I have been a 5th grade teacher for several years, but we've moved and I am applying for a 2nd grade position.  What are the biggest considerations I need to be thinking about before my interview?
211068
I would review my text books on the differences between the mental capacity of the two age groups.  For example, children of 5 to 6 years old tend to be more concrete in their thinking.  They have less ability to think in abstract ways and lesson plans should reflect these changes.\n\nI found a site that provides ideas of lesson plans for various age groups:\n\nhttp://www.edhelper.com/\n\nHere is a site that is a serach engine for Teachers, lesson plans and other data is available:\n\nhttp://www.lessonplanet.com/?fromgoogle=CbAG1phraselesson_plans&gclid=CN70k7v0j4QCFQe8SgodqlEZxA\n\nRemember that children are in the Pre-Operational Stage of thinking until about 7 years old which would include Second Grade.\n\nPre-operational Stage\n\n2-7 years At the age of 2 children have usually developed their ability to express themselves using language. This means that they have developed some form of Symbolic Representation. This is a key feature of this stage of development. Children do not only develop language as symbolic representation, they also develop other skills such as drawing, dance, modelling, number and music. Symbolic function develops through 4 stages:\n\n1. Deferred imitation\n\n2. Verbal evocation\n\n3. Symbolic or make believe play\n\n4. Symbolic drawings\n\nAt around 7 to 12 years of age, children DO start to think in more logical terms, so lesson plans should take into consideration the children who may be learning in either of these stages.\n\nConcrete Operations Stage — 7-12 years\n\nAgain, children make another leap as they begin to become less egocentric and start to understand and use new concepts. They can now classify things into categories, deal with numbers, take all aspects of a situation into account and understand reversibility. Children become much better at seeing the world from another person’s angle and this has implications for the development of moral behaviour. Children also develop CONSERVATION during this stage. This is the ability to understand how two equal quantities of the same matter remain equal despite changes in their appearance. Piaget tested for this using balls of clay. He rolled one ball of clay into a sausage and left the other as a ball. Children below the concrete operations stage would be unable to understand that the quantities remain equal, despite the change in appearance.\n\nChildren develop the ability to conserve the different dimensions at different times. At 6-7, they learn to conserve mass, or substance; at the age of 9-10 they can conserve weight; and by the age of 12, volume.\n\nMore Data Here:\n\nhttp://www.northern.ac.uk/NCMaterials/psychology/lifespan%20folder/Cognitivethinking.htm
21986
Usually they are looking for someone with experience.  Try adding teachers as references and note things that you do at school for experience(running messages for teachers, paper filing, photo journalism).  Best places to get a job at is at the mall, small shops.  Look for places that will give you experience with customer service (key word for the business world)
18433
This is just off the top of my  head so all the details aren't worked out.  \n1.  Divide your class into different countries (groups of 2, 3, or 4)\n2.  They make a flag for their country \n     a)  they can do this on construction paper\n     b)  they can print a flag off the internet\n3.  Make up a worksheet for them to find answers on  about their country.  (Since they are only in 2nd grade maybe something like the following)\n     a)  continent country is located\n     b) language they speak\n     c)  interesting fact\nI don't know just some easy stuff.\n3.  They could then draw a map of their country and name the continent and the capital.\n4.  Maybe at recess or better you could get the P.E. teacher to have them compete in some relays, races, shooting baskets, jumproping, hopping, walking with a book on their head, somethings that are fun.\n5. From these competitions you could give gold, silver and bronze medals or certificates.\n6.  Have a place in the room or the hallway to display the teams, their flags, maps, and medals or certificates, etc (so the other kids, teachers, and especially the principal could see it)\n7.  They might in their groups do a KWL chart concerning the olympics or their country and have that up also.\n8.  Probably should write a short summary about their feeling concerning learning about new countries, olympics, etc.\n9.  They could graph the teams and places all of them came in during the competitions.\n\nI know this isn't a great detailed lesson but it does incorporate reading, english, social studies, math, health, and writing.\n\nYou could do this for a whole week or spread it out over a couple of weeks.  I'm sure anything you have to teach (per the almight state) you could probably work into this.\n\nI did something like this on a larger scale with 6 other teachers.  It was great fun.\n\nI suggest you get the books needed for the kids ahead of time and then you can see which countries would be the easiest to work with.\n\nAnyway, good luck.
192027
I have worked in many states and never have I been asked to by the person that was responsible for hiring to see work samples. Now that I think of it, I have only been asked for a resume once. I would not worry about that. They are in such high demand for teachers that your work samples are the last thing that they are thinking about.
189922
It's a great job with the normal headaches and red tape b.s.\n\nI believe the most important teachers are the primary teachers. If the kids get a good handle on reading and writing at the early stages, things go much easier.\n\nGet your master's degree as soon as possible because the extra money is nice. Vacation days and health insurance is usually pretty good in most school districts. Retirement for a teacher makes social security a joke.\n\nIf you do become a teacher, have high goals of achievement for the kids and yourself. Make earning an "A" difficult. It should be. Forget self-esteem psychology and work on self-acceptance.\n\nGood Luck
181467
Caligirl, I know what you are feeling, I was there once too, just starting out, I am a teacher.  \n\nI have a Multiple Subject, Single Subject in Spanish and the BCLAD.  I have taught at one time or another at all grade levels in both English and Spanish.   My assignment now is an ELD teacher, K-12.  Included in my daily schedule is a morning 1/2 hour daily pull out instruction with a small group of kindergarten kids.  This has become one of the favorite times in my daily schedule.  It took me some time to get used to it, but one of my favorite age groups now is the Kindergarten age.  So much so, that now, when I could choose to do so many different kinds of assignments for summer school, I choose to do Kindergraten review.\n\nGo with the Kindergarten assignment.  I know you are specializing in reading and are considering teaching upper grades, but there is nothing more rewarding than working with children at the Kindergarten level.  Yes, you may not want to do it for long, or perhaps for more than a year, but it is true this experience will be rewarding and respected for years to come and for future interviews.  Reading is now introduced at the kinder level and your knowledge and experise will be appreciated by parents, teachers and district staff alike AND you will get some great initial classroom experience in pre and early literacy instruction.  If this is a public school, you will probably sign up for the BTSA teacher support program providing additional training, peer support and some classroom/materials funding.\n\nGo For It, Caligirl!\n\nP.S,\nHave you ever considered looking into the Peace Corps?  I was a training coordinator for the Peace Corps once and there are some great education programs for teachers to work in now where one not only gets some great teaching experience but can help train colleagues in other countries as well while getting a good second language and culture experience.\n\nGood Luck In Your Endeavors!
427370
I wish I had known how much paperwork and "fluff" was involved.  After student-teaching, I was SO EXCITED to have my own class and just TEACH.  I was motivated and had fun, interactive lesson plans on which I had worked VERY hard.  However, when I started out the school year, I quickly realized how much fluff there is - committees, meetings, paperwork, demands of your time from administration, etc. and felt that I wasn't really being given much time to do what I truly loved and what brought me there in the first place...to TEACH.\n\nI learned to be as efficient as possible and use your planning time VERY effectively so that those things can be minimized and put to the side...as they should be.  Then you have more time with your students, who are all that really matter.\n\nHope this helps!  :o)\np.s. I have taught third and fifth grades...mostly third.
667600
First of all thank every child left behind for the test score reason...next...she should practice...take notes during an interview...which questions make her stumble? Which ones does she answer strongly? Is her passion for teaching shining through? Does she show up with anecdotes to share with the interviewer? Sometimes making them grin can make the difference. Is she dressing like she is interviewing for a CEO position? Maybe she should...it is far better to overdress than under dress. Is she looking them in the eye? Is she offering a firm handshake, or just accepting a handshake with a weak squeeze? All of these things matter...you only have a few minutes to make this person believe that you can do the job...also, while still job hunting, she should volunteer at a local school...this will give her a reference...and she can make friends who can give her a heads up for new openings...Good Luck
523153
That depends on the job you are interviewing for. \n\nPreschool teacher=empathetic, caring, helpful, patient.\n\nRealtor= tenacious, risk taker, can think on your feet.\n\nEtc.
247899
The reason they are asking these questions is to get personal responses.  Have you been at a job before where changes were occurring?  Then tell this story to the interviewer.  Is this your first job out of college?  Then use a situation that happened in a class or some extracurricular.\n\nThey are probably looking to see that you are flexible and handle change well.  Make sure you show interaction with colleagues so they see that you work through this with others.\n\nGood luck on the job!
607481
Since you have a learning disability, you will want to make sure you have prepared ahead of time.\n\nHave a list of answers for:\n--How you will organize your classroom.\n--Your "philosophy of education."\n--What is the purpose of special education?\n--How will you work with regular ed teachers?\n--How will you involve parents?\n--Examples of how you will adapt and modify curriculum and classroom environment for different student needs.\n--What tasks will you assign your E.A.?\n--How will you build in state standards and benchmarks for each child's actual grade level while still addressing their developmental level?\n\nAnd so on.\n\nHave someone sit down and ask the questions to you while you practice saying your answers. Also have them ask questions you haven't thought of, to practice mixing and combining your ideas.\n\nGood luck!
100517
I am a second grade teacher in Corpus Christi, Tx. Sounds like a great idea. Let me know more if you haven't found anyone yet.
202389
I included it in my resume that I used for a teaching position.\n\nWhat kind of employment are you looking for? If you are looking for employment as a teacher then definately include your sub time.\n\nOtherwise, describe your work as a sub such as; developed lesson plans, organized daily activities, kept attendance records, etc.
443275
I am a special education teacher (EBD) currently (9-12).  I am also a licensed school counselor.  \n\nWhat I love...\nMaking a big difference in a kids life that may need a break.\nGoing beyond what regular teachers can do to help kids.\nFlexibility of schedule and materials.\nYou get to meet some great parents!\nYour colleagues.\nThe success you will see when you care about a kid.\nEveryday is different (BELIEVE ME ON THIS ONE!)\n\nWhat I don't love so much...\nPaperwork...loads of paperwork...mountains of it.\nThe amount of poverty you have to deal with can be tiresome.\nParents who are mentally ill (i.e. - Bi-Polar and angry).\nThe sense of entitlement that kids and parents can have.\nStupid standardized testing.\n\nMixed Feelings on...\nBeing the social buffer for "PC" vs. Socially Acceptable (all kids).\nAdvocacy for behavioral trouble when your boss is punishing a kid (kinda puts you in an odd spot).\nSocio-economic status isn't a factor on standardized testing and you will be responsible for academic progress.\n\nThings to consider before making the leap...\nWhat type of school do you want to work in?\nAre you organized?\nDo you have good interpersonal skills?\nDo you have good conflict resolution skills and can you stick up for your self in a "PC" way?\nWhat age group do you want to work with?\nHow do you handle adversity or disagreements with peers?\nCan you talk the talk? (alot of Spec. Ed. is knowing the lingo!)\nDo you take things personally?\nFind some theories on working with students or academic/behavioral models and make sure you ask about them during an interview.  Try to find a school that fits your needs first, then you can be successful.\n\nPotential for burn-out...\nTrying to hard...you will never "fix" kids; only maturity can help some.\nDon't like the academic style your colleagues use can make it tough.\nYour first couple of years...YIKES, they are tough.\nSmall schools and you with little experience can be a recipe for disaster.\n\nThings that can help...(course work)\nCounseling Theory classes\nAbnormal Psychology classes\nStatistics...yuck\nCounseling classes (helps squash drama outside of school)\n*Find a college that deals with practical rather than theory!\n\nThings that help...(general)\nUsing " i " statements to de-escalate kids.\nGiving the benefit of the doubt...ALOT.\nBeing organized.\nWorking with a good team.\nBe prepared to explain why you do what you do.\nDocumentation of all phone calls and emails (A MUST).\nBe computer literate.\nRemember, it isn't always about academic content (regular teachers can hate that statement!)\n\nI really hope this helps.  It is an awesome profession but you must take care of your philosophical and personal needs (demographics) before you can truly be effective and decrease burn out risks.
231147
You will be asked two types of questions:\n\nA) Informative: These questions are the "Tell me about yourself" variety - where you went to school, what you studied, etc.\n\nB) Behavioral: These questions will be in regards to how you react under certain situations (i.e., Tell me about a time when you...).  These questions are designed to see how you react under certain situations depending on the job you're applying for.  \n\nIn group interviews, it's really a "Do we like this person enough to hire them?" type of scene.  Just be yourself, don't be nervous, know something about the company as well as the position you're applying for, ask questions about the job and the company culture, and finally, send thank you notes to all those who interview you.\n\nBottom line: Your interview should tell the hiring managers three things - why are you interviewing with us (as opposed to The Gap), why should we hire you (over the hundreds of other applicants that we talked to today and all this week), and what makes you unique.\n\nGood luck....
584144
I wouldn't so much worry about your experience with kids.  I would focus more with your experience as a secretary or assistant.   In that position, you'll see your share of kids, but you'll be one step removed form directly interacting with them.\n\nSneak in the fact that you do volunteer work with kids, but don't make a huge deal about it.  At the core of the job,  you're not working with kids . ..you're working with the Principal.  The Principal is going to be more concerned with how you work with them than how you work with kids.\n\nGood luck.\n\nWhat state/district, if you don't mind me asking?
55007
I work as a sub in Ohio, and even though there are an over abudence of teachers here it's still easy to pretty much get as many days as you want.  The secret is to sign up at like two or three school districts and not restrict yourself to just your subject area and grade.  I'm a 7-12 English teacher, but I've subbed all subjects and everything from grades 4-12.  Don't limit yourself.  And try to get into school districts that use an internet based call off system.  That way you can check for things on the internet and through a phone call. Super easy.  Happy job hunting.