How To Answer The Top 4 Toughest Interview Questions for Teachers

Some people approach teacher job interviews like they would approach a large dog. They walk a mental line between fight or flight as they try to look strong, but secretly pray to see a metaphorical tail wag from the interviewer.  

A fortunate split from the metaphor exists in that an interview is (hopefully) prepared for, while chance meetings with large animals are rarely expected.

In the spirit of preparation for a meeting with this large dog, let’s take a look at four of the toughest interview questions for teachers and some ideas for how to answer them and ultimately, land the teaching position.

What Are Your Greatest Strengths And/Or Weaknesses?

Let’s start with a question that led to one of the most memorable moments from the TV show, The Office. When David Wallace asks Michael Scott to list his strengths, Michael responds “Why don't I tell you what my greatest weaknesses are? I work too hard, I care too much, and sometimes I can be too invested in my job.”

When asked again to list his strengths, Michael humorously exposes his tactic by declaring that his weaknesses are actually strengths.

The unfortunate side effect of preparing for interviews with a list of common questions is that many folks want to learn to beat the question rather than to just answer it effectively. The reason an interviewer asks you that question is not to trip you up. They really want to know if you are capable of self-evaluation. 

Other variations of this question include:

• Which three words best describe your strengths?
• Which three areas of your life do you need to improve?
• What do your students say about you?
• What do parents say about you?

Everyone has weaknesses. If I ask a potential employee this question, the answer I want to hear is something like I have a poor memory and have to constantly take notes. That is acknowledging a weakness, paired with the action of managing it, which shows more character than dodging the question by redirecting the interview.   

Also, don’t be shy about your strengths. Some people have difficulty complimenting themselves.  If this describes you, read “How Full is Your Bucket” and take the Clifton StrengthsFinder assessment. This will educate you on how to maximize your strengths and it will give you a third party to cite (alleviate the audacity) as you list them in an interview.

What Is The Difference Between A Student In A Lesson And A Student In A Lesson?

My wife fielded this question in an interview recently. In retrospect, she really appreciates the goal of this topic. It addresses the issue of being satisfied with a low standard when working with students.  

School districts and hiring managers want high standards for student engagement to be the natural default for new teachers. This question is designed to separate those who understand and strive for student “buy in” from those who train students to perform. 

Other variations of this topic include:

• Anything with the phrase “student-centered” in it.
• How do you get your students to higher levels of thinking?
• What will your classroom look like on an average day?

This reminds me of one history teacher's reaction as he noticed students passing a note during class. He snatched the folded note out of the hand of his student. He looked at the student and said “You know my policy! I’m reading this out loud right now!”  

“NO!!!! PLEASE NO!!!!!” the student begged.  

But he didn’t flinch or hesitate as he unfolded the note. His class was riveted (engaged). He then proceeded to read the Declaration of Independence, as if it were a breakup letter. The whole thing was a set-up!  

I guarantee that his kids understand the underlying context of the Declaration of Independence. I also know that they were engaged that day. 

I can’t answer this question for you, but I can direct you to imagine your own classroom.  How do you achieve excitement for a lesson? The answer to that question will lead you to a great response in an interview. 

My answer would include students competing with each other. It would include students acting out a scene from a book rather than reading it. In a physics class, it might be a challenge to build the fastest or furthest-reaching rocket.

I will say this – engagement usually requires a challenge. If you don’t provide a challenge to your students, participation is all that you can hope to accomplish. How will you challenge your students?

Describe The “Cycle of a Lesson” For Your Class Or Subject

In other words, do you have a clue what a lesson cycle is? 

I include this question in the list primarily to inform you that you must prepare for it. Every content area and every teacher obviously has a different answer. 

Variations of this question include:

• What does the first 90 seconds of your class look like?

• How will you close a lesson?

• What lesson plan model do you prefer?

To answer this effectively, you must have intimate knowledge of two things: Your content and a valid lesson cycle.  

Many schools still reference the Hunter Model (anticipatory set, objective, direct instruction, guided practice, independent practice, closure), while others may prefer a 5E Model (engage, explore, explain, elaborate, evaluate) or a similar framework aligned with inquiry-based learning or workshop-style teaching.

When preparing for this question:

• Be ready to describe the flow of a typical lesson from start to finish.
• Explain how you capture attention at the beginning—perhaps through a question, short video, or hands-on activity.
• Highlight how you check for understanding throughout the lesson, not just at the end.
• Show how you connect lessons together to build on prior knowledge and reinforce key concepts.

The goal is to demonstrate that you understand lessons aren’t random. They’re purposeful, interconnected and centered around student learning. If you can articulate your process clearly, you’ll show interviewers that you think like an educator, not just someone who knows the content.

In Your Classroom, How Do You Differentiate For Students With Varying Skill Levels?

This question gets at the heart of teaching: meeting students where they are. It’s not enough to simply know your content. You must also know how to adjust your instruction so every student can access and master it.

Differentiated instruction is one of the most common educational frameworks used to address student diversity. It means adapting content, process, or products based on student readiness, interests, or learning profiles. Likewise, the Theory of Multiple Intelligences (Howard Gardner) and Individualized Instruction all aim to help teachers tailor lessons to meet unique student needs.

Here’s the truth: While each theory has its own language, they often look quite similar in practice. The key isn’t which theory you subscribe to, it’s whether you can translate it into action.

How to answer effectively:

Interviewers want to hear practical, real-world examples of how you meet different learners’ needs. You might describe strategies such as:

• Tiered assignments that challenge advanced learners while supporting those who need more structure.
• Flexible grouping, where students rotate between independent work, peer collaboration, and teacher-led instruction.
• One-on-one conferencing to target specific learning gaps.
• Student choice in demonstrating mastery—through essays, presentations, videos, or creative projects.
• Formative assessments (exit tickets, quick checks, or digital quizzes) that inform how you adapt lessons in real time.

Keep your answer concise but actionable. For instance:

“I differentiate instruction by using formative assessments to identify skill levels, then grouping students strategically for collaborative tasks. I also build in time for individual conferences to provide targeted feedback and adjust future lessons based on student progress.”

Avoid jargon or lengthy explanations. What matters most is showing that you have a system, one that’s structured yet flexible.

Be cautious about taking strong theoretical stances. Claiming allegiance to a single teaching philosophy (“I only use the 5E Model” or “I exclusively follow Gardner’s theory”) can make you sound rigid. Instead, emphasize your adaptability and commitment to student growth:

“I draw from several approaches, depending on the class’s needs, but my focus is always on engagement and equitable access to learning.”

Similar questions you might hear include:

• How do you ensure that all students are challenged and supported?

• What strategies do you use for students who are struggling or those who finish early?

• How do you modify assignments or assessments for diverse learners?

• What does differentiation look like in your classroom on a daily basis?

• Can you describe a time you had to adjust your lesson for a student with special needs or an English language learner?

Each of these questions tests not only your knowledge of pedagogy, but also your ability to apply it meaningfully in a real classroom setting.

Build Your Custom Suit Of Armor

It’s easy to get bogged down in specifics with common teaching job interview questions. A better approach is to build an effective teacher's “suit of armor.” Every good teacher with a passion for teaching must be armed in the following areas:

• Relationship skills: Your relationship with your students is the most important factor.  Most students don’t recall what they learned nearly as easily as they recall how they felt in your classroom. Relationship is where your student derives his/her opinion about education. If you don’t feel like you are armed in this area, read Addressing Our Needs: Maslow Comes To Life For Educators and Students to get started.   
• Classroom Management plan: This means that you have a list of procedures for your classroom. You will teach and reteach the procedures until your kids get it right.  You have consequences that are fair, effective and appropriate.  If you are an ECAP intern and you feel too light in this area, complete your Connections course. Alternatively, read the book we gave you entitled: Classroom Management by Harry Wong.
• Effective Lessons: This includes knowing your lesson cycle, applying differentiation, using formal and informal assessment often and ensuring student engagement. This includes entertainment value (yes, you need to have entertainment built in). This is about getting “buy in” from your students. This is also about achieving the desired level of thinking through your lessons. ECAP carries many training titles that will enrich the new teacher with skills and information in this area.  

When you walk into an interview, remember that principals aren’t just looking for someone who can answer questions. They’re looking for someone who can handle the job. 

Each teaching interview question is designed to uncover whether you understand what great teaching looks like in action.

So rather than memorizing responses, focus on showing that you have a solid foundation in these three key areas: building relationships, managing your classroom, and designing effective lessons. When those pieces are strong, the rest will follow naturally.

Your “teacher’s suit of armor” doesn’t just help you interview well. It prepares you for the classroom itself. And that’s exactly what every school is hoping to find.