Teacher interviews test your subject knowledge, how you plan and deliver lessons, manage a classroom, assess learning and support every student. These questions suit school teachers (PRT, TGT and PGT), tutors and education roles, including questions on NEP 2020.
Fundamentals, definitions and simple scenarios. Good for freshers and warm-ups.
I enjoy explaining ideas and seeing the moment a student finally understands something. During my teaching practice, I noticed that a student who was struggling with fractions became one of the most confident in the class after I used everyday examples like sharing food. That showed me how much difference a teacher can make. I want to help students build not just marks, but curiosity and confidence that stay with them.
I start with clear learning objectives: what students should know or be able to do by the end. I check what they already know, then plan an engaging opening, a short explanation with examples, guided practice, independent practice and a quick check of understanding such as an exit question. I plan for differentiation, prepare materials in advance, and keep time for a summary at the end.
Formative assessment happens during learning to see how students are doing and adjust teaching, through questioning, quizzes, exit tickets, observation and feedback on drafts; it is assessment for learning. Summative assessment happens at the end of a unit or term to evaluate what was learned, such as exams and final projects; it is assessment of learning. Both are needed, but formative assessment does more to improve learning.
Bloom's taxonomy classifies thinking skills into levels. In the revised version they are Remember, Understand, Apply, Analyse, Evaluate and Create. Teachers use it to write learning objectives and questions at different levels, so lessons and tests go beyond memorising facts to applying and analysing them, and to creating something new.
Applied problems, trade-offs and questions about your own projects.
I prevent most disruption with clear routines and expectations set early. When it happens, I respond calmly with the least intrusive step first: eye contact, moving closer, or a quiet word. If it continues, I speak to the student privately to understand what is behind the behaviour, because it often has a cause, such as boredom, difficulty with the work or problems at home. I praise positive behaviour, apply consequences consistently, and involve parents or the counsellor if it persists.
I use differentiation: the same learning goal, with different levels of support or challenge. That can mean tiered worksheets, flexible groups that change by topic, peer tutoring, scaffolds such as worked examples for students who need them, and extension tasks for faster learners. Regular quick checks tell me who needs what, so the groups are not fixed.
I use technology when it adds something a traditional method cannot: simulations and videos to make abstract ideas visible, quick quizzes on tools like Google Forms or Kahoot to check understanding instantly, Google Classroom for sharing work and feedback, and DIKSHA resources aligned with the curriculum. I make sure every student can access it, and I avoid using technology just for the sake of it.
I connect topics to students' lives and interests, ask open questions, and break lessons into short segments with activities in between. I use group work, discussions, stories, games and hands-on tasks, and give students some choice in how they learn or show learning. Most importantly, I build a classroom where students feel safe to make mistakes and ask questions.
System design, deep internals, leadership and tough follow-ups.
NEP 2020 replaces the 10+2 structure with a 5+3+3+4 structure covering ages 3 to 18, with a strong focus on foundational literacy and numeracy. It encourages teaching in the mother tongue or regional language where possible, at least until Grade 5, experiential and competency-based learning, a reduced curriculum focused on core concepts, board exams that test understanding rather than rote learning, vocational education from Grade 6, holistic report cards, and multidisciplinary higher education.
I listen first, without becoming defensive, so the parent feels heard. Then I show evidence: the child's work, the marking scheme and how the grade was reached. I talk about the child's strengths as well as the areas to improve, and we agree on a joint plan, such as extra practice, specific support at home and check-ins. Finally I follow up so the parent sees progress.
I look at evidence of learning: comparing results before and after a topic, formative checks during lessons, and the quality of students' work. I ask students for feedback, invite colleagues to observe me, and reflect on each lesson, especially the ones that did not go well. When the evidence shows a gap, I change my approach and check again.
I would notice the signs, such as withdrawal, changes in behaviour or falling grades, and talk to the student privately and gently, mainly listening. I would not promise to keep everything secret, because if there is any risk to their safety I must follow the school's child protection procedure. I would inform the counsellor and parents as per policy, adjust workload where appropriate, and keep checking in.