Kevin Terrell IMB 2019

Interview Protocol
Teacher

Interviewer: Kevin Terrell Interviewee: Ms. H

Date: 2/12/19 Time: 8:00 a.m.

Planning Questions:
q How do you write a typical lesson plan?
“I write all of the language arts lesson plans for our second-grade teachers. Each of us plays
an important role in designing lessons using the state standards and following the school’s
curriculum. We meet regularly throughout the week to share our lesson ideas and make
necessary changes as a group. I model my language arts lessons on the work of Lucy
Caulkins. I try to integrate her approach into writing instruction using a lesson design that
begins with making a connection to students, modeling the skill, a time for active
engagement and then independent practice. Sometimes if time permits, the students will
share their writing with the class.”
q What types of materials do you need available when you plan lessons?
“I always begin with the curriculum used in the school and locate the specific state standard
and always use the unpacked document to write my lessons.”
q In what ways do you plan to accommodate individual differences in the classroom?
“the lessons are designed with the needs of my students in mind. I assess them based on a
modified rubric.”

Instructional Questions:
q What are some of your instructional challenges as a teacher?
“Getting my students to stay focused during independent work time. Building their stamina
for the tasks that lie ahead.”
q What have been some of your instructional successes as a teacher?
“The one year I taught first grade, my students grew significantly especially in reading and
from that experience I found that giving students time to read was extremely important to
their l growth as a reader.”
q What do you consider essential characteristics for successful teaching?
“Showing great patience, have a strong understanding of the content knowledge and the
specifics of the standards you are teaching.’
q How often do your students receive social studies/science instruction?
“As a school we have a six-day rotation that includes these two subjects, so we teach them 3
out of every six days.”
q Are you satisfied with the amount of time that you currently allot for social studies/science
instruction? Explain.
“No. Because of the lack of inclusion of these subjects I regularly integrate these subjects and
try to base them on my students’ interests.”
Kevin Terrell IMB 2019

q What social studies and science topics/units will be studied during the second week of my
clinical experience? What are possible goals/objectives I could address for my lessons? Do
you have any instructional resources that would support these goals/objectives?
“During this time, we will be working on civics and government, but if you would like I would
be open to you doing a lesson on communities or culture, which is one that we try to add in
wherever we can.”

q What reading topics will be studied during the 2 nd

week of my clinical experience? What
are possible goals/objectives I could address for my reading lesson? Do you have any
instructional resources that would support these goals/objectives?
“We will be doing a unit that focuses on comparing and contrasting two versions of a story.
We will be doing Cinderella and the Three Little Pigs for two of the lessons, so either of those
would be fine for you to do. We will also be working on Venn diagrams, so you could
incorporate that into the assessment.”

Classroom Management Questions:

• What motivation tactics do you use to ensure a desire to learn?
“A focus on college and career readiness. I also make sure to connect content to real life and
share from my experiences when it is appropriate.”
• Tell me about the classroom community. What are the class rules? How is student
behavior monitored? In what ways is positive behavior reinforced? In what ways are
negative behaviors prevented? Tell me about the consequences for negative behavior.
“As a school we follow a set of rules or guidelines that focuses on respecting others and
ourselves. We talk a lot about fixed and growth mindsets. Then in the classroom there is a
balanced approach that set the expectations for the student’s behavior. I monitor students by
narrating what I see that is either good or bad, not what I am thinking. This works well a s
preventative measure. Positive behavior is reinforced when I bring attention to their meeting
the classroom expectations and as a school, we use Dojo and I try to give individuals as well as
groups of students points for modeling positive behavior for their peers. Points are taken
away only after 3 reminders.
• Tell me about the pacing of lessons and interaction in the classroom- use of time- and other
aspects of time…wait time, and time using teacher talk and student talk. What works well
with your students?
“I try to keep my lessons below 15 minutes for all subjects. I give them time to turn and talk
because I feel these interactions are important. I follow my lessons with a quick formative
assessment and always pull groups to determine what next steps need to take place to help
them grow. Often I have them turn and tell a partner to manage time during lessons as I
circulate to see how well the students are comprehending the content and then have them
participate in the classroom discussion.”
Kevin Terrell IMB 2019

Interview Reflection
By spending our initial meeting discussing the aforementioned questions about planning,

instruction and classroom management I learned from this interview that being a teacher requires

active participation in engaging with students and being a cooperative and supportive member of

the school community in order to be successful. I learned that planning can and should often

involve others in order to develop consistency and congruency among classroom teachers on the

same grade level. Her insights into how she measures her student’s success showed me that it is

important to provide students with opportunities to grow and become avid learners who find

academic success in being guided by a great deal of patience as they develop the skills necessary

for them to succeed. I also learned that it is crucial to remain vigilant in finding creative avenues

to integrate material that is often left to the wayside and to use time wisely and with ease. not as

a means for increased anxiety and pressure on students. Furthermore, her comments on

classroom management especially her method of “narrating what you see, not what you are

thinking” was I felt incredibly profound and a wonderful way to prevent classroom disruptions

and give the proper attention to positive and negative behavior. We closed the interview and first

meeting discussing the students in her classroom, what a day in the classroom would look like,

and the ways by which I could also contribute to the needs of the classroom and be helpful as I

spent the coming weeks working alongside her.

Having now come back to this initial interview, I was astounded to see how all of the

responses she had given me were expertly instilled into the approach and demeanor she directed

towards her students and the school’s faculty and staff. What I observed was a teacher who

showed great care and compassion when speaking to and guiding her students while also setting

academic and behavioral expectations at a very high level. Constantly affirming their abilities
Kevin Terrell IMB 2019

and strengths, ensuring them that they were more than capable of meeting the goals and

aspirations set for them as they learned.

I have been fortunate thus far to see a number of teachers work their craft with a style all

their own. Some who may match my own pedological beliefs and ideals and others who offer me

a new lens by which to observe and understand how teachers and students cohabitate within their

classroom environment. Anytime I get to see a teacher work with great fluency and control of

their own emotions and be an active and participant leader in the lives of those in their care, I am

amazed by the grace and seemingly effortless ways in which they can engage even the most

distracted and disinterested child. What I observed in the weeks that followed this interview was

a teacher who gave life and meaning to the well-constructed responses I wrote during our initial

meeting.