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Questions to practise
Tell me about a lesson you taught that worked well.
They want to see how you plan and teach in a real class, not only in theory.
Choose one real lesson. Say what you taught, what the learners did and how you knew it worked. For example: most learners solved the last problem alone. Keep it short and clear.
How do you check that learners understand during a lesson?
They want to know if you notice problems early and change your teaching.
Name one or two simple checks, like quick questions, mini whiteboards or asking learners to explain to a partner. Then say what you do if many learners do not understand.
How do you plan your lessons?
Good planning helps learners understand and keeps the class on track.
Explain your steps simply. For example: I start with the goal, plan an activity, then plan a short check at the end. Add one real example from a lesson you planned.
How do you keep a calm class?
A calm, fair class helps everyone learn. They want to hear your routines.
Name one or two clear rules or routines, like how learners enter the room or ask for help. Say how you teach these routines at the start of the year.
Tell me about a time a learner disrupted the lesson. What did you do?
They want a real example of handling behaviour calmly and fairly.
Tell one short story. Say what happened, what you did, and what happened next. For example: I spoke to the learner quietly after the lesson. Show you stayed calm and respectful.
What do you do next if the behaviour continues?
They want to see you have clear, fair next steps.
Explain your steps in order. You might talk with the learner again, agree on a goal, ask a colleague for advice or contact parents, and follow your school's rules. Show you try to understand why it happens.
How do you support learners with different needs in one class?
Every class has different learners. They want to know you help each one.
Give one specific way you change work. For example: I give extra steps or pictures to learners who need them, and a harder task to learners who finish early. Add a real example.
What do you do when a learner is struggling?
They want to see care and a clear plan for helping.
Say you first find out why. Then explain what you do: sit with them, break the task into small steps, or check in more often. Say what happened next, even if progress was small. Only describe real examples.
How do you work with parents?
Good contact with parents helps learners at school and at home.
Give one or two ways you communicate, like notes, messages or meetings. Say you share good news too, not only problems. A short real example helps.
Tell me about a difficult conversation with a parent.
They want to see you stay calm, listen and work together.
Keep it short and respectful. Say what the worry was, how you listened, and what you agreed to do. Never share private details. Focus on the learner and the next steps.
Let me think of a real lesson from my class.
Clara
AI coach
Leo
AI coach
Lines to try
Let me think of a real lesson from my class.
In that lesson, the learners ___.
I knew it worked because ___.
I set clear routines at the start of the year.
When a learner is struggling, I first find out why.
I tell parents when things go well, not only about problems.
Common questions
What if I do not have many years of teaching experience?
That is fine. Use examples from training, placements, tutoring or volunteering. Choose one real moment and explain what you did yourself. A small, clear example is better than a long general answer.
How long should my answers be?
Try to speak for about one or two minutes. Say what happened, what you did and the result. If the interviewer wants more, they will ask, for example: What did you do next?
What can I do if I do not understand a question?
You can ask politely. Say: Sorry, could you say that again, please? Or: Do you mean in a large class or a small group? Asking is normal and shows you want to answer well.