Applying for a Teaching Job

1. What teaching qualifications do you hold?
2. Which subjects are you qualified to teach?
3. What age groups have you taught?
4. Which languages can you speak?
5. What experience do you have of teaching French?
6. Which games and sports have you played yourself?
7. Which of these activities could you teach: football, tennis, basketball, athletics or swimming?

Mrs Patel: Which parts of the English curriculum do you particularly enjoy teaching?

Alex: I enjoy literature, especially drama and poetry. I think pupils should have opportunities to read complete works, not just short extracts.

Mrs Patel: Which of Shakespeare's plays would you like to stage as a school production, and why?

Alex: I would choose A Midsummer Night's Dream. It is funny, imaginative and offers opportunities for visual effects. There are several main characters, but plenty of smaller parts too. We could involve many pupils by dressing some of the minor actors as Greeks and Amazons.

Mrs Patel: How would you organise the production?

Alex: I would work closely with the craft department. We would need scenery, costumes and props. Some pupils could help make them, but we would need the craft teachers' advice and support. Good relations with that department would be essential.

Mrs Patel: Whose responsibility would it be to make sure the props were ready?

Alex: Ultimately mine as the teacher in charge, but I would agree a timetable with the craft department and share tasks with the pupils.

Mrs Patel: What approach do you take when teaching French to beginners?

Alex: I favour the Direct Method for much of the lesson. I use French as the main language of communication, with objects, pictures, actions and demonstrations to make meaning clear.

Mrs Patel: Which method do you think is more useful: explaining a new word in English or showing pupils what it means?

Alex: It depends on the word and the situation. I would usually try to demonstrate or explain it in French first. Translation can sometimes save time or clarify a difficult point, but I would not want pupils to depend on it for everything.

Mrs Patel: What would you do if a beginner did not understand an instruction?

Alex: I might repeat it, use a gesture, demonstrate the activity or give an example.

Mrs Patel: Which aspects of French do pupils often find difficult?

Alex: Pronunciation can be difficult, particularly sounds that do not occur in English. Pupils also need regular practice in listening and speaking.

Mrs Patel: Which games and sports have you played yourself?

Alex: I played football for a local club when I was younger, and I still play tennis occasionally. I also enjoy athletics and swimming.

Mrs Patel: Which of those activities would you be competent to teach?

Alex: I would be confident teaching basic football skills, tennis to beginners and some athletics events. I would want to know the school's equipment and safety arrangements before taking responsibility for a particular activity.

Mrs Patel: Our pupils go by bus to the local swimming pool. Can you swim?

Alex: Yes. I can swim several strokes, and I am a confident swimmer. However, I have not trained as a swimming teacher.

Mrs Patel: Would you be willing to accompany the pupils?

Alex: Yes, provided that my responsibilities were clear and the school had appropriate arrangements and qualified staff in place.

After the interview, Alex walks around the school with Mrs Patel. They visit the library, language rooms, sports hall and craft department. Alex is impressed by the range of activities available to pupils.

In the library, Alex notices a display of Shakespeare's plays. Mrs Patel explains that the school has not staged a Shakespeare production for several years. Alex thinks A Midsummer Night's Dream would be an excellent choice. It could involve pupils from different year groups, and the craft department could help make the scenery and props.

In the language rooms, Alex sees maps, picture cards and audio equipment. The school encourages pupils to speak French during lessons, but teachers may use some translation when they consider it helpful. Alex thinks this is sensible: the aim should be communication, not the rigid application of one method.

Finally, they visit the sports hall. Alex asks which games are most popular and learns that the school has football, basketball, tennis and athletics clubs. Swimming lessons take place at a nearby pool. Alex is happy to accompany pupils, but makes it clear that teaching swimming requires appropriate training and qualifications.

On the journey home, Alex considers the advantages of the post. The job would involve literature, language teaching and sport, as well as opportunities to work with colleagues in other departments. It would be demanding, but varied. Alex decides to accept the offer if it is made.