This week, we
will not have access to my classroom Tuesday, Wednesday, or Thursday. Even worse, I will be out on Tuesday to
attend New Tech training with the Health Science Academy teachers. This creates an issue for my VE and Business
Management students who are utilizing the computers in my room to draft their
business plans.
Worry not,
students. I have devised a plan that
fits well with where we are in this stage of business plan creation that will
keep us moving forward. Since Coach
Bruce and I both have to give up our rooms a majority of this week, we’ve
decided to co-teach a mini unit about interviewing skills. It fits well with Standard 1.3 for all of our
classes:
Standard
1.3:
Communicate
effectively as writers, listeners, and speakers in diverse social and
business settings.
That
said, although life has given us lemons, we have both decided to make
lemonade. I bet you were thinking I was
going to use a baseball analogy to describe this situation, weren’t you? So now let’s take a look at what we have
planned for the week:
Monday:
Interview as Performance – Know Your Audience (weather-permitting)
Bell-Ringer
(3 minutes):
Take out a pencil and sheet of paper, write your name/date on top of the sheet.
Then, list 3 things that you consider to be performance-based, and how
you evaluate said performance (ex: actor in a play is evaluated based on how
believable his character is or how much I feel for the character).
After
we share out some answers, I’ll explain that the process of interviewing for a
position is no different than an actor performing in a movie. Both the interviewee and actor are attempting
to send an effective message to a specific audience.
Now
let’s look at today’s objectives:
Objectives:
· Understand that an
interview is a performance for a specific audience
· Determine what an
interviewer is looking for in an interviewee
· Understand how to meet
the desires of interviewer
· Create a profile for the
ideal candidate in a specific job opening.
Clear
Target:
We can analyze and critique characteristics of an ideal interviewee (This
applies to all my classes. Each class will have a target position for which
they will interview)
After
reviewing objectives, I will tell each class that if you've earned an
interview, you've likely impressed the interviewer enough with your resume to
be included in a pool of candidates. You likely have a similar skill set
as other candidates that matches the job description. Thus, the goal of
the interviewer is twofold. First, the interviewer is looking for consistency
between your resume and you. Your answers to position-specific questions
will help the interviewer determine that you truly possess the knowledge,
skills, and abilities needed for the job. Second, and more importantly,
the interviewer wants to know if he/she would like to work with you. This is where you separate yourself, for better or worse, from your competition. Your
answers to generic and off-the-wall questions will show how well you work under
pressure and how well you will fit in the culture of the organization.
Students will have guided notes for this.
Next,
we will discuss what an interviewer in different industries may look for in a
candidate. Accounting I will profile a payroll administrator (read time
cards, enter data to payroll register/employee earnings record, journalize
transfer of funds to payroll checking account, interpret discrepancies between
time cards). Accounting II will profile a bookkeeper for accrual-based
accounting firm (understand concept behind accrual accounting, create adjusting
and reversing entries). Management and VE students will create a profile
for an ideal candidate for a manager at their business that they're creating
for their business plan.
For
closure, students will pair up with their shoulder partner to create a profile
for an ideal candidate, using words, pictures, or symbols. Profile must
include a list of knowledge, skills, abilities, and must not include
age/race/gender, as this is against the law.
Notes
to be turned in for a grade.
Tuesday:
(Taught by Bruce)
Minutes
1-5: Students enter LGI Room, students are assigned seats, attendance is taken.
Students are provided graphic organizer.
Minutes
6-15: Presentation/discussion regarding interview techniques, dress,
strategies.
Minutes
16-30: Students watch video, evaluating interview on graphic organizer.
Minutes
31-35: In pairs, students generate a list of three interview questions.
Students write best question on the board. Bruce saves a list of
the best standard interview questions (I already have a nice list for
students to practice).
Minutes
36-40: Teacher discusses questions/finds common themes.
Minutes
41-45: Students practice "so tell me about yourself" question.
Wednesday:
(Taught by Spinella)
First
half of class: Students practice hand shake, introductions,
Second
half of class: Students practice "off the wall"
questions/abnormal questions. Students write their own "off the
wall" questions for use on Thursday. Spinella saves a bank of
the best off the wall questions.
Thursday:
(Taught by Bruce and Spinella)
Minutes
1-5: As students enter, have them write a 2-3 sentence reflection in their
graphic organizer from Tuesday, by providing their thoughts on one of
these two comics (or another comic):
Rest
of class: Have "mock interviews" where students respond to one
normal question and one "off the wall" question. Spinella and
Bruce lead class discussion and provide feedback to each student.
Friday:
Performance/Analyze/Critique
No
bell-ringer
Clear
Target:
We can analyze and critique an interview.
Students
will enter the room and receive interview critique sheets Name/date on top of
sheet
Take
three volunteers to be interviewed during class. Volunteers will receive 3 extra credit points
for this assessment. If no volunteers,
equity cards will be used to fill available spots.
I
will interview 3 students, and during interview, the rest of class will list 2
things the interviewee did well, 2 things the interviewee could have done
differently, answer whether they would hire the student for the position, and
explain in 3 to 5 sentences why/why not. After each interview, students
will discuss strengths/weaknesses and have 4 minutes to complete critique sheet
for that interview. Critique sheets turned in for quiz grade.
There
you have it. I hope you can see that we
will continue to move forward even without the availability of computers this
week. Please take some free time this
week to ensure you are caught up on all tasks associated with the business
plan. We will hit the ground running
when we return 2/10.
Thanks
for reading
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