Teacher interview questions and answers in English

B1 answer

I'm an English teacher at a secondary school. I've taught there for five years. I teach students from 11 to 16, and I also run the school's reading club. I enjoy helping students who find English hard. Now I would like to work in a bigger school and teach exam classes.

B2 answer

I'm a primary teacher with six years of experience, mostly with Year 3 and Year 4. I plan lessons for mixed-ability classes of around 28 children, and for the last two years I've led maths across the school. Last year, every child in my class made expected progress in reading. I'm applying here because your school puts a strong focus on early reading, which is what I care about most.

B1 answer

When I was at school, I had a great English teacher. She made difficult things easy, and I wanted to do the same for other people. I love the moment when a student suddenly understands. After five years, that moment still makes me happy every week.

B2 answer

I started tutoring younger children while I was at university, and I realised that explaining something clearly gave me real satisfaction. What keeps me in teaching is the progress you can see. Last year, one of my students arrived barely able to read a paragraph, and by the summer she was reading short novels on her own. Moments like that are the reason I want to keep teaching.

B1 answer

From the first lesson, I agree three simple rules with the class. Then I use the same routines every day, so students know what to do. I praise good behaviour a lot. If a student breaks a rule, I stay calm and I talk to them after the lesson, not in front of everyone.

B2 answer

I think good behaviour starts with good planning, because students who are busy and challenged rarely cause problems. From the first day, I set clear expectations and routines, and I use a lot of specific praise. When someone disrupts the lesson, I follow the school's behaviour policy calmly and consistently, first with a quiet warning, then with a consequence. Afterwards I speak to the student privately to understand what happened.

B1 answer

First I decide the aim of the lesson. What should students be able to do at the end? Then I plan a short warm-up, the main activity and some practice. I prepare easier and harder tasks, so that every student can take part. At the end, I check what they learned with a quick quiz.

B2 answer

I start with the learning aim and work backwards from it. I ask myself how I will know the students have got there, and then plan activities that build up to that point. I include support for students who need it and an extra challenge for the fastest, because a class of 30 is never one level. Finally, I leave five minutes at the end to check understanding.

B1 answer

Last year a boy in my class was always behind in maths. He was quiet and did not ask for help. I had to find out why. I talked to him after class and I saw that he did not understand fractions. I gave him extra practice twice a week. In the end, he passed his test and he started to put his hand up.

B2 answer

Two years ago, a girl in my Year 9 class suddenly stopped handing in homework, and her marks dropped. My task was to find out what was wrong without embarrassing her. I spoke to her privately, and she told me she was caring for her younger brother after school. I arranged homework time at lunch and informed her head of year. By the end of term, she was back on track and her marks had improved.

B1 answer

First I listen to the parent and I don't interrupt. I say, 'I understand you are worried.' Then I show them the child's work and explain what we are doing in class. We agree on a small plan, for example reading at home every evening. After two weeks, I send a short message about the progress.

B2 answer

I would invite the parent in for a proper conversation rather than discuss it at the school gate. I'd listen first, because they usually know things about their child that I don't. Then I'd show them examples of the child's work and explain clearly where the gaps are. Together we'd agree two or three practical steps for school and home, and I'd arrange to update them in a month.

B1 answer

I use technology when it helps students learn. For example, I use short online quizzes at the start of a lesson, because I can see the results at once. Students also record themselves speaking on tablets and listen again. But I don't use screens all the time. Books and paper are still important.

B2 answer

I use technology when it does something paper can't. For instance, I start many lessons with a short online quiz, so I can see in two minutes which students have misunderstood something. In speaking lessons, students record themselves, listen back and improve their second attempt. I'm careful not to use it for its own sake, though, because a well-planned discussion is often more effective than any app.

B1 answer

Yes, I have two questions. How many students are there in a typical class? And what support do new teachers get in their first term? I would also like to know if I can help with clubs or trips after school.

B2 answer

Yes, two. First, how does the department plan its lessons: does everyone share schemes of work, or does each teacher plan alone? Second, what does support look like for a teacher in their first year at the school, for example a mentor or regular observations? I'd also be interested to hear what the school is most proud of, and what you hope a new teacher will bring to the team.