Interview With A Teacher Interview

My early reading experiences reflect the history that Vogt and Shearer (2011) describe in the first chapter of Reading Specialists and Literacy Coaches in the Real World. The basal reading programs of the 1970s and 1980s included “leveled readers, phonics activities, and a great deal of comprehension skill practice, usually found on the pages of the accompanying workbooks. The programs also included highly structured, detailed teacher’s guides, with different lesson plans for each of the three instructional groups” (Vogt & Shearer, 2011, p.13).

This Tuesday, February 23, 2016, I had the opportunity to interview Carolina Portales. Mrs. Portales is a Pre-K ESL teacher at the elementary school Lorenzo de Zavala in the Grand Prairie Independent School District. Even though I had to wait about an hour to interview her, it was worth it because she was very helpful and kind answering most of my questions. The interview lasted about an hour; it started about 4:00 pm and ended by 5:00 pm. She not only answered most of my questions, as well, she gave me some advices to get ready for my first year of teaching.

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

When interviewing Mrs. F, she explained that a behavior concern for Richard is his inability to stay focus on a task for a long period of time. She mentioned, “He loves to walk around the class, especially when he sees a group of students talking. Richard will get up and try to join their conversation”. She expressed that his peers have difficulty understanding what he is saying because of his lack of speech. When asking her what she does when he becomes to wonder around the classroom, she mentioned that he just tells him to return to his seat. Richard is response positive to commands when they are given to him. He has not shown aggressive behavior when he does not get his way with Mrs. F. Mrs. F

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

I interviewed a childcare teacher engaged in the Early Childhood Development. She graduated from East Tennessee State University. She has been intrigued by children her entire life, she has volunteered with children with disabilities and worked with children since age 16. You can say that teaching has been a dream job of hers. Going through the interview I went through a series of questions as follows. What are positive and negative parts about being a teacher? What disciplinary styles work the best? And how can teaching in America be improved?

The teacher I interviewed has taught for more than ten years at the same school. She started as a fourth grade teacher but she now works as an interventionist.

This past week, I was honored to interview my teacher, Professor Lysaught. He is a outstanding math instructor at Moraine Valley Community College in Palos Hills, Illinois. It was a wonderful motivational experience to hear his career change journey. Without a doubt, he instantly became one of my mentors.

2010). Use verbal cues for students to read with fluency, by promoting greater speed and accuracy. Verbal cues for students to read for comprehension are repeated reading of ability appropriate text out loud to an adult at least three times (O'Shea, L.J., Sindelar,P. T. & O'Shea,D.J.1985). By combining fluency based instructional components; a fluency based instructional package has been created with ready to use materials for teachers to use ad a form of intervention. The foundation of these programs were developed to serve as a addition to a students core reading program; providing systematic guidelines for easy implementation; and allow for greater publication across schools, districts, and states (Spencer,S.A., Manis,F.R.2010).

Ernestine Walls Benedict said, “Reading empowers children by providing a virtual passport to explore the world. They can learn about places, people and things very different from their own experiences, as well as see themselves reflected in other children’s lives.” Being able to read is not only important but it is critical for a person to succeed

One of the programs my student could benefit from would be Direct Instruction: Reading Mastery, which focuses on students in kindergarten to the end of third grade. Reading Mastery is a complete basal reading program that uses the Direct Instruction method to help students master essential decoding and comprehension skills. “Students exposed to Reading Mastery had significantly greater growth in Nonsense Word Fluency scores from mid-kindergarten through the end of first grade. Oral Reading Fluency scores at the middle of first grade exhibited strong differences in favor of the Reading Mastery students. Stockard, J.,

After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.

Each teacher during an interview process experience the anxiety of answering each questions accurately to successfully obtain a teaching position in the school they apply. But sadly, not all teachers are qualified to be granted a teaching position. As it is required all teachers underneath the No Child Left Behind act (NCLB) are to be highly qualified in a content area, this leaves little room for educators who are solely certified in initial teaching and special education regardless of their background experience as they do not consume the certification in ELA, Math, Science, Social Studies and etc. While interviewing a potential teacher for a school, the administrators along with the panel must determine how qualified is the teacher is to be offer a position in their school, but also eliminate other candidates due to their lack of experiences. In some situation a potential teacher with experiences working with students in special education without a highly

I had the honor of interviewing my mentor and field experience teacher who is a high school teacher. During my interview, I found out some background information about her. She has worked at Seventy-First High for about 10 years. She has also previously worked in elementary and middle schools but enjoys teaching at high schools. She graduated from the University of North Carolina Wilmington. She is 40 years old and has been teaching for the past 16 years. She is an English teacher as well as the school's speech and debate coach. She chose to become a teacher because she truly thought that every child has the ability to learn and to be taught. She strives to make sure that the students she teaches don’t endure the hardships of having a teacher that does not care about them or whether or not they are actually learning. The most common type of family violence she deals with is child abuse.

Struggling readers need personalized, focused, and assessment-driven instruction. In other words, they need interventions that work. The most important aspects of literacy are oral language, phonemic awareness, word recognition, vocabulary, fluency, comprehension, and writing. Books can open the door to child's imagination, or they can represent