Why is your teacher recruitment interview always inferior to others?

Many candidates are impatient and at a loss when they learn that the interview is about to start, and there is a feeling that the tiger can't eat the sky. In fact, many candidates may have had impatience before the exam. It is important to make some adjustments. Candidates often want to do it overnight, have a general template when preparing for the exam or be able to completely get the exam through one effort. This is often haste makes waste, and it often backfires.

There are certain rules in everything, so we should do it step by step. For example, we will find that some teachers have nothing that makes us feel speechless, but the whole makes people feel very comfortable. This is the embodiment of our technology. When preparing for the interview, you must do it step by step. If the candidate is a newcomer who has never talked about the course at all, in order to lay a good foundation, he must first be able to complete the course correctly according to a certain process. In the case that your course can't be completed, all understanding of the text and all good design are castles in the air. In the meantime, he should ensure the correct process and reasonable time. On this basis, intensive training is being carried out to improve curriculum design and performance. For example, for interaction in design, for example, for excessive performance, strengthen contact. Only by solving one problem after another can we get better results. On the contrary, there is no shortcut to interview, and more practice is needed to improve the quality of your course.

2. The pursuit of perfection

When many candidates learn that the interview has started, the first thing they think of is how to stand out from all the candidates, hoping to design some good "highlights" and directly cut off other candidates. Such an idea is unrealistic. Many candidates often forget the course in order to seek novelty and novelty, regardless of the teaching effect. This pursuit of perfection is not conducive to the interview examination of teacher recruitment. Once when I was teaching, a candidate communicated with me, "Teacher, I found that many teachers' lesson plans are nothing new, just like the ideas in the book. "Yes, in the process of compiling the textbook, the editor devoted a lot of effort, so the derivation process, example setting and case development in the textbook are very mature. Therefore, when we follow the teaching philosophy of the textbook, we can complete the course completely and correctly. Of course, we can create relatives according to the learning situation, but innovation is for the teaching effect, not for innovation.

3. Lack of confidence

There are also some candidates who find their own mistakes and shortcomings in the training process, which will lead to lack of confidence. This is also an unscientific idea. After all, our competitors are as good as ours. We just need to practice more before the exam and play normally during the exam. Many people have fear and lack self-confidence before the interview. It is very incorrect to think that your practice is in vain. Because of this idea, it also affects the behavior of candidates, for example, it is the same whether they practice or not. So do not practice. Our interview is an ability. The result of the exam depends not only on your knowledge, but also on the psychology and state of the candidates. Therefore, through practice, you can better enter the examination state and get familiar with the examination environment, especially the previous exercises are of great significance.

There are also some candidates who lack confidence because they have to recite some templates and cliches. This idea is even more incorrect. In fact, when interviewing or giving lectures, few people finish the exam by reciting, because both interviews and lectures are actually talking. We never prepare every word and sentence when we speak, and we rely more on language habits to express our thoughts, so the score of the exam depends on the time of the exam, and the state of the exam depends on the practice before the exam. What language habits have been formed? Can we just consider the content of the course and not the next sentence? When you finished your speech, you didn't remember anything you said in the exam. It is possible to achieve better results.

Try to talk about misunderstanding

Misunderstanding 1 "Trial lecture is the compression of a class"

Candidates often wonder how they can finish all the content in ten to fifteen minutes. In fact, the trial lecture is not the compression of content. Instead, choose one of the content segments for teaching. This kind of teaching must be concrete and rich, including the application of teaching methods, the arrangement of teacher-student activities, the integrity of teaching links and so on. Candidates should understand that the purpose of the trial lecture is to examine whether candidates are suitable to be teachers, rather than how to successfully compress the content of a class to ten or fifteen minutes. All candidates should try to explain a knowledge point clearly in a limited time so that students can understand and use it.

Myth 2: "The trial lecture is for the examiner."

Candidates are at a loss when they see that "the examiner can teach as a student" in the interview notice. The examiner is the examiner, how can it be a student? Then tell the examiner. Candidates often have such psychological activities. Trial teaching is actually a kind of teaching, but there are no students in this teaching. However, candidates need to understand that the object of teaching is students. Candidates can imagine the examiner as a student. But the examiner will not answer any questions of the candidates, nor will he interact with them. Candidates should imitate the students' answers themselves. For example, if the candidate is a primary school teacher, the examiner can be treated as a primary school student during the trial lecture, that is to say, eye contact and unilateral interaction can be made with the examiner (the examiner generally does not respond). It should be noted that the tone of teaching should be as approachable as that of primary school students. You can't be nervous and afraid because the other person is actually an examiner, but you can teach it in a tone of adult communication.

Myth 3: "As long as it ends smoothly, try to say it."

Many candidates think more about "how can I finish the content quickly?" In fact, this is an incorrect idea. Try to show how the teacher "teaches" and how the students "learn". We can't simply think that it is good to finish fluently. We should also pay attention to the selection of teaching methods, the arrangement of teaching links and the creation of teaching atmosphere. These are the places that candidates should pay attention to in the trial lecture, and they can't just talk about themselves.

Four misunderstandings in oral English class

Myth 1: read the manuscript and recite it.

Don't read the pre-written manuscript in class, but you can't recite it if you want to "tell the manuscript". After being fully prepared, confident and superficial, the audience may ask all kinds of questions, and the speaker should be able to answer them immediately.

Myth 2: misunderstand the audience.

The target of the lecture is the supervisor of the employer, professional teachers, colleagues in the work unit, leaders or judges participating in the competition, etc. Let the listener know "how to teach?" "Why do you teach like this?" Instead of giving audio-visual lessons to students.

Myth # 3: Reciting teaching plans with lectures.

Speaking class needs to express the inner thinking activities in the process of preparing lessons. If you don't understand the textbook thoroughly, you can't talk about the class well. However, lecture is not memorizing teaching plans, which can better reflect teachers' teaching personality than teaching plans. In addition to the teaching content and methods, the focus of the lecture is to clearly explain the theoretical basis for why it should be taught in this way, so that the listener can "know why it is, and know why it is".

Myth 4: Turn a lecture into a lecture.

Lectures emphasize rationality and thinking, while lectures emphasize sensibility and practice. Lectures focus on implementing the teaching process, completing teaching tasks, feeding back teaching information and improving teaching efficiency, while lectures focus on the specific operations of teaching and learning. A teacher who can only listen to lectures but not talk may become a good teacher, but a teacher who can teach lectures may become an education expert.

The presentation of the lecture requires candidates to present the teaching design, teaching process and teaching content of a lesson to the audience in a concise and accurate language within about 10 minutes. Candidates must pay attention to this 10 minute.