I have nothing to say in school interviews - a five minute planning exercise

-
School interviews? At any age, the idea of being grilled by a stranger can be daunting. And therein lies the problem; we need to adjust the way that we perceive interviews.

An interview is a two way process. Your interviewer wants to find out more about you to see if you are suitable for their school or company. You want to present your skills in a way which is attractive and also want to find out whether the school or company is an environment in which you can thrive.

Interviews are conversations: both sides need to take part!

Planning ideas.

Speak to friends who are currently studying at the school. They are the experts!

1: Think about what you really want to get out of the interview. Why do you want to join this school?

2: Think about what skills and talents the school is looking for

3: Think about what you have to offer

4: Ask yourself: what don't I know about this school? Some questions you will be able to research online or find answers through asking friends. Other questions will be only answerable by people within the school. These form the basis of your questions.

Once you have done some planning, the whole process becomes much less frightening. It is also worth bearing in mind that not everyone is a natural interviewer; they may be as worried as you are!

Comments

Post a Comment

Popular posts from this blog

"My friend says that the ISEB Pretest pass mark is ... " and other myths!

-
Image
  If your child has just taken the ISEB Pre-test as part of their Eton, Winchester, Tonbridge, Charterhouse, Wellington, Cranleigh, St Paul's (continue ad infinitum, see the list here! ) then you may well be surrounded by a fog of panic and misinformation. So here we go, the top myths...  1: There is a pass mark of X... No... there really isn't. Schools use the Pre-Test as part of their application process in conjunction with school reports, references and additional information. Most schools will apply a range to the results they receive from their cohort which may be broader or narrower depending on their intake.  As a rule of thumb: a school with fast-paced teaching and highly academic focus (such as St Paul's), will take the top end of their cohort. A school with excellent support and a broader intake (e.g. Stowe), will use a wider measure.  2: So and so scored 100%... The scores of the test are not released by schools...  3: So and so took the test twice... Not in one
Read more

My favourite Irish "party piece" poem

-
Image
We had some wonderful parties when I was little. Everyone would take it in turns to entertain; to sing, to recite or to dance. You don't have to wait until Saint Patrick's Day to start this tradition in your own families and, when you do, consider something by WB Yeats. The wonderful lyricism of the language appeals to every audience and the simplicity of his visions will delight. The Lake Isle of Innisfree I will arise and go now, and go to Innisfree, And a small cabin build there, of clay and wattles made. Nine bean-rows will I have there, a hive for the honey bee, And live alone in the bee-loud glade. And I shall have some peace there, for peace comes dropping slow, Dropping from the veils of the morning to where the cricket sings; There midnight's all a glimmer, and noon a purple glow, And evening full of the linnet's wings. I will arise and go now, for always night and day I hear lake water lapping with low sounds by the shore; While I stand
Read more

How can I use the ZPD theory to parent my child?

-
Image
Vygotsky developed his Zone of Proximal Development theories based on observing how groups of children learn. Children may have the raw ability to learn how to do something but they may not be able to achieve their potential without assistance from a knowledgeable person'who breaks down the task into steps which the child can master. We can call this 'scaffolding'.  Anyone who has ever studied painting or music will understand exactly what this process involves. Remember the Suzuki method? Think about the Zone of Proximal Development as having three steps:    1: Tasks which a learner CANNOT accomplish with assistance Sometimes, the task is too great for a learner. You as a parent need to step back and break the task down into small bites. Think about this; you wouldn't put a child on a racing bike for the first time and expect them to be a competant rider! Apply this to every area your child struggles with.    2: Tasks which a learner CAN accomplish with assistance.   W
Read more