Clinical Teacher Interview

1. What types of materials do you need available when you plan lessons?
Planning a lesson is one of the most vital factors of effective teaching. A
teacher needs to spend valuable time planning a lesson if that lesson should
be successful. If you have a well-planned lesson, teaching the lesson will be a
piece of cake

Common Core State Standards; learning objective

Specific desired student outcomes
Planning device/equipment e.g lesson planning book, online planning
tool etc.
Access to a variety of skills and strategies.
Student data on ability levels, and or type of learners
Student specific learning needs/modifications
Any other lesson specific tool.

2. In what ways do you plan to accommodate individual differences in the

classroom?

Make sure my lesson includes as many of the multiple intelligences as

possible.
Scaffolding to meet individual student needs based on prior
knowledge, proficiency on pretest data
Use workshop model to facilitate differentiation.
Student-teacher conferences

3. What do you consider essential characteristics for successful teaching?

For me successful teaching is based on successful student learning outcome
and growth. If my students dont understand the concept enough to show
growth of their knowledge on the taught concept, then I need to reteach using
another strategy.
4. How often do your students receive social studies/ science instruction?
They receive social studies/ science instruction on a rotating basis; however,
they will get some of each weekly through integrating with other curriculum
areas. We also have STEM lab weekly for science concepts.
5. What social studies and science topics/units will be studied during the
second week of my IMB clinical experience? What are possible
goals/objectives I could address for my lessons? Do you have any
instructional resources that will support these goals?

Social Studies-branches of state government, focus on just the state

government
Science-finishing up electricity unit; designing alarms and circuits,
book A Reminder for Emily

6. What does reading instruction look like in your classroom? What reading
topics/units will be studied during the second week of my IMB clinical
experience? What are possible goals/objectives I could address for my
lessons? Do you have any instructional resources that will support these
goals?

I use the workshop model for reading.

I follow the structure of mini lesson when I tell them the objective of
the day, interactive read aloud, guided practice, partner work,
independent reading/work and closing/share time.

7. Tell me about classroom community, what are the class rules? How is student
behavior monitored?

I consider my classroom as a community of learners who are taking a

lifelong journey with others to become individuals! They set it up and
continue to monitor with my help. They develop the class rules and
procedures.
Student behavior is primarily monitored with classdojo app. I also
have different class executives who are in charge of different things
including president/vice president, hall monitors etc.

8. Tell me about the pacing of lessons and interaction in the classroom-use of

time-and other aspects of timewait time, and time using teacher talk and
student talk. What works well with your students?

I use the workshop model for reading.

I follow the structure of mini lesson when I tell them the objective of
the day, interactive read aloud, guided practice, partner work,
independent reading/work and closing/share time.
This allows students to understand when/how talk time is
appropriate.
I use 2-3 minute videos for transition time.
My students understand that they read anytime theyre waiting on
further instruction from me or if they finish assigned work early.
We also have a variety of time fillers e.g strategy games/reasoning
cards etc.