Interview Questions

5th grade
Coltrane Webb STEM Elementary

1. How do you write a typical lesson plan?

I usually start with the county’s curriculum map and look at the essential
questions that we must cover within each unit. I then look at what student need to
know and will be able to understand to come up with how I will get to the essential
question being answered at the end of a unit. I then pace out how long I have and
how long I need for each part of the unit.

2. What types of materials do you need available when you plan lesson?
I basically need the county’s curriculum map and unit pacing guides to help
me. I also need novel sets, mentor texts, PBL’s, etc. depending on what the unit is.
For Social Studies, I need informational text that helps support the unit we are
covering.

When planning for small groups in math it is also important have data. Sometimes
this is a quick exit ticket, but it could also be data from a benchmark or summative
assessment. I am able to see what standards my students have mastered and where
students are struggling. Looking at this data, will help me meet students where
there at and help them grow.

3. In what ways do you accommodate individual differences in the classroom?

I know where my students are academically based on running records done
at the beginning of the school year. This helps me to put them in flexible groups. I
know the students who are able to work independently and who needs constant
guidance from me. I also know how my students tick (motivated vs. not motivated,
visual, auditory, or kinesthetic learners, who works well in partners/groups and
who doesn’t, etc.).

In math, it really depends what content we are working on for that unit. For
example, in fifth grade some students come to me knowing how to divide decimals,
and some students are still struggling with multiplication. So it is important to have
flexible grouping, to meet the students’ needs for that particular time and topic.
Also, it is really important for me to know my students and what works best for
them.

4. What are some of your instructional challenges as a teacher?

Some of my challenges are lack of resources to refer to (for example, we don’t
have a social studies text). There is also a lot to get done on a daily, weekly, monthly,
yearly basis and there never seems to be enough time. Lessons don’t always go as
planned and can sometimes completely bomb. Getting kids motivated to learn
and stay motivated can also be a challenge at times. YES!
5. What have been some of your instructional successes as a teacher?
I have successes everyday when I see a child light up when they realize
something new or when they are over the moon-proud-of themselves when they do
well on something. I feel successful when I see growth not just with formal
assessments but also with daily lessons. I believe in the whole child, so seeing them
growing instructionally as well as emotionally and socially is a success for me.

6. What do you consider essential characteristics for successful teaching?

Flexibility, patience, open-mindedness, sense of humor, organization,
structure

Willingness to learn, influence, consistency

7. How often do your students receive social studies/science instruction?

Science and Social Studies is taught every day with my partner teaching
science and me teaching Social Studies. It is usually during a 40-minute block of
time. Along with science being taught daily in the classroom, students also get a 50-
minute block of time spend in STEM lab each week since we are a STEM school. But
since we only teach on an A day/B day rotation, that means that students are
receiving this instruction only every other day.

8. Are you satisfied with the amount of time that you currently allot for
science/social studies instruction? Explain.
Somewhat. I am happy that in 5th grade, we are able to teach both subjects
daily, but the A day/B day rotation only gives students this instruction every other
day. With the amount of pressure on teachers to teach math and literacy with state
testing, those tend to be the subjects that have the most amount of time allotted in
daily schedules. So I can understand why those get put on the back burner.
However, I do not think it is right. We need to do a better job of trying to integrate
these subjects into our literacy and math blocks.

9. What motivation tactics do you use to ensure a desire to learn?

I try to make learning fun for my students. I encourage them and celebrate
with them when they learn something new. I tell lots of stories and I use lots of
examples to get their attention and hopefully keep it. I show them respect and let
them know how much I care about them and believe in them. This helps
tremendously!

10. Tell me about the classroom community. What are the class rules? How is
student behavior monitored? In what ways is positive behavior reinforced? In what
ways are negative behaviors prevented? Tell me about the consequences for
negative behavior.
Class rules are covered under our school’s 3 core values: Be safe, Be
respectful, Be responsible. Student behavior is monitored by always being visible
and encouraging students to be on their best behavior even when no one is looking.
Positive behavior is reinforced with stamps on our school’s behavior cards as well
as other tricks I use within the classroom (class dojo, star chart for group behavior,
cones for cleanest desk areas, prize box, notes home, etc). Negative behaviors are
prevented by encouraging the positive behaviors. Pointing out those that are doing
well in order to inspire the others to copy them. The consequences for negative
behavior can range from a conference about making better choices to calling home
to sending them up to the office to speak with an administrator depending on the
severity.

11. Tell me about the pacing of lessons an interaction in the classroom – use of time
– and other aspects of time…wait time, and time using teacher talk and student talk,
What works well with your students?
Pacing of lessons it first laid out according to the pacing of units on Cabarrus
County’s Curriculum Guides. Then as a grade level we put the lessons down in our
plans and adjust based on the needs of our students. Wait time is essential in daily
teaching…students need time to process and think about concepts and how they
respond to them. Teacher talk, although important, should be at a minimum
depending on what is being taught. Students should be doing the bulk of the talking
outside mini lesson (teacher-led) and guided practice (teacher and student-led). My
students need a variety of ways in which I do my lessons. They respond well with
me doing the bulk of talking in mini lessons. Then we share the rolls in guided
groups (math, reading, word work). They also respond very well to working in
partners and groups in which they do the talking. Opportunities for them to inquire
are also something that they step up to and are very successful at.