| The job interview in TEFL/ESL/TESOL is vitally | | | | interviews to pass in this respect, as there really are |
| important for so many reasons. You have to prove | | | | only a limited range of questions you should expect to |
| yourself capable and competent in an increasingly | | | | be asked. It is advisable to prepare ideas, not wholly |
| competitive market, you have to find out what kind of | | | | scripted answers to the following (question advice in |
| establishment your potential employer is, whether or | | | | brackets): |
| not you can negotiate pay and other conditions, and | | | | - Why do you want to work for us? (Impress them |
| for many more reasons. As we learn in this article, | | | | with your knowledge of the company). |
| careful planning and an astute and charismatic | | | | - Why have you become an English teacher? (Mention |
| approach on the day works wonders. Think now you | | | | your love of teaching and learning; not travelling - your |
| have applied for a job in a private language institute | | | | employer doesn't want to think you will get up and |
| and have been invited to attend an interview like any | | | | leave through your contract!) |
| other job. So begins the preparation stage to the TEFL | | | | - What work experience (in TEFL/ESL/TESOL) do |
| ESL/TSEOL job interview. Getting your appearance, | | | | you have? (If this is your first job, explain how your |
| interview answers and interview questions right, | | | | previous work experience relates to teaching and |
| through careful preparation, will put you way ahead of | | | | learning). |
| the competition. This is when you must invest your | | | | - What were the challenges/difficulties you faced on |
| time doing your homework. But what do you need to | | | | CELTA/Trinity TESOL/ your last teaching job? (Make |
| know? | | | | sure you spin this so it appears you reflected on your |
| English teaching jobs abroad by their nature represent | | | | teaching practice and grew as a teacher). |
| challenges for companies when trying to recruit | | | | - What English course books have you taught from/ |
| teachers. The challenges of long distances are | | | | What did you think of them? (Identify a book you liked |
| reflected in a variety of job interview formats, which | | | | and say how it helped your students learn) |
| you should make yourself aware of before | | | | - How long do you want to work for us/in TEFL/ESL |
| attendance. Let us identify the three main types of | | | | TESOL? (It is advisable not to mention English teaching |
| interview and their unique quirks. Firstly, there is the | | | | as a stop gap or just an excuse to get out of your |
| standard face-to-face interview, which is most similar | | | | home country. Give the impression you're in it for the |
| to any other employment type. Such interviews can be | | | | medium to long haul). Naturally, there are quite a few |
| done in your home country and are very common if | | | | other questions that could be asked - the above is |
| you are looking for teaching jobs in the country where | | | | supposed to serve only as a guide. Remember to |
| you want to teach. The majority of advice in this article | | | | always try and put a positive presentation on any |
| is primarily concerned with passing this format. | | | | teaching practice or experience you have had. Never |
| Second, is the group interview. In this format, a group | | | | appear disgruntled with a previous employer or |
| of usually five to twenty people are invited to attend, | | | | ex-colleague and do not bad mouth a society you |
| usually for several hours,an interview and seminar. This | | | | have lived in. |
| format can be challenging as it will be more obvious | | | | Interviewers such as DOSs and ADOSs do not |
| that you are in competition with other candidates. Also, | | | | expect the interview process to be a one-way street |
| you will most likely be asked to engage in some | | | | so neither should you. In actual fact, I think TEFL/ESL |
| teaching or teamwork-related tasks. The main thing to | | | | TESOL job interviews involve as much assessment of |
| bare in mind in such tasks is how you conduct yourself | | | | the school as the school does of you. Unfortunately, |
| with your fellow interviewees, rather than how well or | | | | experience teaching and working within TEFL/ESL |
| quickly you can complete the tasks. Show yourself to | | | | TESOL best draws out the questions and issues you |
| be cooperative, a good communicator and | | | | want answered. If you have never worked in teaching |
| conscientious - all necessary characteristics in the | | | | English, just try and think what will most impinge on |
| classroom. | | | | benefit your daily working life. Here are some essential |
| Thirdly, if you are applying for a teaching job abroad | | | | things to find out about: |
| from your home country, be prepared to do a | | | | - Do I have to work split shifts? (never popular with |
| telephone interview. Telephone interviews are rarely | | | | teachers) |
| popular with candidates, or interviewers surprisingly. | | | | - Do I have to travel from class to class? (seldom |
| The lack of face to face reassurance brings out | | | | paid) |
| people's insecurities and this can result in a generally | | | | - How will the school support me If I am teaching |
| poorer performance. Other annoyances like time zone | | | | children? (the best schools work very closely with |
| differences and potential time lags over the phone also | | | | parents and teachers - the worst, not at all) |
| make this format more unpleasant. In response to | | | | - How are student levels determined? (hopefully, |
| these difficulties, respond to the interviewer's | | | | through a comprehensive test administered by a |
| ice-breakers, make your own to create an | | | | native speaker) |
| atmosphere of ease, and remain calm throughout. | | | | - What are the procedures for cover and overtime? |
| Let's assume now you are attending interview format | | | | (how easily can you get cover if you are ill and can |
| one; a basic face to face meeting with the OS/ADOS | | | | you get extra hours if you want to?) |
| of the school you want to work for. Do not overlook | | | | - What materials (books, stationery etc)/resources |
| cultural differences when considering what to wear | | | | (photocopier, printer etc) have you got? |
| when you attend the interview. If you are already in | | | | - What are the opportunities for promotion/pay rises? |
| the country where you intend to teach, you can find | | | | (it is reasonable to ask) |
| out the social norms easily enough. However, if you | | | | - What are the opportunities for professional |
| are attending an interview for a job abroad in your | | | | development? (can the company help make you a |
| home country, do your research. One of the most | | | | better teacher?) Obviously, there are a lot of issues |
| curious interviews I have ever attended involved a | | | | which you may want to raise in the interview, but try |
| large Japanese company recruiting in the United | | | | not turn the meeting into you interviewing the school! |
| Kingdom. Upon arriving at the group interview in | | | | Hopefully, the interviewer should assuage your fears |
| London, all male candidates not dressed in a suit and | | | | and provide answers that demonstrate the school is |
| tie were politely asked to leave. Female candidates not | | | | committed to academic quality, job satisfaction |
| dressed in a similar level of formality were also cut. On | | | | amongst teachers, and administrative competency. |
| this occasion, like any other when I am not sure about | | | | Alarm bells should ring if the interviewer dodges the |
| appropriacy, always be too formal rather than too | | | | issues above or provides unsatisfactory answers. |
| casual. | | | | If you have impressed the interviewer, and have |
| It is not an inevitability that you will be asked questions | | | | conversely been impressed by the interviewer's |
| related to English grammar, but if it is your first job or | | | | responses to your questions, it is time to think about |
| you have less than the golden two years experience, | | | | acceptance. You may have been to several |
| spend time before the interview brushing up on your | | | | interviews at the same time and are wondering which |
| grammar. As the TEFL/ESL/TESOL market place | | | | one to accept. I would recommend weighing up the |
| becomes saturated with more candidates and | | | | pros and cons of each job very carefully and |
| qualifications like the CELTA/Trinity TESOL become | | | | remember that it is not always salary that affects job |
| the norm, not the exception, it is vital you do not | | | | satisfaction. Is $50 a month more really worth it for a |
| embarrass yourself in the interview by stumbling over | | | | poorly administered school that prioritises money over |
| elementary language issues. In no way do you need to | | | | student/teacher welfare. The interviewer may ask for |
| know all the intricacies of English, but basic language | | | | your acceptance on the day. If that is the case, it is not |
| awareness is essential; after all how can you teach | | | | unreasonable to ask for thinking time of a day or two - |
| something which you don't know yourself? As a guide, | | | | you are committing yourself to a year or more abroad |
| look at a Pre-Intermediate level course book; the | | | | and the interviewer should understand that. |
| interviewer will not ask advanced language questions, | | | | In conclusion, with thorough preparation, being formally |
| so do not worry. From my experience, prepare | | | | dressed, and having a charismatic performance on the |
| yourself to explain the difference between the past | | | | day, you should land that dream TEFL/ESL/TESOL |
| simple (I went) and the present perfect (I have gone), | | | | job easily. Schools are always looking for teachers |
| the rules of comparative or superlative adjectives | | | | and it's often the case that there are too many jobs to |
| (taller, the tallest), what modal verbs are (must, can) | | | | choose from. Use the interview as an opportunity to |
| and what gerunds are (swimming, being late) and | | | | suss out the employer. Speak to other teachers and |
| more. | | | | go round the premises. On a final note, learn from |
| The job interview is now in a few days time and it is | | | | every TEFL/ESL.TESOL job interview - write down |
| essential that you prepare your ideas to a range of | | | | what went well and what you could improve upon so |
| open questions the interviewer will ask you. TEFL/ESL | | | | you can raise your game up a level next time. Good |
| TESOL job interviews, I believe, are easier than other | | | | luck! |