Interview Questions

Eled 3226 (Teaching Language Arts to Elementary School Learners)

Planning Questions:

Will you briefly explain how you create a typical lesson plan?
Specifically, what are the materials you need when planning a lesson?
How do you accommodate individual differences in the classroom?

I utilize the system-wide pacing guides (UBD documents) to map out the quarter. I
also utilize the system-wide report card checklists which highlight the standards
that will be assessed for the quarter. Then I use curriculum materials to locate and
create lessons to achieve each objective of the lesson. The materials needed for
planning a lesson are: pacing guide (UBD document), checklists, standards and
unpacking document, curriculum resources (text books, CAF, Daily 5 resources,
Investigations, etc.) I accommodate individual learning differences by first finding
the level each student is performing and then scaffolding my instruction to meet
their needs. In reading I incorporate leveled texts. In math I alter the teaching
method I use with students. For example, I use manipulatives with the concrete
learners and no manipulatives for the abstract thinkers. I also vary the way I
question students to extend their thinking to a deeper level. When we are
completing any worksheets, I make sure the problems are altered to better meet
the needs of the learner.
Instructional Questions:

What are your main instructional challenges?

Please explain some of your instructional successes.
In your own terms, what are essential characteristics for successful teaching?
How often do your students receive social studies/science instruction?
Are you satisfied with the amount of time that you currently allot for social
studies/science instruction? Please explain.
What does reading instruction consist of within your classroom? Specifically,
what reading topics will be studied during the 2 nd week of my clinical
experience? What are possible goals/objectives I could address for my
reading lesson? Do you have any instructional resources that would support
these goals/objectives?
What social studies and science topics/units will be studied during the second
week of my clinical experience? What are possible goals/objectives I could
address for my lessons? Do you have any instructional resources that would
support these goals/objectives?

My main instructional challenges are trying to make sure I am addressing all

standards in a given amount of time in a manner that students will learn and retain

information. I view my instructional successes, on a larger scale, when I have grown

students one full year from their starting point. I view my instructional successes, on
a smaller scale, when students are able to communicate and/or demonstrate their
understanding of a standard taught. Essential characteristics of successful teaching
are building lifelong skills in students and having them understand the value of
learning. When a classroom environment is established that promotes respect and
focuses on learning instead of behavior then students will develop the lifelong skills
and build that value of learning. My students receive science/social studies
instruction 1 1/2 days a week on an alternating schedule (ex. Science may be
taught for 2-3 weeks and then I switch to social studies). I would love to teach more
science and social studies but I am pleased with the amount I am currently
teaching. Unfortunately not all standards can be integrated into literacy and/or
math easily and have to be taught in isolation. The isolated lessons are what is
taught during the 1 days a week. Reading instruction consists of whole group
mini lessons (3) with independent time for students to practice the following: work
on writing, listen to reading, read to self, read to someone, and word work. During
independent practice time, I pull individuals and small groups targeting skills
needed.

I have taught and will be reviewing the following standards in reading during the two weeks you
are in the classroom.

L.3 1a Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. Explain the function of noun, verbs and adjectives in general
and their functions in particular sentences. (This standard has been modified slightly to
only highlight the parts of speech I have taught thus far.)

RL.3.1 & RI 3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers. (We are focusing on both oral
and written responses to questions with a major focus on the written piece.)

RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.2 Fluenty add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and
subtraction.

3.OA.8 Solve two-step word problems using the four operations.(right now we are only
focusing on addition and subtraction)

3.L.1 Understand human body systems and how they are essential for life: protection,
movement and support.

3.L.2 Remember the function of the following structures as it relates to the survival of
plants in their environments: roots, stems, leaves, flowers

3.C.1 Understand how diverse cultures are visible in local and regional communities

Classroom Management Questions:

What motivation tactics do you use to ensure desire to learn?

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 way are negative behaviors prevented? Tell me about the consequences
for negative behavior.
Tell me about the pacing of lessons and interaction in the classroom-use of
time- and other aspects of timewait time, and time using teacher talk and
student talk. What works well with your students?

Classroom incentives:
Students can earn dojo points for displaying positive behavior. (Of course,
points can be taken away for displaying negative behavior.) Remind students
that they are working towards two goals:

points to attend PBIS celebration at the end of each quarter

100 points to become a member of the 100 point club and visit Mrs.
Parkers treasure box

Students are also working to earn the following dog paws: (other classroom
teachers, specialists, IAs, Environmental Specialists, & Administration are
the only staff members that give this award)

10 dog paws for extra recess

25 dog paws for hat day

Classroom Rules:
The classroom rules and consequences are listed below.
Rules:

Respect Yourself and Others

Be Responsible for Yourself
Learn and Have Fun

Consequences:
Positive: Students that are following all rules consistently will receive dojo
points towards attending quarterly celebration, Treasure Box, Dog Paws for
class rewards
Negative: The following should occur in this order.

Verbal reminder
Student will have dojo points taken away
Students walk laps at recess and reflect on their behavior
Notify parents in one of the following ways: note, email, phone