ESL Interview Questions

Recently I interviewed for a new ESL teaching position. It was both exciting and nerve wrecking.  I can best describe it as a roller coaster of emotions.  The up was receiving the call that I had an interview. Recieving an interview is worth celebrating.  I feel like it is hard to get an interview now days.  Everything is done online and we no longer apply in person.  You can't get a job without an initial interview.  

The downer was after my interview.  I second guessed all my responses and made myself practically sick by over analyzing everything I said.  Why didin't I respond with this or that!?! What did they think of me?  Did I make a good first impression?  I should have said this...! I wonder when i will hear something?  A person can make themselves nuts after an interview!

The good news for me is after a long interview process, I was offered the position.  I was thrilled.  I was the one!  They chose me!  Then the excitement was followed once again by the downer...I would have to break the news to my current job that I would be leaving.  I guess this is what they call...bittersweet. 

This was especially hard because I truly enjoyed my current teaching position.  I worked with a great group of staff members and was led by a caring and supportive administration.

I now have a new opportunity and me leaving was providing a new opportunity for someone else.  Plus I had to remind myself that change is good.  My colleagues were excited for my new opportunity and they were quick to ask me what were some of my inteview questions.  What a great question.  Especially since we will be interviewing for my current ESL Teaching Position.  So after reflecting on my recent interviews, below are some of the questions I was asked.  Of course these are not word for word.  These questions are restated the best I can remember.  You know what its like to interview...it's a big blur while you are in the hot seat.  

1.  What are ways you reach out to parents, especially those parents that don't speak English?

2. How can you support the classroom teacher?  

3.  Working as an ESL Teacher can be a very islolated position.  How would you reach out to other teachers in the building to provide support for students?

4. Describe a recent lesson you taught.

5. How do you differentiate for small group instruction?

6. What are some best practices in supporting ESL Students?

7. What sets the ESL Student apart from other students in the classroom?

8. How do you teach an ESL Student that is a level one (beginner of English)?

9.How would you handle a situation where your colleagues are not happy about something your principal has asked you to do?

10. Describe your teaching experiences.

11. Why did you choose ESL?

12. How do you incorporate technology when teaching?

Have you had a recent interview or plan to interview canidates for a current ESL Position? If so, please share your questions with us.  

WIDA Blog: Using the CAN DO Descriptors in Grades 3-5

Recently at a PD, we had a lot of discussions about using the WIDA CAN DO Descriptors.  One was how ESL Teachers can introduce these to mainstream classroom teachers.  Many of us agree that utilizing the Can Do Descriptors is great for driving instruction and mapping out a plan of action for teaching and making accommodations.  It is also a great tool to share with teachers so they can better understand their ELL Students.

But, like anything "new" these can be overwhelming.  One ESL Teacher pointed out that she created Can Do Descriptors for each of her students in all four domains and handed them out to classroom teachers.  Having no experience with these descriptors caused some anxiety for teachers.  One suggestion is to start small. Instead of creating Can Do Descriptors for each domain, start with one, such as Reading.  Set up a meeting time to sit down with each grade level and go over how to use these descriptors.  It's important that we support classroom teachers by providing them with the proper tools and training to be successful in teaching ELL Students.

If you or your district have a log in to www.wida.us you can download Can Do Descriptor Name Charts for your own use.  This is a great way to inform teachers and drive ESL support both in and outside the classroom. Also check out the WIDA Blog link below.  I find it to be very helpful.  Please comment and share any ideas or experiences you have with utilizing Can Do Descriptors.

WIDA Blog: Using the CAN DO Descriptors in Grades 3-5

Attention Grabber for Teaching Root Words

Creating an attention grabber is my favorite part of a lesson.  It's the teachers opportunity to spark  student interest and trigger excitement for what we they are about to learn.

Currently, I am teaching my students about Greek Latin Roots. To spark their attention, I introduced  the longest English word. Wow they couldn't believe how long the word was!  They couldn't help but  count the letters.  They chuckled when they had to stop counting and start over again because they lost count. This long 45 letter word definitely grabbed their attention.

Then we tried to pronounce it.  I gave each student a chance at it.  This was fun! Take a stab at it, can you pronounce the word  pneumonoultramicroscopicsilicovolcanoconoisis ? Pretty tricky huh! It took me a few tries.

Next we took the time to break the word into its different Greek root words. 

pneumono=lung/breathe
ultra=beyond/exceeding
micro=small
scopic=watch/see
silico-flint/quartz
volcano=fire
coni=dust
osis=disease/condition

From here we could put a meaning to the word.  The actual meaning is referred to as an actual disease of the lungs more commonly known as pneumoconiosis or silicosis.

As I reflect back on my lesson, I believe my attention grabber is what helped keep my students focused and interested in the lesson involving root words. The key is to keep it short, to the point, but fun and engaging. Please share any ideas you may have for attention grabbers. I would love to hear your ideas.

ELL Family Information Night

Reaching out to the families of our ELL Students can be very challenging.  Many times parents shy away from school events because they are unable to communicate with teachers and staff.  This language barrier also makes it harder for teachers to build relationships with parents who speak little to no English.

 

Here in Michigan we have funds called Title III funds which schools are given from the state to service our ELL populations after school.  Part of these funds are used towards "parent nights" which provide parents an opportunity to get involved and informs parents on what is happening at their child's school. 

 

Recently, we had an ELL Family Information Night.  Since a large portion of our ELL's are Spanish speaking, we hosted the meeting in Spanish.  This makes our families very happy since they are able to receive important information in their native tongue. 

 

At the meeting, we provided families with information on things happening at the school and upcoming events.  Light refreshments were served and we raffled off items such as poinsettias and gift cards.  Parents love raffles!  Its fun to win something. 

 

Our turn out was decent.  One take away we have from our most recent parent night is...survey families and get to know them.  We found that many could not attend because there was an important event at the local church which many of our families attend.  Had we known this, we would have scheduled the event on a different evening.  For future events,  we will now print out the calendar of events at the local church and talk to parents ahead of time to find out what is happening in their communities.  This will help us better understand our families and help us build a relationship with them.  Its important to take the time to get to know our students and families.

 

 

Our Costco Trip

Wow its hard to see! 

Teaching Students Social Language

Middle school is tough enough for any student, let alone an English Language Learner. While working with one of my middle school students, I was reminded of how important it is to look cool and not sound dumb in front of your peers. One of my students asked me what lol meant. After explaining that it stands for "laugh out loud" he chuckled and proceeded to ask what lmao stood for. Now it was my turn to chuckle to myself (silently in my head) as I expained what it represented. He then had that "aw hah" moment. 

It was then that I realized how important it is to teach ELL's street smarts. For the longest time he communicated with his English speaking friends and played along as if he knew what these text acronyms meant, and all along he was lost and confused. I'm glad that he had me to trust and ask for help in understanding. 

Building Background Knowledge

As educators we know the importance of building background  knowledge. This is especially important when teaching ELLs.  Today I made the mistake of assuming my middle school students had prior knowledge of what a monument was. The narrative text was about an experience The author had when visiting his grandparents. Not being familiar with what a monument was made the text hard for my student to understand. Too often ELL students struggle with vocabulary and as educators we can help by building background knowledge and discussing vocabulary. During the same small group lesson this same student was not familiar with the word windy such as...The windy road. We can't assume they know even what appears to us as the  simplest words.

WIDA Blog: Using the CAN DO Descriptors in Grades 3-5

Has your district adapted the WIDA Standards? We are here in Michigan. This is our our first year. As with all new things, I am in the process of learning the different tools available. Can Do statements are one tool I am finding to be very useful. Check this blog out!

WIDA Blog: Using the CAN DO Descriptors in Grades 3-5