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    (Original post by alabelle)
    Yeah they will expect you to use the usual format even if it is a short lesson. Some people also recommend telling them what else you would do to extend the lesson if it was longer, or possible next steps.

    Sorry I don't have much other advice to give, I've only had mock interviews so far. Apparently the questions are fairly generic - e.g. there will always be a safeguarding question, a 'what is an outstanding teacher' type question, etc.

    No thank you! I didn't think of that ! So just put it at the end of the lesson plan?
    There's a written task also, any ideas what that's for? Would it be about a topical issue to see your knowledge or just looking at your written ability?
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    (Original post by JosephineE)
    Hello

    Long time reading here of this thread - it has been super useful!
    Just wondering if anyone can give me some advice please. I've been offered my first NQT interview and I'm very nervous. I have to teach a lesson for 30 minutes, I'm guessing they'll expect starter/explanation/activity/plenary set up even within this time?
    Any advice about interview lessons and general tips for the interview would be fantastic, as I really want to get this job xx
    I didn't actually do a lesson plan for either of my interviews and they were both successful. But, they will almost definitely ask you to reflect on how the lesson went and then that is your chance to say what you would do in a full lesson etc.

    I'd follow the usual format - starter, main, plenary - in both of my interviews, my starter and plenary were the same to show what pupils had learned in the 30 minutes.

    Get to know the school through the website - why do you want to work at that school? Is it the strong pastoral care, the wide range of extra curricular etc?
    Can you offer a second subject?

    Read the most recent OFSTED report - what does it tell you about the school? How can you fit in?

    I didn't have a safeguarding question.

    Be prepared to answer some form of 'if we were to offer you the job, what would you say?'
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    (Original post by Samus2)
    I didn't actually do a lesson plan for either of my interviews and they were both successful. But, they will almost definitely ask you to reflect on how the lesson went and then that is your chance to say what you would do in a full lesson etc.

    I'd follow the usual format - starter, main, plenary - in both of my interviews, my starter and plenary were the same to show what pupils had learned in the 30 minutes.

    Get to know the school through the website - why do you want to work at that school? Is it the strong pastoral care, the wide range of extra curricular etc?
    Can you offer a second subject?

    Read the most recent OFSTED report - what does it tell you about the school? How can you fit in?

    I didn't have a safeguarding question.

    Be prepared to answer some form of 'if we were to offer you the job, what would you say?'
    Thanks for the reply !
    Yeah I've been looking on their website its not too helpful. The 30 minutes lesson is concerning me how you'll have time to teach them and have something to reply on in the plenary. I'm considering asking them one thing they have learnt and something they'd like to know more about?
    With the responses, do they tend to tell you there and then if you have the job? or a couple of days later?
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    (Original post by JosephineE)
    Thanks for the reply !
    Yeah I've been looking on their website its not too helpful. The 30 minutes lesson is concerning me how you'll have time to teach them and have something to reply on in the plenary. I'm considering asking them one thing they have learnt and something they'd like to know more about?
    With the responses, do they tend to tell you there and then if you have the job? or a couple of days later?
    Then take the interview as an opportunity to ask them about the extra curricular side of things.
    Just consider why you want to work at that school and then you'll probably be given a tour of the school by pupils


    Erm, I personally am not a fan of that as a plenary and I don't really like using it. What subject are you?

    I also didn't use powerpoint in either of my interview lessons.

    It depends on how many candidates will be there really. But generally, they'll deliberate after they've seen everyone and get back to you pretty quickly.

    My first interview, I found out at 7pm on the same day
    and my second interview, I had a phone call about 3 hours after I left the school
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    (Original post by Samus2)
    Then take the interview as an opportunity to ask them about the extra curricular side of things.
    Just consider why you want to work at that school and then you'll probably be given a tour of the school by pupils


    Erm, I personally am not a fan of that as a plenary and I don't really like using it. What subject are you?

    I also didn't use powerpoint in either of my interview lessons.

    It depends on how many candidates will be there really. But generally, they'll deliberate after they've seen everyone and get back to you pretty quickly.

    My first interview, I found out at 7pm on the same day
    and my second interview, I had a phone call about 3 hours after I left the school
    RE
    I don't really like that idea but between the starter and plenary i'm kind of stuck on how to fit it all in! I'm considering not going into detail. The topic I have is detailed, I'm think about just doing an overview and then saying that if I had longer I would have let them work through the steps. I dunno mind is frazzled!

    That's pretty fast then!
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    (Original post by JosephineE)
    RE
    I don't really like that idea but between the starter and plenary i'm kind of stuck on how to fit it all in! I'm considering not going into detail. The topic I have is detailed, I'm think about just doing an overview and then saying that if I had longer I would have let them work through the steps. I dunno mind is frazzled!

    That's pretty fast then!
    I used a song for my second interview lesson - asked pupils to talk about what they think the song is about etc and then at the plenary, we revisited the song and looked at whether or not they thought it was fair

    What is the topic they want you to teach?

    Yeah, this won't be the only lesson that the pupils will get on the topic but it'll be more to see how you cope with a limited amount of time etc.

    Yeah, from what I've heard, things move pretty quickly in the teacher recruiting world!
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    (Original post by Samus2)
    I used a song for my second interview lesson - asked pupils to talk about what they think the song is about etc and then at the plenary, we revisited the song and looked at whether or not they thought it was fair

    What is the topic they want you to teach?

    Yeah, this won't be the only lesson that the pupils will get on the topic but it'll be more to see how you cope with a limited amount of time etc.

    Yeah, from what I've heard, things move pretty quickly in the teacher recruiting world!
    Ohh that's such a good idea! what subject are you?
    It's on Muslim pilgrimage. So I need to explain pilgrimage and what that means and why it's important to Muslims. But I'm not sure whether to go into depth about each day of pilgrimage and each group could look at a and feedback to the class but i'd only really have 15 mins for that.
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    (Original post by JosephineE)
    Ohh that's such a good idea! what subject are you?
    It's on Muslim pilgrimage. So I need to explain pilgrimage and what that means and why it's important to Muslims. But I'm not sure whether to go into depth about each day of pilgrimage and each group could look at a and feedback to the class but i'd only really have 15 mins for that.
    Ahh a fellow r.e. trainee. Is Muslim Pilgrimage the same as Hajj?

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    (Original post by JosephineE)
    Ohh that's such a good idea! what subject are you?
    It's on Muslim pilgrimage. So I need to explain pilgrimage and what that means and why it's important to Muslims. But I'm not sure whether to go into depth about each day of pilgrimage and each group could look at a and feedback to the class but i'd only really have 15 mins for that.
    I'm history, but humanities lend themselves to each other

    Erm, I guess for a starter you could do like a word association exercise based on pictures and then revisit it at the end?

    You could also do something which might be a bit difficult to explain, but show them a painting/picture of a muslim pilgrimage for 5 seconds and ask them to list all the things that they can see... Or, you could do 5 seconds per portion of the picture (top left, top right etc) and then revisit it at the end and use what they've learned in the lesson to point out features that they have learned about?

    You could also give them a picture in pairs or soemthing with post it notes and get them to label what they think things are, revisit at the end with the correct labels?
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    I got shortlisted for my first interview. But I had a really bad week that I felt like crying at some point.

    I'm finding it really really hard trying to get ready for my interview at the end of such a bad week.
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    (Original post by JosephineE)
    Hello

    Long time reading here of this thread - it has been super useful!
    Just wondering if anyone can give me some advice please. I've been offered my first NQT interview and I'm very nervous. I have to teach a lesson for 30 minutes, I'm guessing they'll expect starter/explanation/activity/plenary set up even within this time?
    Any advice about interview lessons and general tips for the interview would be fantastic, as I really want to get this job xx
    Have clear aims for the lesson and make sure you communicate these to pupils at the start; spend a lot of time interacting with pupils and asking questions to extend their thinking as you walk around the class. As others have said, having a starter and plenary that mirror one another is a good idea - I tend to either have a difficult question that can be answered simply with little knowledge, but well at the end of the lesson (perhaps somethign like "according to the Koran, what should a good Muslim do" - I'm physics and maths so I'm sure you can do much better). Alternatively, I like to take pupils ideas about the lesson title and make them into a mind map, then return to this in the plenary and add as much more as possible - that way you're assessing both prior knowledge and what they have learned in the lesson with the same activity (and if you just get them to suggest things rapidly it's very quick too).
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    I had my second uni observation yesterday and was a bit overwhelmed with all the praise I got. I got outstanding and when I look back from where I came from I can't believe the progress I made. Only about a month ago I was thinking how I need to try and scrape a satisfactory so I can pass and now I'm here. I don't even know how...but I'm very pleased yet slightly annoyed that I still don't think teaching is for me, because apparently I can do it.

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    (Original post by Airfairy)
    I had my second uni observation yesterday and was a bit overwhelmed with all the praise I got. I got outstanding and when I look back from where I came from I can't believe the progress I made. Only about a month ago I was thinking how I need to try and scrape a satisfactory so I can pass and now I'm here. I don't even know how...but I'm very pleased yet slightly annoyed that I still don't think teaching is for me, because apparently I can do it.

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    Congrats thats awesome, well done the big thing is you know you can do it. You can make whatever choice you want afterwards and if you walk away but in a few years decide to try teaching again, atleast you know youve got a solid basis to work from.
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    (Original post by Airfairy)
    I had my second uni observation yesterday and was a bit overwhelmed with all the praise I got. I got outstanding and when I look back from where I came from I can't believe the progress I made. Only about a month ago I was thinking how I need to try and scrape a satisfactory so I can pass and now I'm here. I don't even know how...but I'm very pleased yet slightly annoyed that I still don't think teaching is for me, because apparently I can do it.

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    Congrats! I'm currently where you were a month ago. Hopefully I can pull myself up too. What helped you the most?

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    (Original post by Ratchit99)
    Congrats thats awesome, well done the big thing is you know you can do it. You can make whatever choice you want afterwards and if you walk away but in a few years decide to try teaching again, atleast you know youve got a solid basis to work from.
    Thanks I know. It is nice to have the option and I'm still checking jobs to see what comes up.

    (Original post by ParadoxSocks)
    Congrats! I'm currently where you were a month ago. Hopefully I can pull myself up too. What helped you the most?

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    Thanks. I think what has really helped me is the change in placement school and mentor. I get really helpful feedback and such great support that I've known exactly which areas I need to work on. I know this isn't something you can change though, so it's hardly advice. However one thing that I think has significantly improved my teaching practice is getting to know my classes more. My mentors said that my strength is that I don't teach a class - I teach 30 individual pupils and know each one well. The thing is though, I know this isn't always possible. They have a weird system at my current school so I teach my year 7 class five times a week (for humanities) and my year 8 four times a week (for R.E.), whereas on my last placement it was once a week. I guess that depends on your timetable.

    I'm sorry I don't have any advice, I don't really know what I am doing differently to a month ago. I think my confidence has just grown over time and it is reflected in my teaching :dontknow: . But if you are anything like me, you are probably worrying over nothing. You are most likely doing better than you think you are. We get a lot of criticism on the PGCE, and not so many positives even if they are there. It is the first time that anyone told me all my strengths so they were clearly always there but no-one ever mentions them in meetings because it is all about what you are doing wrong so you can improve. Has your mentor expressed any concerns?
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    Hi all,

    I come out as a very nice person who is just too nice in the classroom so the kids just walk all over me. I am teaching secondary Maths. I do try behavior management strategies but really struggle with keeping on top of it. This week has been the worse I have just lost both my classes to the point they don't listen to me at all. Because of this I am thinking that teaching is not for me at all. If I can't get them to pay attention there is no way I can teach.
    I have been in school for a month now and kids have realised I am just a softie. I do want to be a teacher but looking at my own self and seeing my struggle it feels like a long way. I can't change myself overnight I am bit slow on picking up things and putting in practise this is not helping me at all.

    Has anyone have a struggle like me? If you do please help. I don't come out as assertive and authorative in general day to day situation too and being in class and seeing myself struggling is just putting my hopes down.
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    (Original post by lupuccho)
    Hi all,

    I come out as a very nice person who is just too nice in the classroom so the kids just walk all over me. I am teaching secondary Maths. I do try behavior management strategies but really struggle with keeping on top of it. This week has been the worse I have just lost both my classes to the point they don't listen to me at all. Because of this I am thinking that teaching is not for me at all. If I can't get them to pay attention there is no way I can teach.
    I have been in school for a month now and kids have realised I am just a softie. I do want to be a teacher but looking at my own self and seeing my struggle it feels like a long way. I can't change myself overnight I am bit slow on picking up things and putting in practise this is not helping me at all.

    Has anyone have a struggle like me? If you do please help. I don't come out as assertive and authorative in general day to day situation too and being in class and seeing myself struggling is just putting my hopes down.
    Behaviour management is, from what I've seen everywhere, the most common thing that trainees struggle with. It is hard and it is something that most people continue to work on for years.

    But it does get better! You sound a little like me in that you can't just 'Use a strategy' and have it work, it's more about gaining confidence and in general changing the way you come across, which does happen in time. I am highly highly reliant on my relationship with the children (I could never teach secondary!) So for a good portion of one of my placements I just didn't know them well enough to have that rapport. Try focusing on one thing at a time, like voice, and don't worry thinking that it's not perfect... If you are slowly improving eventually you will get there.

    Xxx

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    (Original post by kpwxx)
    Behaviour management is, from what I've seen everywhere, the most common thing that trainees struggle with. It is hard and it is something that most people continue to work on for years.But it does get better! You sound a little like me in that you can't just 'Use a strategy' and have it work, it's more about gaining confidence and in general changing the way you come across, which does happen in time. I am highly highly reliant on my relationship with the children (I could never teach secondary!) So for a good portion of one of my placements I just didn't know them well enough to have that rapport. Try focusing on one thing at a time, like voice, and don't worry thinking that it's not perfect... If you are slowly improving eventually you will get there.XxxPosted from TSR Mobile
    I do feel that I am getting bit more assertive than before but when I raise my voice students just mocks me and continue to do what they are doing.. This is putting me off..
    Bulding relationship also doesnot come naturally to me.. But I am working on it trying to get to know them as much as I can... I am just hoping that I can get their attention up to the standard that I can meet my teaching standard to pass this year... Because of this I am constant worried and this doesnot help when teaching in the class.
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    (Original post by lupuccho)
    I do feel that I am getting bit more assertive than before but when I raise my voice students just mocks me and continue to do what they are doing.. This is putting me off..
    Bulding relationship also doesnot come naturally to me.. But I am working on it trying to get to know them as much as I can... I am just hoping that I can get their attention up to the standard that I can meet my teaching standard to pass this year... Because of this I am constant worried and this doesnot help when teaching in the class.
    I know it's easier said than done but really try to stop worrying, it's probably your biggest barrier as they will sense you feel out of control!

    Xxx

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    (Original post by lupuccho)
    Hi all,

    I come out as a very nice person who is just too nice in the classroom so the kids just walk all over me. I am teaching secondary Maths.

    Has anyone have a struggle like me? If you do please help. I don't come out as assertive and authorative in general day to day situation too and being in class and seeing myself struggling is just putting my hopes down.
    Hi Lupuccho

    I have behaviour management struggles as well. Sometimes I wonder if it's because I used to teach in Asia, and my students respected teachers pretty much automatically. Imagine that! :eek:

    It really grates because I get lots of praise from mentor/other observers for lesson planning/resources/marking/subject knowledge. In the past I have put my heart and soul into these things. But then they inevitably bring up 'you could still do better on behaviour management...you come across as too NICE'. And I get graded a 3 or (more rarely) 2 despite the other aspects of the lesson being allegedly so great.:rolleyes:

    I know behaviour management is such a HUGE part of being a secondary teacher. It just feels like I shouldn't bother so much with other aspects since I seemingly can't nail the one thing that 'really matters.' (Sulky? Me??) I am not a complete walkover but at the same time I think I'm like you...not naturally authoritative.

    Whew. Sorry, no tips to share. To be fair my mentor has been really helpful and given me a lot of 'strategies' But unlike tips for planning, marking etc I just can't seem to put them in place easily. She also pointed out that teachers with great behaviour management have had a long time to get to know the students, build relationships, put their expectations in place. We have to make all of this happen (somehow) in a matter of a few weeks.

    I haven't applied for any jobs in secondary. I am looking into other options such as FE/Sixth form/tutoring/international schools.
 
 
 
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