The teacher will give a lecture and try out structured interview skills for the defense!
The main forms of teacher recruitment interviews are lectures, trial lectures, defenses and structured interviews. The interview methods used in each city are different. I have compiled various interview techniques for you, hoping to be helpful to you.
1
Lecture skills
The so-called "lecture" is the discussion and exchange of the subjects being taught among peers. It can effectively reflect the basic qualities of teachers and help improve the quality of classroom teaching. In order to achieve a perfect "lecture", you should pay attention to the following points:
First, the relationship between the teaching syllabus and the teaching materials. The syllabus is a guiding document for education and teaching formulated by the state. Teachers should carefully study the guiding ideas and teaching principles in the syllabus before giving lectures, and use it as a theoretical basis for determining teaching objectives, key points and difficulties, and teaching methods. The teaching materials are compiled according to the syllabus and are also the main basis for students' learning. Teachers' lectures should be "centered", and they must be able to control the teaching materials and give full play to teachers' creativity. Therefore, teachers should master the teaching material content skillfully when giving lectures, firmly grasp the relationship between the syllabus and the teaching materials, combine the two to think about the teaching content, repeatedly figure out the editor's intention, and exert the creativity of their own teaching design.
Second, the difference between lectures and lesson preparation. Lesson preparation is a lesson plan carefully written by teachers on the basis of thoroughly understanding the teaching materials and mastering the syllabus. Lectures are based on the teacher's overall grasp of the teaching material content, and the teacher's thoughts and steps on the specific operations of each link in the teaching process, as well as the theoretical basis for these ideas and the adoption of these steps. Simply put, speaking about the lesson mainly answers the question of why you prepare the lesson in this way. Therefore, lecturing is not a simple summary of the lesson plan by the teacher.
Third, the details should be appropriate. When teachers give lectures, they must make detailed, brief, and selective choices about what they say. They must not cover everything. They must explain the key points and difficulties, the teaching process, and the theoretical basis in detail, and other contents must be briefly discussed. If they are not divided into details, they must be detailed. If it is omitted, the listeners will inevitably feel that the important and difficult points of teaching are not clear and the teaching design is unreasonable.
Fourth, the difference between giving lectures and attending classes. Class requires the cooperation of teachers and students and is a specific teaching practice activity. Lectures are different. Lectures are a one-man show performed by teachers to a special audience (teachers). They focus on theoretical elaboration and are a special kind of teaching and research that jointly explores teaching methods and improves teaching quality. Way.
Fifth, ask a few more questions? Why? Teachers should constantly ask "Why?" when giving lectures, and they should give satisfactory explanations. If you have questions about some questions, you should study the teaching materials carefully before giving a lecture, check more information or ask other teachers for advice, so as to avoid the listener not being able to correctly understand the lecture content.
2
Trial lecture skills
1. Lesson preparation: Effective writing? Trial lecture? Lesson plan
Main considerations within the specified time It is how to write the teaching plan that is more effective, not just how to write it in a more standardized way. Therefore, candidates must think clearly about how to write the teaching plan to be more effective when taking the exam. The preparation time for interview trial lectures will vary across the country. For short preparation time of less than 20 minutes, it is generally impossible to write all the text content of the 15-20 minutes of trial lectures, so you can only write an outline and include the key points. Write the content out. The key contents include: content that is not easy to remember, ideas for trial lectures, key sentences in each link, connecting sentences between links, blackboard writing content, etc.
A senior lecturer from China Public Security Bureau recommends: refine key sentences. When writing lesson plans in daily life, learn to accumulate sentences that are suitable for any content during trial lectures, and refine these sentences based on the characteristics of the subject to keep them unchanged in the face of changes.
2. Take control of the trial lecture
To put it simply, the trial lecture means that there are no students in the class. The teacher must create a virtual teaching situation during the trial lecture and can talk about the judges. As a student, you can say to the blackboard: "Please watch the animation", you can say: "This student said it very well", "Do other students have different opinions?" Therefore, the trial lecture can reflect the teacher's teaching philosophy and teaching quality.
Method 1: Smile at the students. We must contact the eyes of a large number of students from time to time. When our eyes meet, we must give affirmative, confident, and encouraging eyes, so that students can not only fear but also respect the teacher, and listen and listen at the same time. Look at the teacher, so that students will think that the teacher is paying attention to them and follow the teacher's ideas.
Method 2: Set up the problem cleverly. In addition to considering the knowledge points of the course, the question design must also consider the students' knowledge level and experience. When the teaching targets are students from key middle schools, be careful not to ask questions that are childish and can be answered without thinking, as this will show that the teacher you are applying for is not qualified. Therefore, the questions designed during the interview should have certain thinking value while taking into account the students' knowledge level, and it is best to combine the students' actual life questions so that the students have something to say.
Method 3: Design interactive links.
In addition to teacher questions and student responses, there are many forms of interaction, such as group discussions, classroom performances, case presentations, etc. The choice of form depends on the teaching content and teaching objects. It is worth noting that the premise of the interactive link is that it is operable and feasible to avoid "formal interaction". One effective interaction is worth more than ten ineffective interactions.
3
Answer skills
1. Be familiar with the lesson plans.
The examiner’s questions often focus on teaching design as the main question and questioning direction. As far as teaching design is concerned, they mostly focus on teaching objectives, key and difficult points, and teaching processes. The first question is often: What are the teaching objectives/key points of this class? Many candidates cannot answer the questions because they are not familiar with the teaching plan, which will give the examiner the impression that the teaching design is unfamiliar. . Therefore, this requires candidates to be familiar with their lesson plans, especially the teaching design part, when preparing for the exam. Not only must they memorize the teaching objectives and key and difficult points, but they must also understand the relationship between each link, such as ?How do you determine your teaching goals? At this time, we need to have a sufficient understanding of the teaching materials and academic situation. In short, instructional design is the general direction for examiners to ask questions, and we must master it.
2. Soft mistakes must be remedied.
During the trial lecture, due to the tight time schedule and the fact that many candidates still feel stressed or uncomfortable with the interview, some mistakes will occur during the trial lecture, such as common slips of the tongue and forgetting to evaluate students after asking them questions. , or wrongly written content on the blackboard. This type of error is called a soft error, that is, a type of error made accidentally due to inadvertence during the teaching implementation process, and candidates cannot detect it under pressure. And this can easily become the direction of the examiner's questioning, for example:? You just refuted a classmate's answer, so will he agree with other answers so easily? In this case, we must respond quickly and objectively admit it first. If you make a mistake, let’s talk about remedial measures, such as: What you are correcting is that I was nervous for a moment and really forgot to respond to this student’s answer. I originally planned to point out the imprecision in his answer. If he disagreed, I would turn to the whole class. Discuss with the class and understand the knowledge point together. ? Objectively admitting mistakes is to show a humble image, and remediation is to dispel the examiner's doubts and prevent the examiner from continuing to ask questions and affecting the score. Of course, there is a reflection session at the end.
3. Be modest about hard mistakes.
Another common mistake is to make some "flaws", that is, a type of mistake that cannot be made. The most common ones are knowledge errors, such as deviations in the pronunciation of words by English teachers. The Chinese teacher gave a wrong demonstration when writing strokes, and the political teacher was not rigorous enough when expressing definitions. These may cause the examiner to question the candidates. After all, basic subject knowledge is one of the basic conditions for teaching. When encountering this situation, many candidates often think that selective neglect can avoid such mistakes, but this will only leave a worse impression on the examiner's academic rigor, so they encounter hard mistakes and know them clearly. , you must admit it generously and humbly, and you can ask the examiner for correct expressions and reflection to leave a better impression. Of course, if you want to avoid this situation, you still need to prepare lessons well.
4
Structured interview skills
The first thing to talk about is the mentality issue: although we often use the words "the process is more important than the result" to comfort ourselves. Others, but what I have to say is who can really enjoy the process and take the results calmly when facing an exam like this that determines the direction of life. No one can predict the results, but we must work hard in the process and pay hard to avoid failure. Leave no regrets, and in addition, give yourself positive inner hints during the process, make full use of the "Rosenthal Effect", and go on firmly and confidently, then the result will not be too bad.
The second thing to talk about is the issue of language expression: for interviews, the most difficult thing is not necessarily not having an idea for answering the question in your mind, but how to express what is in your mind clearly. The most common phenomenon among candidates is that they are incoherent at the beginning when answering questions, and they say one sentence repeatedly. The spoken language is "um, ah, and then, next, that is," throughout, with a stiff expression, "blinking, scratching the head, frowning," Rolling your eyes, shaking your legs? There are constant small movements. There is no doubt that these body language and oral expressions will definitely affect the results of the interview. How to solve these problems requires military simulation training and high-intensity verbal practice. Only by turning elegant movements and standardized language into a living habit can we truly apply it freely.
Let’s talk about the key points of answering the questions again: As we all know, the interview question types are relatively clear, mainly including comprehensive analysis, planning and organization coordination, emergency response, verbal expression, etc. For those who have no contact, For candidates who have gone through interviews or have not participated in relevant training, these words are too unfamiliar. How to quickly analyze question types, sort out ideas, and express fluently in the examination room is what everyone is most concerned about.
What the public lecturer wants to say here is that under every glamorous appearance there is sweat hidden by others that cannot be seen by others. Only high-intensity training and targeted guidance can make candidates realize that they do not know what they are doing. To know something until you are happy to know it? This is a long and arduous process, and in addition to systematic theoretical study, what is indispensable in this process is the combination of collective exercise discussion and professional individual guidance. As the saying goes, you There is an apple and I have an apple. After we exchange, each person still only has one apple. But if you have one thought and I have one thought, after we exchange, everyone has two thoughts? And the interview requires exactly this kind of colorful thinking. Thinking to assist, so this also tells us that the interview should not be a process of learning in isolation but a process of collective learning.
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