1.
General Background & Qualifications
Q: Could you tell us about yourself and your teaching journey so far?
A: I studied English Language and Literature at university and later completed my CELTA.
Since then, I’ve taught in different settings, from language academies to summer schools,
working with both children and adults. My teaching journey has given me the chance to
explore different methodologies, and I’ve developed a real passion for creating engaging,
communicative lessons where students feel confident using the language.
Q: What teaching qualifications do you hold (degree, CELTA, etc.)?
A: I hold a [Degree, e.g., BA in English Studies] and a CELTA certification. The degree gave
me a strong foundation in language and literature, while the CELTA equipped me with
practical classroom methodology and experience. Together, they’ve helped me become
confident in lesson planning, classroom management, and adapting my teaching for different
learners.
Q: What experience do you have teaching different age groups and levels?
A: I’ve taught children as young as 6, teenagers preparing for exams, and adults in both
general English and business contexts. I find each age group rewarding for different reasons
— young learners respond well to energy and creativity, while teenagers challenge me to
keep lessons relevant, and adults appreciate practical, real-life language use.
2. Teaching Skills & Methodology
Q: What would you say are your strengths as a teacher? And what are your areas for
improvement?
A: My strengths include creating engaging lessons, building rapport with students, and
adapting my teaching style to suit different needs. I’m also very organised and reliable. An
area I’m working on is integrating more project-based learning — I’ve started experimenting
with it and I see its benefits, but I’d like to develop it further.
Q: How do you usually plan your lessons?
A: I start by identifying the learning objectives, then choose tasks and activities that will
guide students towards those goals. I like to follow a communicative approach: introduce the
target language, provide controlled practice, and then move into freer, communicative
activities. I also build in differentiation — for example, offering support for weaker students
and extension tasks for stronger ones.
Q: Could you talk us through how you would present the Present Perfect Continuous
to a group of 16-year-old B2 students?
A: I’d begin with a short context, for example a picture of someone who looks tired, and ask:
“Why does she look so tired?” This should elicit answers like “She has been studying all
night.” From there, I’d highlight the form and meaning — that it’s used for actions that started
in the past and continue to the present, often with emphasis on duration. After a guided
discovery, I’d provide controlled practice (gap-fills, sentence completion) and then move to
freer practice, like asking students about activities they’ve been doing a lot recently (“What
have you been studying/playing/watching lately?”).
Q: How do you manage classroom discipline while keeping students engaged?
A: I believe in preventing discipline problems by setting clear expectations from the start and
keeping lessons dynamic and engaging. When issues arise, I address them calmly and
consistently, without disrupting the flow of the lesson. I also try to build positive relationships
so students respect the rules because they feel respected themselves.
Q: How do you build positive relationships with parents and children?
A: With children, it’s about showing genuine interest in them as individuals and creating a
safe, supportive classroom. With parents, I make sure communication is open and
professional — giving feedback on progress, suggesting ways they can support their child at
home, and addressing concerns constructively.
3. Assessment & Exams
Q: How do you balance exam preparation with making lessons communicative and
enjoyable?
A: I make exam practice as interactive as possible. For example, instead of just doing a
reading paper silently, students can work in pairs, compare answers, and justify choices. In
speaking, I turn exam tasks into fun, communicative activities that still reflect exam
conditions. This way, students develop exam skills but also enjoy the learning process.
4. Reflection & Professional Growth
Q: What was the last mistake you made at work, and how did you resolve it?
A: Once I misjudged the level of a text I brought to class — it was too challenging. I quickly
adapted by pre-teaching more vocabulary and breaking the text into smaller chunks.
Afterwards, I reflected on it and adjusted my planning process to include an extra
level-check step.
Q: Why should we choose you for this position?
A: Because I bring solid training, experience with different age groups, and a real passion
for teaching. I’m adaptable, committed to my students’ progress, and I enjoy being part of a
team. I think my mix of qualifications, enthusiasm, and reliability makes me a good fit for
your school.
Q: Where would you like to be professionally in five years?
A: I’d like to continue developing as a teacher, perhaps moving into teacher training or
curriculum design, while still staying connected to the classroom. My goal is to keep learning
and contributing to a strong bilingual education environment.
5. Practical & School-Specific
Q: Do you speak Spanish (or another language)? How do you use this in the
classroom or community?
A: Yes, I speak Spanish at an intermediate level. I don’t rely on it in class, but it helps me
connect with parents, support lower-level learners if necessary, and integrate more easily
into the local community.
Q: Why are you interested in working at Aran School specifically?
A: I’m attracted to Aran School because of its reputation for quality bilingual education and
its supportive teaching environment. I like that you emphasise both academic excellence and
student well-being, and I’d be excited to contribute to that mission.
Q: When would you be available to start?
A: I’m available to start immediately / from [insert date].
Q: Can you provide references from previous employers?
A: Yes, I can provide references from my previous school managers. They can confirm my
teaching ability, professionalism, and reliability.
EXTRA
On Differentiation & Inclusivity
A: I provide tiered activities so students can work at their level. For weaker students, I might
give vocabulary support or sentence starters, while stronger students can extend with
open-ended tasks. I also use pair/group work strategically so students can support each
other.
On Collaboration
A: I believe teamwork is essential. I like sharing resources, co-planning where possible, and
learning from colleagues. In my previous job, I regularly participated in staff meetings and
contributed to shared exam-prep resources.
On Technology
A: Technology should support learning, not replace it. I use tools like interactive quizzes,
videos, or collaborative platforms to enhance engagement and provide variety. I also make
sure it serves the lesson objective, rather than being a distraction.
On Motivation
A: I use activities that connect to students’ interests, set achievable goals, and praise
progress. For reluctant speakers, I start with low-pressure tasks like pair work or short
answers before building to more open communication.
On Culture
A: I bring culture into lessons through real-life materials — songs, films, news articles —
and discussions about cultural differences. This makes language learning meaningful and
helps students understand the wider world.
