UEA.

I’m not a teacher but both of my DDs have looked at The Rabbit Problem by Emily Gravett.

Sorry - meant to add that one was in Reception when they used it as a basis for all sorts of learning but I think the other one was KS2 when they read it.

Spiderella is good for ks1.

Seconding Power of Reading site - CLPE is amazing and loads of resources there for you. There’s a book called ‘Journey’ which is about refugees which could be really good and quite topical. It’s a picture book with amazing illustrations, however I suppose it’d be better for UKS2

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Nigel , Bubbly and Honey Thanks so much! Have added all of these to the list, I particularly like the look of The Rabbit Problem.

Not maths based but anything by Anthony Browne is always good. Some of the best writing my year 6s did last year was from his picture book Voices in the park.

How big is a million has a simple storyline but I've used in numerous times for KS2 place value lessons. The poster at the end also has a great wow factor for an interview presentation.

Another maths based one that made mine LOL. 365 Penguins

The mysteries of Harrison Burdick. No words, great picture book. Best ever writing prompt. I get great stuff from my class, I've used it in years 2 to 6.

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