Learning How to Interview: Or how to be a more interesting person

Learning How to Interview:  Or how to be a more interesting person
Learning How to Interview:  Or how to be a more interesting person
Learning How to Interview:  Or how to be a more interesting person
Learning How to Interview:  Or how to be a more interesting person
Learning How to Interview:  Or how to be a more interesting person
Learning How to Interview:  Or how to be a more interesting person
Learning How to Interview:  Or how to be a more interesting person
Learning How to Interview:  Or how to be a more interesting person
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232 KB|16 pages (but 5 pages of explanation of philosophy and teaching format)
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Giving students time for structured talk is as important as making time for reading and writing. Kids who are comfortable chatting with their friends between classes, sometimes become awkward when in a new situation, with new people. You can teach students how to interview others not only so that they will be more successful when applying for a job, but so that others will want to engage with them. And, after all students have had a moment to talk with each other, to know a little about each other, the community of the class becomes tighter. Deeper discussions become more natural, as all students learn to value their voice and perspective.

* Students will identify three different soft skills and articulate how and when they use them throughout the interview process.
* Students will practice engaging with others in a focused manner (following the formula).
* Students will note their pleasure and discomfort as they engage in the interviews, and articulate ways that they can grow from this experience.

The context component here is much longer than in most of my lessons. It is a lesson within a lesson that exposes students to soft skills and close reading of a monster.com article.

This lesson contains the following:
1 . A detailed, step by step description of what students do.
2. A link to a monster.com article about the value of soft skills in the workplace, and a close read of this article to introduce the skills to your students.
3. A list of starter questions for students to choose from (though I prefer to use only a few and have them generate their own questions.)
4. Sample interview to show process.
5. Ideas for grading and assisting.
6. A reflection activity.
7. Follow up assignment ideas.

Time: Context/introduction, 30-45 minutes. Then continue for four to six weeks, 10 minutes each day. (This will get kids settled, give you time to take roll, and get materials for the rest of the class set up.)

Introduced at the start the year, this project creates a classroom community where students learn about each other and feel more comfortable sharing ideas with the group. Introduced at the end of the year, when students already think they know each other, will find they might learn little more.
Total Pages
16 pages (but 5 pages of explanation of philosophy and teaching format)
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