Five (More) Essential Teacher Interview Questions and How to Answer

As an administrator over the past decade, I’ve noticed a new interview trend. The teacher interview questions remain largely the same, but the responses have changed—and not always for the better. 

Candidates used to share more real-world classroom examples.  Today’s responses often lean toward general philosophy, making them sound generic and, yes, even AI-generated.

Though big-picture thinking is valuable, concrete examples from your experience make your answers more compelling. If you lack direct experience with a question, explain how you would handle that situation in your classroom.

When it comes to acing an interview, nothing replaces preparation. Every interview is different, but certain questions come up again and again. Below, we break down five more essential teacher interview questions (check out this link for the first five interview questions) and provide concise sample responses to help you craft strong answers.

Use these sample responses as a starting point—personalize them with your own experiences to create well-rounded, thoughtful answers.

Question #1:

How do you build community in your classroom?

Estimated odds of getting this question: 90%

Why is this question important?

This question reveals how you foster relationships with students and create opportunities for peer collaboration. It ties into classroom management and gives interviewers insight into how you establish a positive and inclusive classroom culture.

Variations of this question:

• How do you foster positive relationships among students?
• What strategies do you use to create a welcoming classroom environment?

Sample Response:

“I feel that a positive classroom environment and good relationships with my students is an absolutely necessary part of the learning process.  I prioritize building a sense of community from the first week of school.  Besides the obvious – learning every student’s name as quickly as possible – I build in activities to learn about my students’ interests.  Next, I’d say that clear behavior expectations are really important.  I try to think about what I want from students in certain situations – working individually, in whole class discussions, and even walking into the room at the start of class.  I also work to set up clear expectations for what positive interaction looks like between all members of the class.  For example, I spend a half period one day teaching my students how we work in groups. Another important key, I think, is that I use positive reinforcement as much as possible.  This helps create a welcoming tone and it’s just more motivating for students to hear positive things from an adult as opposed to “Hey, stop that”. Those are some important elements to creating a sense of belonging and mutual respect in my class.”

Question #2:

How would you describe your classroom management style?

Estimated odds of getting this question: 90%

Why is this question important?

Effective classroom management is crucial for a productive learning environment. Schools want to know that you can establish routines, maintain structure, and foster positive relationships with students while keeping the focus on learning as well as providing insight to the panel as to your beliefs about what a well-managed room looks like.

Variations of this question:

• How do you create a structured learning environment?
• What strategies do you use to maintain a positive classroom culture?

Sample Response:

“I would describe my classroom management style as proactive and relationship-driven.  In terms of being proactive, my goal is to set clear expectations, establish routines, and create a culture of respect.  Once I do that, I feel like 95% of the classroom management issues are taken care of before they even start.  But all the behavior expectations in the world aren’t going to be effective if I don’t have a good rapport with the young people in my class.  I believe in positive reinforcement and addressing behavior with empathy while maintaining consistency.”

Question #3:

What is your philosophy of education?

Estimated odds of getting this question: 85%

Why is this question important?

Schools want to understand how you approach teaching and whether your beliefs align with their mission. A strong response demonstrates your commitment to student growth and engagement while showcasing your ability to articulate a clear educational philosophy.

Variations of this question:

• How would you describe your approach to teaching?
• What are your core beliefs about education?

Sample Response:

“My philosophy of education is student-centered, emphasizing critical thinking, engagement, and real-world application. I believe learning should be interactive and meaningful.  For example, I try to incorporate as many hands-on activities as possible.  Another goal of mine is to use class discussions to get students thinking and participating in an academic way.   Finally, I like using technology to help make the content more relevant – and feel less like it’s out of an old textbook.  Although I ultimately decide what we are learning, my daily goal is to give students control over their learning in as many ways as possible.”

Question #4:

What role does assessment play in your teaching practice?

Estimated odds of getting this question: 85%

Why is this question important?

This question goes beyond grading—it reveals how you define assessment, balance formative and summative evaluations, and adjust instruction based on student progress. It also provides insight into your policies on retakes, feedback, and your overall philosophy on measuring learning.

Variations of this question:

• How do you use assessment to guide instruction?
• How do you balance formative and summative assessments?

Sample Response:

“I see assessment as having two main uses in my class.  First, teachers use assessment as a way to measure student learning.  Are they meeting my learning goals?  Second, assessment is used to answer a related question: What happens if the students are not meeting my learning goals?  Assessment is how I know if and when I need to adjust instruction.  More specifically, I use formative assessments nearly every day to check for understanding.  This is an important part of my lesson planning for the next day.   Similarly, at the end of a lesson or a unit, I use summative assessments to help me evaluate progress and identify areas for reteaching.”

Question #5:

What steps do you take to support struggling students?

Estimated odds of getting this question: 80%

Why is this question important?

Schools want teachers who can identify and address learning gaps. Your response should demonstrate that you use data-driven interventions and foster a supportive environment for all learners.

Variations of this question:

• How do you identify and assist students who need extra help?
• What interventions do you use to support student success?

Sample Response:

“First, we need to identify who is struggling…sometimes it’s obvious but not always.  This is where formative assessments can be useful.  I prefer frequent, low-stakes, low-pressure ways to check for understanding.  If possible, I don’t want to give a large quiz or important test and be surprised that a student didn’t do well.  I should already know who needs help before the test day.  Once I’ve identified who is struggling, I provide targeted interventions such as small-group instruction, scaffolding, and one-on-one support.  It’s also helpful to collaborate with colleagues and to communicate with parents to create a strong support system.”

Final Thoughts

Preparation is key to feeling confident in your interview. These sample responses provide a solid foundation, but to truly stand out, you’ll want polished, in-depth answers tailored to your experience.

For expanded responses, expert tips, and additional interview questions, check out our Teacher Interview Prep Guide to ensure you’re fully prepared to land the job!

Helpful Resource:

Amanda Melsby has been a professional educator for 20 years.  She taught English before working as an assistant principal and later as a high school principal.  Amanda holds an Ed.D. in Educational Practice and Leadership and is currently a dean of teaching and learning.