ESL job interview question: What would you do if a student refused to sit down?


Answer


 During my most recent teaching position, at a school for students with special needs, this was a common problem. I had one student for whom nothing we could offer her at her desk was more reinforcing than simply being up. Because this was her most motivating reinforcer, I had to find a way to gain control over it; if she could freely wander the classroom whenever she wanted, she had no reason to come back to me and engage in work.

 I placed work materials at eye level around the classroom. These were materials she had previously mastered -- things like color ID, sight word reading, etc. When she would leave her desk and run to the window, she found sight words taped to the window and we reviewed them until she chose to leave the window. When she climbed under the teacher's desk, she found shapes to review. When she hid behind the door, she discovered community helper cards to identify.
Meanwhile, at her desk there were fun activities like stickers and her favorite coloring book. When returning to her desk became more reinforcing than wandering the classroom, she began spending more time appropriately seated. Once this change occurred, I was able to slowly fade in more academic tasks at the desk, interspersed with fun activities, until remaining seated at her desk was a part of her regular routine. I made "roaming the classroom" a reinforcer choice and allowed her to wander undisturbed only when she had engaged in a work task and earned all her tokens. What had once motivated her to tune out her teachers and leave her workspace now motivated her to remain in her workspace and engage with her teachers to earn her desired reward.

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ESL job interview question: Tell us about your discipline philosophy


Recommended answer:

Students in my classroom earn access to reinforcement by engaging in appropriate behavior and completing work tasks as requested. In practice, this might take the form of a set number of tokens a student must earn before being rewarded, or of a behavior contract a student must abide by to gain access to reinforcement. When a student fails to behave appropriately or to complete the tasks assigned her, she is unable to earn these rewards.


If a student engages in inappropriate behavior that is designed to meet a legitimate need, I teach a more acceptable replacement for that behavior. For example, if a student screams because she is frustrated and needs help with an academic task, I might teach her to say or sign "help" or to hand me a card with the word "help" written on it instead of screaming. When she requests help appropriately instead of screaming, I immediately reward this behavior by providing the requested help. If by requesting help appropriately, the student has also met the requirements of her behavior contract or token system, this enables her to access a tangible reward in addition to receiving the requested help. 
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ESL job interview question: Are you a team player?

Recommended Answer:


As a special education teacher, I actively seek input from parents, regular education teachers, related service providers, and other involved persons to ensure consistency of instruction. I look for ways to help my students be successful in a variety of environments and with a variety of caregivers and professionals.



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ESL job interview question: What do you think about parent involvement?


Recommended answer

 Parental involvement is vital to student success in all classrooms, but particularly - in special education classrooms. Students with developmental disabilities need consistency and routine in order to master and generalize concepts. 

 If concepts taught at home can be reinforced at school, and concepts taught at school can be reinforced at home, we greatly increase the chances that the concepts will be generalized. Teachers and school principals should encourage parental involvement. 

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ESL job interview question: How do you make learning fun for students?

Answer


Learning is fun when it is meaningful and when you are not afraid to take chances. When I take chances and I model for my students that I'm not afraid to make mistakes, it reduces a lot of the stress students feel to do everything "right." We make mistakes together, we learn from them together, and we correct them together. That's a fun and meaningful process. That doesn't sound quite right to me now, but I'm going through and answering them off the top of my head just like in a real interview.
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ESL job interview question: What do you know about Claire Kramsch?


Recommended answer:

 Claire Kramsch is Professor of German and Foreign Language Acquisition in the German Department and in the School of Education. She is, in addition, Director of the Berkeley Language Center, a research and development unit for all foreign language teachers on campus. She teaches courses in foreign language pedagogy, discourse analysis, second language acquisition and foreign language literacy. Her area of research is applied linguistics, with emphasis on pragmatic, aesthetic and hermeneutic approaches to language study. She also directs Ph.D. dissertations in these areas both in the School of Education and in the German Department. 
Her major publications include Discourse Analysis and Second Language Teaching; Interaction et discours dans la classe de langue; Reden, Mitreden, Dazwischenreden: Managing Conversations in German; Foreign Language Research in Cross-Cultural Perspective; Text and Context: Cross-Disciplinary Perspectives on Language Study; Context and Culture in Language Teaching; Language and Culture; Language acquisition and language socialization - Ecological perspectives. Her many articles have appeared in Studies in Second Language Acquisition, The Modern Language Journal, Die Unterrichtspraxis, The Canadian Modern Language Review, Profession, The ADFL Bulletin, PMLA, The Journal of Sociolinguistics, Language Culture and Curriculum.



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ESL job interview question: What do you know about Stephen Krashen?


Recommended answer:


Dr. Stephen Krashen completed his PhD in Linguistics at UCLA in 1972, and is currently an Emeritus Professor of Education at the University of Southern California. Dr. Krashen is the author of more than 250 articles and books in the fields of bilingual education, neurolinguistics, second language acquisition and literacy. His publications have received numerous awards. 
In his famous publication ‘Second Language Acquisition and Second Language Learning' Dr. Krashen writes that 'language acquisition requires meaningful interaction in the target language where speakers are concerned not only with the form of their utterances but also with the messages they are conveying and understanding.'

 Dr. Krashen distinguishes five key hypotheses about second language acquisition: (1) Acquisition-Learning Distinction, (2) Natural Order Hypothesis, (3) Monitor Hypothesis, (4) Input Hypothesis, and (5) Affective Filter Hypothesis. His five hypotheses of second language acquisition can be summarized in this way: acquisition is more important than learning. 

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ESL job interview question: What do you know about Geoffrey Leech?


Recommended answer:

 Geoffrey Leech is Emeritus Professor of English Linguistics. His major fields of interest are English grammar, literary stylistics, semantics, computational linguistics, corpus linguistics and pragmatics.  
Geoffrey Leech was Professor of Linguistics and Modern English Language at Lancaster University from 1974 to 1996. He then became Research Professor in English Linguistics. He has been Emeritus Professor in the Department of Linguistics and Modern English Language, Lancaster University, since 2002. 

 He has written, co-authored or co-edited 25 books in the areas of English grammar, literary stylistics, semantics, computational linguistics, corpus linguistics and pragmatics. They include: English in Advertising: A Linguistic Study of Advertising in Great Britain (1966);   A Linguistic Guide to English Poetry (1969);  Meaning and the English Verb (1971, 2nd ed. 1987, 3rd ed. in preparation);  A Communicative Grammar of English (with J. Svartvik) (1975, 2nd edn. 1994, 3rd edn. 2002);  Style in Fiction: A Linguistic Introduction to English Fictional Prose (with M. Short) (1981); Principles of Pragmatics (1983);   A Comprehensive Grammar of the English Language (with R. Quirk, S. Greenbaum and J. Svartvik) (1985);  Spoken English on Computer: Transcription, Mark-up and Application (ed. with G. Myers and J. Thomas) (1995);  Corpus Annotation: Linguistic Information from Computer Text Corpora (ed. with R. Garside and T. McEnery) (1997);   Longman Grammar of Spoken and Written English (with D. Biber, S. Johansson, S. Conrad and E. Finegan) (1999);  Word Frequencies in Written and Spoken English: based on the British National Corpus (with P. Rayson and A. Wilson) (2001);   Longman Student Grammar of Spoken and Written English (with D. Biber and S. Conrad) (2002).
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