Job Interview Questions Esl Activities

There's a danger that they will instantly realise that they have been labelled as a weak or strong student and, in the case of the weaker students, this will no doubt effect their motivation. I would like to offer some ideas of how you can support your weaker students and offer extension activities for your stronger students whilst using the same materials as the starting point for the class. This way the preparation time involved for the teacher isn't drastically higher, and the group can still work together for most of the class. These ideas are taken from a workshop I attended last year on mixed ability classes. Thanks to my colleagues at the Young Learners' Centre in Barcelona and especially to Lucy Mardel who led the workshop. Extension activities for stronger students Support for weaker students Reading Ask early finishers to write new vocab up on the board with definitions. Rewrite a part of the text in a different tense / person. Write their personal opinion / a short summary of the text.

Job interview questions esl activities

Good answers to these questions will show nimbleness and fluidity. Interview questions that test connection and reflection 11. How have you changed from your first years in the classroom? An essential question! A strong candidate will be able to offer a meaningful reflection on how time has transformed their pedagogy and practice. 12. How would you describe your cultural competency? 13. How has your teaching practice been shaped by your understanding of your identity? Here are two more questions that form a great pair. Every teacher should be able to speak about how their ideas about identity have developed and their personal identity impacts their classroom. 14. After a year in your classroom, what would you want a student to say about their experience? Here, you give a candidate a great opportunity to show their aspirations and hopes for teaching in your school. This is a great way to end an interview on a positive note. Join our Facebook group Principal Life for more conversation about and insights into the challenges of school leadership.

All classes are mixed ability to one extent or another. Extreme cases, when you have near native level speakers with beginners, can be very challenging for the teacher. In these cases it's important to remember that all students will get something out of the class, but not necessarily the same things, and not necessarily what you aim to teach them! For example, the beginners may begin to get a grasp of your classroom language whilst the stronger students may begin to be able to put a new tense into use. Adapting materials for mixed ability classes can take different forms. One way to adapt materials is to rewrite reading texts and grade the language accordingly for different levels. In an ideal world where a teacher has all the time in the world to prepare their classes this may be the perfect solution. However, the reality is that this sort of adaptation is extremely time consuming and not many teachers can actually go to this length to adapt materials for mixed level groups. Another problem that can arise with this sort of adaptation is that it can be awkward to give out different texts to different students.

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Do students meet inside a building or outside? What subjects do students learn each day? What time does school start and end? What do students eat for lunch? Is it something they bring with them, or does the school have a cafeteria? How many students are in a class?

Give weaker students more listening and thinking time before calling on them to answer questions. Tips for good classroom management with mixed ability groups Grouping It may seem contradictory to suggest that you group stronger students together and also suggest that you group weak with strong. However, depending on the task and the class dynamics I think there are usually opportunities for both types of grouping. It's a good idea to experiment with mixing up the strong and weak students whilst also giving time for stronger students to work together so they work to their full potential. Giving Instructions Giving clear instructions is vital for weaker students to be able to follow the class. Use hand gestures as well as words to explain the tasks and use stronger students to check back the instructions and even explain the task in their own language if necessary. Error correction Stronger students can probably stand more correction. Don't over correct weak students as it will affect their confidence.

14 Fascinating Teacher Interview Questions For Principals

Indicate mistakes using correction code to give students a chance to self-correct. (Sp = spelling, Gr = grammar etc. ) Increase the word limit. Indicate where they could use more interesting ways of saying something. Correct the draft together before students copy up in neat. Reduce the word limit. Encourage use of dictionaries / vocab books. Give and example piece of writing as a model before they begin writing. Pair or group weaker students with stronger students. Speaking Ask students to justify / defend their opinions. Ban easy words like 'nice' to push their vocab to a higher level. Get students to record themselves and self-correct. Pair students of higher level together so they really go for it. Give students time to rehearse and gather their ideas before a role play or discussion. Pair weak and strong together. Let students make notes before the speaking activity begins. Allow for 'thinking time'. Grade students on the effort they make rather than their ability. With a whole class mingle like a class survey or a 'find somebody who... ' practise the questions as a group beforehand.

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How did you resolve it? A question like this tells you so much about a person's willingness to learn and be flexible. Interview questions that check for adaptability 7. We tell kids all the time that failure is an important step toward success. Can you describe a moment when you failed that led to you being a better teacher or colleague? This question offers a candidate an opportunity to be vulnerable and honest about their growth as a professional. A great teacher can embrace this opportunity to speak about their resilience and growth. 8. What is your vision for your development as a teacher? You do not want a person in your building who cannot clearly answer this question. In many ways it doesn't matter what the vision is, it just matters that the teacher is reflective. 9. Can you tell me about a moment when you had to be a leader? 10. Can you tell me about a moment when you had to be a follower? These two questions play together nicely. You want to be surrounded by adults who can fill either of these roles comfortably.

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Write questions about the text. Pre-teach difficult vocabulary and leave it written on the board for students to refer to. Use visuals if possible. If there are gaps, give students the answers in a jumbled order, with a few extras. Draw attention to the title, pictures etc and set the scene beforehand so their mind is on track for the topic. Break the text into chunks and give the option of only reading some of the text. Listening Give out the tape script and nominate a 'vocabulary master' to look up tricky words or expressions in a dictionary to then explain to the group. Focus on the accents or intonation of the speakers and get students to copy chunks. If it's a true/false activity, follow on by asking 'why/why not? ) Pre-teach vocabulary, use visual prompts when appropriate. Give students time to discuss answers before feeding back to the class. Give students the tape script on second listening. If it's a gap fill, supply the words with a few extras. Writing Give creative tasks that students can do at their own level.

July 29, 2021, 7:06 pm