John Taylor interview prep Flashcards
Why do you want to be a teacher?
Education is so powerful, it shapes the way people think, opens doors to future opportunities and builds critical thinking skills, all of which are essential key life skills.
- I have always been passionate about learning and biology has always been my favourite subject. Becoming a teacher allows for me to share that passion with young people and inspire them to become engaged and excited about it too. I want students to understand that biology is more than just a subject taught in school, it’s a way to make sense of the world around us. I hope to spark that same sense of curiosity that drew me to the subject.
- To make a real impact on students lives. I was lucky enough to have some really good teachers growing up who not only imparted subject knowledge but also tauht me how to have confidence and personal growth, something that I am really fortunate for and would want to take into my own practice. I understand school may not be the best experience for some students, so while i understand the importance of academic success, i believe in prioritising mental health always.
- I want to teach because i genuinely enjoy working with young people, and find it incredibly rewarding to see students grow both academically and as individuals. I love the idea of being a mentor, someone that they can look up to and turn for guidance knowing that the approach me with any issue, academic or personal, knowing that they will receive compassionate support. Being part of a student’s development, helping them to overcome challenges, celebrate their successes and learn from their mistakes is something that i am really interested in. I believe that every student has potential and my role as a teacher is to help them discover and nurture their strengths.
- The nature of teaching changes every day with no two days being the same, constantly presenting challenges for you to grow and adapt to, and that’s something that really appeals to me. The opportunity for professional development and growth where I can improve my skills.
- Teaching is one of the only proffessions where you can make a lasting impact on the lives of young people.
What qualities do you have that would make you a good teacher?
- Working part-time at Tesco has helped me develop strong communication skills, particularly through handling customer complaints and collaborating with them to find satisfactory solutions. This experience has equipped me with the ability to explain complex ideas in a clear and accessible way, ensuring that students at different levels can understand the material. Balancing a part-time job while studying full-time at university has also honed my time management and organizational skills. I’ve learned how to prioritize tasks and meet deadlines effectively, which will be invaluable in the classroom when managing multiple responsibilities. These skills will allow me to manage my workload efficiently while still dedicating time to the personal development of my students.
- I have developed empathy and patience whilst gaining work experience at a high school. One group of students in particular struggled to grasp certain concepts in science and were often frustrated by their lack of progress. Instead of rushing them onto the next task, i found that taking the time to break down the material into simpler, more manageable parts, explaining things in different ways until they understood. I recognised that each student learns at their own pace so i remained patient and offered encouragement. Once they saw improvements in their progress they became motivated and excited by the subject. Being empathetic allows me to build meaningful relationships with students and tailor my approach to meet their individual needs.
- I am naturally optimistic and strive to create a classroom atmosphere where students feel confident in taking risks and making mistakes.
- Mostly my passion for my subject is what i believe will make me a great teacher. My passion for the subject is something that i think will excite students to become more engaged and excited about learning.
Why should we choose you?
- I am dependable and am committed to my responsibilities - I have consistent attendance and punctuality, always arriving on time to both work and university lectures, even when commuting from a distance. This means that I can be counted on to be present and engaged in a teaching role.
- I am highly motivated and genuinely passionate about education. I am eager to continuously improve my teaching skills and expand my knowledge.
- I have experience in working within a school environment, working with both students and teachers. I assisted teachers in planning and delivering lessons, gaining hands-on experience in a classroom setting and experiencing the dynamics of the classroom.
- My degree has provided me with excellent knowledge in biology and practical skills. This will help me to set up practical experiments in the classroom to develop a deeper understanding of the subject knowledge.
How would you deal with a student misbehaving?
Stay calm and composed
Understand the root cause of why the student is misbehaving, by talking to the student and being compassionate and understanding.
Set clear expectations, so they know what is expected of them.
- give clear warnings and consequences if the behaviour persists.
- use positive reinforcement to reward improved good behaviour.
- redirect the behaviour unto a more constructive activity such as groupwork or a group discussion.
What strategies do you use to create a positive classroom environment?
- build positive relationships with students, by learning students names and interests.
- I would be approachable and empathetic so students feel comfortable approaching me with a y issue whether it be academic or personal, knowing that they will receive compassionate support and advice.
- create an inclusive environment that celebrates diversity, and accommodates different learning styles and abilities so all students feel included and supported.
- encourage student voice and choice
- promote a growth mindset where all students feel confident in themselves and their abilities.
How do you maintain discipline in a large class?
- set clear expectations and rules
- develop consistent routines
- use proactive classroom management - circulate the room, use varied teaching methods to keep students engaged
- use positive reinforcement
- provide clear instructions
- follow through with consequences
How do you handle a lesson that isn’t going well
- stay calm and composed
- assess the situation and identify the problem
- modify the lesson on the spot
- engage the students
- switch to collaborative learning
- incorporate a brain break
- reflect after the lesson to see how to improve and move forward next time
How do you reflect on your own teaching to improve
- keep a teaching journal
- collect and analyse student feedback
- observe student outcomes
- engage in peer observation and collaboration
- self evaluate using a rubric to track progress
- attend professional development workshops
- reflect after each lesson
- be open to feedback
How would you describe your teaching philosophy?
- student-centred
- focused on fostering a supportive and inclusive environment where each student feel empowered to take ownership of their learning
- everyone feels comfortable asks questions
Can you give me an example of how you have differentiated instruction for students with varying abilities?
In one of my classes during my work experience placement, i had students in a single class with a wide range of abilities. I differentiated by providing tiered tasks - for example, while some students worked on starter tasks, others that had grasped that knowledge fairly well were encouraged to progress onto more advanced tasks to ensure that every student was working on improving their abilities.
What strategies do you use to engage students and keep them motivated?
- Interactive learning activities like group discussion, hands-on-projects, and technology-based tools
- Connecting the curriculum with real-world experiences that resonate with their interests.
- Offering students choices in the ways in which they learn and how they present their knowledge.
How do you incorporate technology into your teaching?
- Interactive whiteboards
- online quizzes
- Collaborative platforms like google classroom
school i am doing work experience at now use tablet for all of their classes, so students can access the power point during the class and can access them at home to aid their learning.
How do you assess student progress and understanding?
- I assess student progress and understanding through a combination of formative and summative assesments. Formatively, I use quick checks for understanding such as quizzes, exit tickets, class disscussions, and observations to gauge how well students grasp the material throughout a lesson or unit, which allows me to make immediate adjustments to my following lessons if needed.
Summative assesments, such as exams, projects and presentations, help me to evaluate the students’ overall comprehension at the end of a learning unit. Self-assessments and peer evaluations also encourage students to reflect on their learning and take responsibility for their progress.
A mixture of formative and summative assesments.
- Formative assessments, such as quizzes help me to moniter progress throughout a uni, while summative assessments, such as projects and exams measure overall understanding.
- Informal methods like class discussions to gauge comprehension.
How do you provide constructive feedback to students?
I provide constructive feedback to students by focusing on specific, actionable points and maintaining a balance between positive reinforcement and areas for improvement. I make sure to highlight what a student did well, which helps to build their confidence and reinforce effective behaviours or strategies. Then, I offer targeted suggestions on how they can improve, breaking down complex tasks into manageable steps so the feedback is clear and actionable.
What methods do you use to track student achievement and growth?
- I rely on regular assessments including both formative and summative assessments. Formative assessments like quizzes, exit tickets, and class participation to track daily understanding and progress. And also summative assessments like tests, projects and presentations provide insight into how a student is understanding knowledge over a unit or term.
- I would use spreadsheets to record and analyse grades over time, identifying trends in student performance, so that i am able to pinpoint where a particular student is excelling or struggling.
- Self and peer assessments encourage students to reflect on their own learning and assess their peers. This promotes self-awareness and responsibility for their progress and learning.
How do you adjust your instruction based on formative assessment results?
- Reteaching key concepts if formative assessments show that many students are struggling with a particular concept, and when revisiting this topic i could perhaps use a different teaching method.
- When formative assessments indicate that only a small subset of students are struggling, I would create small groups for targeted instruction - this allows me to give more individualised supports while the rest of the class are working on independent or extension activities.
- If assessments reveal varying levels of understanding across the class, I would differentiate my instruction by offering tiered tasks, providing more challenging work for advanced learners, and scaffolding for those who need extra support, and this could include just simply breaking tasks down into smaller steps or offering additional resources to help them to understand the content.
How do you support students with special educational needs or learning disabilities?
- I would create and use individualised learning plans, which allows me to tailor my teaching to their specific needs , whether through modified assignments, additional time on tasks, or personalised learning goals.
- By providing differentiated instruction to accommodate diverse learning styles and abilities. This may include providing multiple ways to access content, such as visual aids, hands-on activities, or audio support. For written assignments, I may break tasks into smaller, more manageable steps or allow alternative formats such as oral presentations or visual projects.
- I would provide scaffolding to support students in building their understanding - this involves breaking down complex tasks, giving step-by-step guidance, and using tools like graphic organisers, checklists, or sentence starters to help students complete assignments more independently.
- Flexible assessment methods such as oral presentations, visual projects, or open-book assessments.
- Assistive technology - such as text-to-speak programs, speech recognition software, or audiobooks to help students access content and complete tasks more easily.
How do you approach teaching students with different cultural backgrounds or English as a second language?
- Differentiated instruction in science concepts - provide key vocabulary lists with definitions and visuals to help students grasp essential terms.
- Use of visuals and multimedia to help students understand the content.
- Hands-on learning and practicals
- Group work and peer support
- Interactive models and simulations
- Language support tools in science - bilingual glossaries, translation apps
- Assessment modifications to provide multiple ways for students to understand their learning.
How would you challenge and support high-achieving students?
- Offer enrichment opportunities that require deeper thinking
- Encourage critical thinking and problem solving
- Differentiate instruction with advanced materials
- Use tiered assignments
- Leadership roles in lab and group-work
- Feedback focused on growth and challenge
How do you collaborate with other teachers and staff to support student learning?
- Actively participate in team meetings, curriculum planning sessions, and professional development workshops.
- Sharing resources and best practices with other teachers that have been proven effective in engaging students or addressing specific learning challenges.
- Interdisciplinary collaboration with other teachers in science such as chemistry and physics.
- Collaboration with special education staff
- Parental and community involvement
How do you engage with parents and guardians to support students?
- regular communication
- Parent-teacher meetings
- Involvement in school activities
- Celebrating student achievements
- Feedback mechanisms
How do you stay current with educational research and trends?
- Online courses and webinars
- Networking with colleagues
- Educational blogs and podcasts
- Reflective practice
How do you plan and structure your lessons to align with the curriculum?
- Familiarisation with curriculum standards and learning objectives in my subject area - this helps me understand the key concepts and skills that students need to acquire at each level.
- Setting clear learning objectives that align with the curriculum - that specify what students should know and be able to do by the end of the lesson.
- Incorporate diverse teaching strategies
- Designing engaging activities
- Incorporate the required practicals.
How do you ensure that your lessons are relevant to real-world applications?
- Incorporate current events and issues related to the curriculum
- Use real-world problems
- Field trips and virtual tours
- Hands-on activities and experiments
- Project-based learning
- Highlight career connections
What is your experience with curriculum design and implementation?
- Understanding curriculum framework and standards for each grade level and subject area, which helps in structuring lessons that meet these requirements.
- Incorporating diverse learning styles and abilities to ensure that all students have access to the curriculum.
- Integration of real-world applications - projects that allow students to see the practical implications of what they are learning is effective for engagement.
- Assessments that align with the curriculum and learning objectives.
- Use of technology tools for curriculum design and implementations, such as online course materials, whiteboards and quizzes.
Describe a challenging situation you’ve faced in the classroom and how you have handled it?
In my work experience placement at a secondary school, I was faced with a student who consistently displayed disruptive behaviour, which not only affected their learning but also the learning environment of their peers.
- I began to closely observe the student’s behaviour to identify any underlying causes for this behaviour. I noticed that their disruptions often occurred during lessons involving complex topics that they struggled to understand. This observation led me to reflect on whether the teaching methods were adequately meeting their needs.
- I approached the student for a conversation with empathy and an open mind, aiming to understand their perspective. During our conversation, the student expressed feelings of frustration and boredom with the material, which led them to be disruptive in class.
- Based on our conversation, I decided to offer additional resources, such as extra practice materials and one-to-one support during the lesson. Also incorporating more engaging and interactive activities into the lessons maintained the student’s interest.
- I set clear expectations to the student so they understand what was expected of them.
- Incorporated positive reinforcement when the student met expectations and engaged with the class.
- I closely monitored the student’s progress and behaviour over the following weeks. I provided constructive feedback, acknowledging improvements, and set small, achievable goals for them. Celebrating these achievements, no matter how minor, helped build their confidence and encouraged them to stay on track.
Over time i noticed a significatn improvement in the student’s behaviour and engagement in class. They became more focused during lessons and began to participate positively in discussions. The atmosphere in the classroom shifted to a more collaborative environment, benefitting all students.
Tell me about a time you worked to improve the performance of a struggling student?
When on a work experience placement at a secondary school, I had a student who was struggling in their science lessons, particularly in understanding basic concepts in biology. Her grades were often low, and she often seemed disengaged during lessons.
- I began having a one-on-one conversation with her to better understand her challenges. During our discussion, I learned that she found the material overwhelming and struggled to see it’s relevance to her life.
- Together we set clear achievable goals. For instance, we aimed for her to improve her understanding of specific topics, such as cell structure and function by the end of the unit. This goal-setting process helped her to have a clear target to work toward.
- To provide personalised support, I offered extra help sessions during lunchtime where we could go through the material at a slower pace. During these sessions, I used hands-on activities and visual aids, such as models and diagrams to illustrate complex concepts. This approach seemed to work for her as she was able to engage with the material in a more interactive way.
- To help her see the relevance of biology, i integrated real-world examples into our discussion, which sparked her interest and made the material feel more applicable to her life.
- I regularly checked in with her to assess her understanding and progress. During these check-ins, i provided constructive feedback, celebrating her small victories, such as mastering a particular concept, or improving her quiz score - this positive reinoforcement helped to build her confidence and motivation.
Over time i witnessed significant improvement in her performance, and her attitude toward science was transformed, she became more curious and engaged during class discussions and had an overall improved attitude towards her lessons.
How would you handle a conflict with a colleague or a parent?
- Stay calm and professional, setting aside personal emotions to focus on the issue at hand.
- Listen actively, as i believe effective communication begins with active listening. I would ensure that i fully understand the other party’s perspective by asking open-ended questions and allow them to express their concerns without interpretation.
- Once i have understood their perspective, i would try and identify common ground.
- I would focus on solutions, and steer the discussion to find a solutions.
- Communicate clearly - maintain clear and respectful communication
- Follow up after the discussion to see how the proposed solutions are working. This shows that i am committed to resolving the issue and supports ongoing communication.
- If the conflict cannot be resolved through direct communication and continues to impact student learning or the workplace environment, i would involve a supervisor or mediator.
What is the most valuable lesson you’ve learned from teaching?
The most valuable lesson I’ve learned from teaching is the importance of building strong, trusting relationships with students.
- Understanding individual needs - each student is unique, with different backgrounds, learning styles, and emotional needs. Establishing a connection helps me understand their individual challenges and strengths, which helps me to tailor my teaching strategies to better support each student.
- Creating a safe learning environment - when students feel valued and respected, they are more willing to engage in the learning process and take risks in their learning.
- Fostering resilience and growth -
- The impact of communication - regular check-ins with students, providing constructive feedback, and being open to their concerns is so important for building relationships.
What are your long-term goals as an educator?
- cultivate lifelong learners
- foster inclusivity and diversity
- pursue professional growth
- mentor future educators
Do you have any questions for us about the program or the school?
- What qualities do you believe are essential for a successful candidate in this program?
- Can you describe the support and resources available for new teachers in your program?
- What opportunities for professional development does your SCITT provide?
- How does the SCITT program support new teachers in developing their skills throughout the year?
- What opportunities for proffessional development are available after the PGCE apprenticeship?
Why do you believe you would be a good fit for our SCITT program?
- Passion for education
- Work experience
- Adaptability and resilience
- Empathy and support
What qualities do you believe are essential for a successful teacher?
How do you define success in the classroom?
What recent advancements or discoveries in biology do you find the most exciting?
How do you make complex biological concepts accessible to students?
How would you incorporate practical experiements into your biology lessons?
What strategies do you use to engage students in the study of biology?
How do you ensure your lessons are relevant to real-world applications of biology?
What methods do you use to assess student understanding and progress in biology?
How do you provide constructive feedback to students on their biology assignments?
How do you adjust your instruction based on formative assessment results?
How do you manage classroom behaviour, particularly during lab activities?
What strategies do you employ to foster a positive learning environment?
How would you handle a situation where a student is disruptive during a lesson?
What role do you believe technology should play in teaching biology?
What is the most valuable lesson you have learned from your experiences in education so far?
What are your long-term goals as a biology teacher?
How do your experiences as a student in science classes influence your approach to teaching?
What do you believe is the most important role of a science teacher in the classroom?
How do you hope to inspire a love for science in your subjects?
What are your greatest strengths when it comes to teaching and learning in science?
Can you identify an area for development in your teaching practice, and how do you plan to address it?
How do you assess your effectiveness as a teacher, and what methods do you use to seek feedback?
What do you see as the key components of the contemporary science curriculum?
How would you integrate practical experiments into your teaching practice to enhance student learning in science?
In what ways do you believe the science curriculum should evolve to remain relevant to students?
How do you envision the balance between theoretical knowledge and practical application in your science teaching?
