1. How has your teaching style changed from being a first year teacher, three year teacher, five year teacher, etc.?
2. What was element of teaching did you find the most difficult to master in your first 3 to 20 years of teaching (curriculum, instruction, classroom management, etc.)?
3. How would you react if a parent came and sat in your class the whole day with their child?
4. Do you think technology should be a requirement for all teachers? If so, do you think the teachers will use it in the classroom?
5. Two part question:
a) What is your approach to classroom management? How is classroom management different from discipline?
b) Tell me about a time when you had a disruptive student in your classroom. How did you handle the situation?
6. What instructional approaches would you use in your classroom?
7. How would you differentiate the instruction for a student or students in your classroom that needed extra assistance with a particular concept?
8. How do you think high stakes testing affects the teaching environment for students as well as teachers?
9. How do you feel performance should be graded for a student, by performance or numerical results?
10. How do you measure student performance in you classroom?
1. When I first began teaching, my focus was on classroom management. I believed that if the classroom was under control I could present the information. Because of my lack of experience I tended to follow the conventional ways: reading the text, giving everyone the same assignment, basing assessment on assignments, quizzes and tests. As time went on, as I became more comfortable in the classroom and naturally went about my classroom management, I began to try more activities in the classroom, use more active learning. I implemented the use of units in different subjects. Still my focus was on grades and making sure the students knew the information. Gradually my instruction has somewhat changed greatly. Again classroom management is no longer an issue. I began researching different teaching styles and began using them. I reflected upon what worked and didn't and began to do self-evaluations. I focused on the strengths and weaknesses of every student thus utilizing small groups. I differentiated many different concepts. I gave the students more responsibility in their learning such as setting goal, self-evaluations, peer-evaluation. The more I felt comfortable, the more i added to my instruction. I feel that this has improved my quality of teaching and the learning of my students.
2. This may not be what you are looking for but the thing that has been the hardest for me to master, and I still haven't, is student motivation. I want every child to succeed and sometimes there are students who I cannot motivate. I can find nothing that makes them want to succeed. They have this block up and they will let no one in. School, assignments, etc.. mean nothing to them. They don't see a purpose in getting things done, participating, or even showing up for school. I struggle with finding ways to motivate them to want to succeed and see value in education, but there are many I cannot reach. So I believe my struggle area, and I have not mastered it yet, is student motivation.
3. If a parent came in and sat in my class the whole day with their student wouldn't bother me if it had been approved by the administration and I was aware of the reasoning behind it, plus they must follow my classroom rules. I have enough confidence in my teaching style and methods that an observer would not bother me; it is no different than having an administrator in doing an observation. I would continue my teaching as normal, not paying attention to the parent unless they addressed me or asked a question. Sometimes when someone else is in your classroom, it disrupts the other students. They have a tendency to lose focus if there ...
A seasoned teacher responds to the questions with insights, philosophy and examples in 1,813 words.