Back to Spanish Class: Top Priorities before Day 1

Tuesday, July 18, 2017 / 2 comments
Back to School season is already around the corner... well not in New York City where I am because school just let out 3 weeks ago, but in many other parts of the country it's almost that time!

I'm no longer in the classroom, but I know that first week back for teachers (before the students arrive) can be very hectic. There are a million things to do to get ready and you have meetings all morning, so prep time is quite limited.

Those super teachers who post ridiculous pictures of their classrooms (yes, I'm a hater and I'm okay with it) for Back to School are great and all... but I never lived at the school. If you're also not interested in moving into the school or alphabetizing your classroom library on Saturday morning, here are my suggestions for what to prioritize when time is limited before kids come running down the halls.


1.  Lesson Plans

Do you know what you're teaching for the first week (or month - I really love lesson planning) of school?

  • Is every PowerPoint ready to go? Did you fix those glitches in your animations from last year?

  • Have you checked over your handouts for those spelling errors you were embarrassed by last year? 

  • Have any policies from last year changed in your head that you need to put on paper?  

  • Are you sure you have every minute filled with engaging material? Because if you remember that lesson on the third day last year, kids had nothing to do for the last 10 minutes of class... maybe don't repeat that.

  • Have you made copies? Do you have enough copies for when they give you 5 extra kids at the last second without telling you? Because you know they'll do that.

2.  Classroom Set-up

Are your desks still stacked on top of each other in the corner?  Kids can't sit like that, so that problem is going to need to be fixed.

  • How do you want to arrange your desks?  Do you want to have the kids sit in groups? In rows? In 3s spaced apart all facing the front? In a U shape? I'm personally partial to rows, but it really depends on the culture of your school and how much space you have to work with.  

  • Do you have a way of marking the floors so you know exactly where each row or group is supposed to be?  Desks have a way of traveling around the room throughout the day. (Are you allowed to mark the floors? Will the janitors wish bad things upon you if you do it?) I've seen teachers make lines on the floors with sharpies (the janitors definitely wished bad things upon them) and also just put colored tape down.

  • How will you decide where students sit?  You can go alphabetical, random, by personality if you already know the students.  

  • How will you tell students where they sit?  (Or will you let them choose their seats on Day 1? *insert look of shock and horror*) I used to label the desks with a piece of tape and sharpie in a corner of each desk and then have a slide on the PowerPoint as students came in (or on a paper with a document camera if you have one of those) with each student's name and desk number on it. That way they could find their desks quickly and without needing me.



And there you have it - my two recommendations for what to prioritize above all else. If you have all your copies ready to go, your desks are set up, you have seating charts ready to go, and you still have tons of time, then by all means feel free to put posters up and color-coded chevron labels on everything and alphabetize your classroom library. Don't let me stop you.

I hope this is helpful in the chaos of that first week back for teachers!  For more helpful tips, keep checking back this summer for more posts in our Back to Spanish Class series.  Please feel free to comment if there are other top priorities on your mind!


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Back to Spanish Class: 1st Week of School

Tuesday, July 11, 2017 / 2 comments

Back to Spanish Class: 1st Week of School


Yes, I know it is July, but can you honestly tell me you are not thinking about back to school yet? If you are still in vacation mode, good for you. You can bookmark this post and come back to it in a few weeks. If you are like me and already have your syllabus ready, it means planning the perfect first week of school is on your radar. In the next few posts, we will be sharing tips and tricks for the best start to the school year ever. 

There are many ways that you could start your Spanish class. I know that each year I stress about prepping the perfect first week of school that sets an excellent tone for the entire school year. While we know there is no secret magic formula for the perfect week, I am going to share many ideas for ways to start your Spanish class on the right foot.

Back to Spanish Class - What to do the 1st Week of School
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20 Pandora Stations for the Spanish Classroom

Tuesday, July 4, 2017 / 4 comments


You know that tingly feeling you get when you walk out your door without your phone or keys? You just feel like something is off.  That is how I feel when there is no music playing in my classroom. It is eerily quiet and I honestly feel slightly uncomfortable. Even those students that rolled their eyes at the beginning of the semester about having to listen to music in Spanish look around and ask me to turn it on.

I love using Pandora because it both introduces students to new songs regularly AND also plays those favorites we've given a thumbs-up to often. Few things warm my Spanish teaching heart more than catching a student singing along to a song in Spanish. The ads in Spanish are a bonus for language development, too!

Music complements a foreign language class perfectly because it exposes students to the language and culture in a fun and engaging way. I don't think I have ever met a high student that didn't like music and it provides the perfect backdrop to quiet work time or a lively game. Working on a Cuba unit? Play Cuban music that week! Kids working on biographies of famous Latinos? Introduce them to influential musicians with a station like Salsa Radio or Buena Vista Social Club. Playing music is a wonderful gateway to discussions on pop culture, as well. Students are always fascinated by what is popular in music from country to country.

Wondering how to play Pandora in your classroom? I use this Bose bluetooth speaker (not an affiliate link) and my iPhone to play music since most districts frown upon streaming music on school computers. You'll want to be on wi-fi or an unlimited data plan as you burn through data pretty quickly otherwise.

Below you will find a list of 20 Pandora stations that I have used in the classroom. Which one I use depends on the activity and what mood I am trying to set. If I want students to settle down and focus on a writing assignment, I play a station like Baladas or Canciones Románticos. If we are playing a rousing game of ¡Cucharas! or walking around doing task cards, stations like Pop Latino and Shakira radio are always up-beat and a hit. (Disclaimer: I cannot promise every. single. song. on these stations is school appropriate so keep your ears open in case you need to skip one every once in a while.)

1. Pop Latino

2. Shakira Radio
via GIPHY

3. Salsa Radio

4. Cuban

5. Tropical

6. Latin Club

7. Canciones Románticos

8. Flamenco

9. La Quinta Estación

10. Jesse & Joy
via GIPHY

11. Laura Pausini

12. Los de Abajo

13. Mana

14. Zahara

15. Buena Vista Social Club

16. Enrique Iglesias

via GIPHY

17. New Latin & Tropical

18. Navidad Latina Radio

19. Camila

20. Baladas

Do you have a favorite station that is not on my list? Please comment with it below! I am always looking for new stations to try. Happy listening!







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How to get the most out of that workshop!

Monday, June 26, 2017 / Leave a Comment

Confession: I like attending workshops. (Is that weird?) I like taking the time to learn something new with a group of people who share a common interest – world language teaching! (There’s usually coffee and donuts, too, and I can’t turn those down!)


Workshops and conferences are a great way to recharge during the school year (or summer) and give you a pep in your step with a boost of new ideas. To get the most out of a workshop though, there are a few things to think about in advance.

1. Know what you’re getting into. Do your research.


Know what you’re signing up for. Study the conference schedule in advance and have a good understanding of what is being offered so you can get what you need.

Allison suggests: Look at the conference schedule at home before you make your plan of action. If you wait until the day of, you end up going to the popular sessions, and not what you actually need.

Sherry says: After you sign up for conferences, check back when people have posted their pre-conference notes for the sessions. Sometimes you can tell from the notes which sessions will be worth your while and which ones won’t.

2. Be prepared to be uncomfortable.


I’m not talking about the discomfort of getting hungry mid-morning (bring a water bottle and some snacks!), I’m talking about seeking out growth opportunities by trying something new. Step out of your comfort zone.

Look for opportunities to try a workshop that is hands on and that allows you to feel like the student again. Go to that TPRS workshop that is conducted in Swedish (or German, Russian, etc.)! The uncomfortable feeling of not fully understanding is exactly the place to be to experience growth! It will help remind you what it feels like to be the student and allow you to adjust your teaching accordingly.


3. Connect with other educators


There are so many ways to connect with attendees & presenters at the conference. Be bold and ask questions during and after a workshop! Presenters welcome questions and if you have a question, chances are another person in the room has the same question.

Of course you can connect face to face with other educators and share ideas and listen to new perspectives over a coffee break or lunch. You will make new friends and you can exchange email addresses, blog details, etc. But, we’re living in the digital age! Here are a few more ways to connect:

Conference Hashtag: many conferences these days have a hashtag!

Allison says: Follow the conference hashtag on Twitter & contribute by tweeting your takeaways from each session.

Catharyn says: Take advantage of social media networking opportunities by using the conference hashtag. Post your own thoughts and pictures using the hashtag, like (and/or repost) other people’s posts, and find new friends/colleagues to follow, all through the hashtag. Read more of Catharyn’s tips on How to Start Collaborating with Spanish Teachers on Social Media.


4. Take good notes


Listen for new ideas, teaching strategies and opinions about language acquisition. Write down concepts that pique your interest and that you want to remember for your own teaching.

Know the best way of taking notes that works for you. Are you a handwritten kind of person? Make sure you have a notebook & pen. Are you a digital kind of note-taker? Do you need to charge your laptop or tablet? 

Rosa says: If you go with a friend, or if you make a friend, take notes on a shared document on Google apps. Two or three people taking notes is better than one. What I miss, my friend might get.

5. Plan to use what you’ve learned.

Don’t let those notes just sit in the conference folder when you get back home! Revisit your notes the day after the conference and start making a plan to implement ideas into your classes.  Try out new ideas and see if they work for you and your classroom needs.

Did you find this list helpful? What else would you suggest? Leave us a comment below with your ideas!




                         

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50 Ways to Use Images in the World Language Classroom

Tuesday, June 20, 2017 / 1 comment

A picture is worth a thousand words is an English saying that is familiar to all of us.  Wikipedia describes this saying as referring “to the notion that a complex idea can be conveyed with just a single still image or that an image of a subject conveys its meaning or essence more effectively than a description does.”  Unfortunately, no one seems to know for sure where or when this phrase originated, but what is certain is that it undoubtedly rings true for all of us, especially in the world language classroom!  In fact, research now backs up what we have long suspected... that teaching with images is very effective! 


So, what can be done with a picture, you might ask?  Well, I’m here to tell you that a LOT can be done.  I recently stumbled onto an article published by a gentleman by the name of Harry Grover Tuttle in which he lists 50 ways to use images in the foreign language classroom.  I was blown away by how many uses he came up with, and I’m sure you will be too!  So sit back, grab a pencil and prepare to jot down a few ideas that you can easily incorporate into your class tomorrow!


        1) One student orally describes a picture for one minute to his partner.

2) One student describes a picture orally to a partner who then repeats the description, using the picture as an aid for recall.

3) One student orally describes the picture to another student who does not see it; the second student then repeats the description to the first student.

4) Two students look at a picture; then one student looks away while the other student asks him questions about it.

5) Two students look at the picture and compete to see who can make up more questions about it.

6) Two students make up questions about a picture; one student uses question words, the other does not use question words. A continuation of this exercise would be to have the students answer each other’s questions orally or in writing.

7) One student orally describes a picture to a second student who then draws a copy of it.

8) One student orally describes a picture to another student who then is given a choice of pictures and must choose the one described.

9) Two students tell a story using a picture. One student tells what happened before the scene in the picture and the other tells what will happen afterward.

10) While one student orally describes a picture, the other student changes descriptive statements to questions.

11) While one student orally describes what is happening in a picture, the other student says the same thing in a different tense or in the negative.

12) While one student orally describes a picture, the other paraphrases what the first student is saying.


13) While one student orally describes a picture, the other repeats the same thing but changes all subjects to the plural or singular and makes all other necessary grammatical changes.

14) Two students look at a picture and one acts the angel conscience and the other the devil conscience to debate what the person in the picture should do in a certain situation.

15) Two students look at the same picture and one tells what will happen in an optimistic point of view while the other relates the future in a pessimistic point of view.

16) Two students look at the same picture and one tells all the good points about things in the picture and the second tells all the bad points.

17) Two students look at the same picture and as one describes the picture the other says the exact opposite, i.e., “the chair is big” will be changed to “the chair is small.”

18) Two students look at the same picture and supply the dialogue for the people represented. (If there are more than two characters in the picture, group students accordingly.)

19) Two students look at the same picture and act out what is happening in the picture as they are describing it.

20) Two students look at the same picture and each pretends to be an object in the picture. The two objects then talk to each other.

21) One student selects an object in the picture and tries to sell it to the other student.

22) One student tells the other student all the colors in the picture and the second student tells what objects have those colors.

23) One student tells the other student what he would do in the shown situation. The other student then tells what he would do. At a more advanced level the second student might use a different verb construction such as “should have.”

24) After selecting a picture, a student chooses a letter of the alphabet and then names as many objects as possible in the picture that begin with that letter. The student who names the most in one minute wins.


25) Two students look at the same picture; the first student names an object and describes it. The second student compares it to some other object in the picture. They do this for as many objects in the picture as possible (at least 5). For example: first student, “The bush is large;” second student, “The tree is larger than the bush.”

26) Two students look at the same picture; the first student names everything made of wood and then the second student names everything made of metal or plastic. See who can name the most objects.

27) Two students look at the same picture; the first tells how he would add to the picture to make it more attractive and the second tells what he would do to the picture to improve its appearance.

28) Two students look at the same picture; the first names all the pretty things in the picture and the second student then names all the ugly things in the picture.

29) Two students look at the same picture; the first student tells what mood he feels is represented in the picture. The second student tells him whether he agrees with him and why.

30) Two students look at the same picture; the first student tells the other about a similar experience in his own life. The second student then tells in what way the first person’s experience is similar to the original picture.

31) One student is given two pictures by his partner. The first student describes all the similarities between the two pictures. The second student then describes all the differences between them. (He should not mention any that the first student mentioned.)

32) One student is given two pictures by his partner. The first student makes up a story about the two pictures. The second student uses the pictures in a different order to tell a different story.

33) One student is given two pictures by his partner. The first student chooses an object in one picture to put in the second picture and tells how the new object would change the picture. The second student does the same thing with a different object.

34) A student is given a picture by another student. The first student tells the physical location, the season of the year, the weather, the time of day, the health of the people involved, and their activities. The second student then tells all other information about the physical conditions and health of the people in the picture.

35) A student writes out a description of a picture and then omits at least one word per sentence which he puts at the bottom of the page. The other student then replaces the omitted words in the paragraph.

36) The first student describes the home and the family of the person in the picture. The second student tells how the described home and family is similar or different from his own.

37) A student selects a picture and tells what the person’s favorite sports or hobbies are, where he does them, and how he does them.


38) A student writes a letter of about ten sentences telling a friend about the picture, pretending it is a tourist site, a vacation trip, historical incident, or a news story.

39) The first student contrasts objects in the picture, i.e., “The chair is big but the book is small.” The second student compares the objects using equalities, i.e., “The chair is as heavy as the table.”

40) One student tells another student how he would make his picture into a TV program or movie. The second student tells what he thinks about this program.

41) One student makes up a mystery story about the picture. Another student tries to solve the mystery by creating a possible solution.

42) One student gives another student a picture and specifies a mood. The second student then writes at least five sentences about the picture reflecting that mood. The first student then makes as few changes as possible on the written description to change it to a different mood which the second student suggests.

43) One student looks at a picture and describes cultural differences between the country depicted in the picture and the United States. The second student describes cultural similarities depicted in the picture.

44) Each of the two students lists as many vocabulary words as possible from a given picture. The student who writes down the most words wins.

45) One student starts a story based on the picture. After three sentences, the second student continues the story for three more sentences. The first student then continues for an additional three sentences. The second student ends the story with three sentences.

46) Given a vowel or consonant sound, the students say all the words, objects, actions, etc., in the picture which contain that sound.

47) One student makes a statement about the picture. The second student repeats the statement and adds to it by using a conjunction such as but or since.

48) Two students see how many different ways they can rearrange three pictures to tell different stories.

49) One student looks at a picture and tells how it is similar to his house, community, etc. The second student tells how it differs.

50) In turn, each of the two students selects a picture and tells why the other should visit the place or do the activity illustrated in the picture. A third student will decide who wins and explain why.

Whew!  T-H-A-N-K  Y-O-U, Harry!  I’m sure there are a few ideas listed here that perhaps you hadn’t ever thought of… I know that was true for me!  And once you start using images, you might even think of a few more ideas not listed here!  There are endless ways that you can incorporate an image into your class!
 

But how do you get the images?  Well, the most obvious answer is to find them on the internet.  Do a search for a related topic that you are studying (house, family, etc.) and simply archive all of those wonderful pictures into a digital file for later.  But… have you ever considered having your students bring in pictures?  This is a wonderful way to bring even more meaning to the language because the language gets personal when personal images are used!  You could even have the students take pictures around campus with a digital camera and upload them to a class file to be used throughout the semester!  And then there’s the option of you… yes, you… bringing in personal pictures.  Students love to get sneak peeks into your private life (you and your dog at the park, your family at Disney World, etc.)  There are so many options!  *Of course, you should always use discretion when sharing personal images.


Now, what are you waiting for???  Grab an idea from the list above and an image from Google and get going!  Let me know in the comments below how your activity turned out or if you have another idea to add to the list!                               
                   
                   


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Spanish Teacher Must Do's During Summer Vacation

Tuesday, June 13, 2017 / 1 comment
While some of you may already be blissfully enjoying summer vacation, here teachers are plugging away for at least 2 more weeks! Regardless of when it begins, all teachers agree that it is much needed and well-deserved. This week I reached out to some other Spanish teachers to find out what they considered to be "must do's" for their summer vacation. Read on for some awesome suggestions. :) 


1. Reflect. Often, before I can mentally move on to summer, I have to take a bit of time to reflect on the year. This helps me to unwind and be prepared to move forward!

2. Create a summer bucket list. Katherine suggests making a list of all those things that may get pushed aside during the school year (spending extra time with friends and family, taking day trips, etc.) and making sure you work those into your summer plans.

3. Catch up your favorite TV series. Binge watching Netflix is definitely on my list. Here's a list specific to Spanish teachers you may want to check out. Jen plans on checking out Orange is the New Black, Elizabeth, and Man in the High Tower.

4. Take time for hobbies. For me, this includes more long walks. Sarah will be prioritizing more time for reading and painting.

5. Organize your Pinterest boards. If you're like me, you may have a gazillion ideas that may be slapped on random boards. Summer is a great to clean out pins and get those boards sorted, so that ideas for the new school year are easier to find.

6. Read ALL the books. Yep, this is probably the most common response for what Spanish teachers want to do this summer! This list includes a variety of suggestions for teachers from PD books to personal wellness and some lite beach reading. This list includes suggestions for Spanish summer reading.

7. Seek out new blogs to follow. Following up on the topic of reading, I love to scour the web for Spanish teacher blogs or posts that I may not have had time to read during the school year. Here's a Pinterest board of Spanish blog posts to help you get started.

8. Pamper yourself. I put off going to the salon as long as possible during the school year, often until my hair color starts looking rough and the greys are clearly shining through. ;) Summer is a great time to make that salon appointment and treat yourself to a mani/pedi, blow out, facial, massage (or whatever else works for you!).

9. Stock the freezer. Janice likes to take time for baking and cooking and also get a head start on stocking the freezer for the hectic back to school time.

10. Exercise. Summer is a great time to enjoy having longer time in the gym or enrolling in those Zumba classes. ;)

11. Catch up on household projects. Yep, we all have them! While I certainly don't enjoy the closet clean out and deep cleaning, it is something that I catch up on during the summer.

12. Wear yoga pants. ALL DAY! You're on summer break, why not?

13. Get more sleep. Enough said!

14. Attend professional development. NO, not the boring kind that you may have to attend during the school year that doesn't really apply to Spanish teachers, but something that you're actually interested in. If it's too late to plan for this summer, you can put it on your radar to investigate for next year. You may want to check out AATSP for their summer PD for Spanish teachers.

15. Travel/Getaway. If you can't travel far, make some day trip plans. Explore new places or check out a restaurant you've been wanting to try. You can always travel virtually as well. Instagram is a great social media platform to explore new places. This summer I'll be heading to Europe for the first time in 10 years! I'd love for you to virtually travel along with me this August on my IG account.

16. Browse and interact on social media OR turn it off altogether! Follow along and interact on our social media. You can find Secondary Spanish Space social media info under "follow" on the top right of this page and the individual accounts for the teacher of SSS on the "About Us" page. Maybe you need to take a break from social media over the summer and that's totally OK, too! The goal is for you to do what's best for you. :)

17. Drink coffee slowly. Yeah, we know you're either guzzling it too quickly or it's cold by the time you get to drink it during the school year, so take the time to enjoy!


I hope this gives you some things to think about and add to your list as you embark on the wonderful journey of summer vacation! I'd love to hear other suggestions you may have! ENJOY! 




                              
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How to Ace Your Next Teaching Interview

Tuesday, June 6, 2017 / 1 comment
Whether you're a new Spanish teacher looking for your first teaching job, a mom returning to the classroom after staying home with your kids, or a veteran teacher looking for a new position, these tips and prep questions will help ace your next teaching interview.


What to Wear: 
Dressy teacher clothes that look neat and professional or a nice suit.  If it's cold, a dressy jacket on top.
What to Bring:
* Teaching portfolio
* Copy of your transcripts, resume, and cover letter
* Water for before and after in case your mouth gets dry
* Hairbrush and extra makeup
* Cell phone and number of the place where you'll be interviewing (in case you get lost)

When to Arrive:  
Plan to get there at least 15-30 minutes early for your interview.  That gives you extra time if you get lost, hit traffic, or have trouble parking or finding the right office.


                                                                             30 Practice Interview Questions:

But first, here are a few tips for answering:

* Keep in mind what your interviewers would most like to hear when you're answering.

* It's okay to pause for a second if they ask you a tricky question.  You can say, "Hmm . . . that's an interesting question", and think for a few seconds before answering.

* Be yourself.  Let your natural personality shine through, in a professional way, of course.

Be prepared to answer any of these in English or in the target language.  Once you feel you are prepared, have a friend ask you the interview prep questions so that you get practice saying them out loud.
Your Background:

1. Talk about a highlight from your resume.

2. What is your educational philosophy?

3. Why have you decided to come back to teaching after being out of the classroom for several years? 

4. What did you do while you weren't teaching to stay current with the language and new teaching methodology?

5. What are your strengths as a teacher?  

6. What are your weaknesses as a teacher and how do you compensate for them?  

Your Classroom:

1. Tell us what your classroom looks and feel like.

2. Describe a typical day in your class.

Key Language Skills (Listening, Reading, Writing, Speaking, Culture):

1. What percentage of the target language do you think should be spoken in class?  Explain your answer.

2. How do you show your students that you are passionate about teaching your language?

3. How important do you think it is to teach culture? How do you do this in your class?

4. How do you cover the key language learning components of reading, writing, listening, speaking, and culture in your classes?
Behavior Issues:

1. What would you do if a student is misbehaving in class and disrupting other students?

2. What would you do if you just did what you described in the previous question and the student continues to act out?

3. Tell us about a difficult behavioral situation in your class and how you dealt with it.

Professional Development:

1. Name a professional development book that you have read recently. What impact did it have on your teaching?

2. What professional development courses have you completed recently and what did you learn?

Ability to Reflect on Your Teaching:

1. Which person has had the greatest impact on your teaching and why?

2. Talk about one way that your teaching has changed.

3. If they asked you to teach a sample class . . . .  Reflect on the class you taught.  Did the students meet your learning standards and are there any adjustments you would have made?

Dealing with Parents:

1. How do you establish a strong rapport with parents?

2. Talk about a difficult situation with a parent and how you handled it.

Opinion Questions:

1. Tell us your opinion about this statement:  "It's important for teachers to collaborate with other teachers."  Explain your answer.

2. Explain your feelings regarding this statement:  I"n order for a student to learn, the student must like the teacher."

3. Are you familiar with the saying, "Failure is not an option"?  Discuss your interpretation of this quote.
Technology:

1. Do you use social media in your classroom?  If so, how?

2. Describe how you use technology in your classroom?

Your Personality:
1. Describe your teaching style.

2. Talk about a time when you disregarded or disobeyed what a supervisor told you to do and why. (Be very careful how you answer this one.  If you do say that you disobeyed a supervisor, make sure it was for a very good reason.)

3. What would other teachers in your department say about you and your teaching style?

Concluding Questions:

1. Why are you the strongest candidate for this position?

2. Why do you want to teach at our school?  (Make sure that you've researched the school and its language program online and have something specific to say about their program).

3. Is there anything else we should know about you? (Think of another way that you are an amazing teacher and throw this into the interview - sell yourself!).

4. Do you have any questions for us?  (Always have a question - I like to ask some of the following: "What is your department's language philosophy?", "What is your department working on right now?", or "What do you feel are your departments' strengths?")

Phew!  I know, right?  That's a lot of questions and a lot to prepare, but trust me, it will be worth it when you get that sweet Spanish teaching job.

Follow this series on how to get an amazing teaching job with the next post, "How to Write an Amazing Thank You Note after an Interview" on my blog, worldlanguagecafe.com.  You might also like Catharyn Crane's previous post on "Resumé Do's and Don't's".

Have any tricky interview questions that you'd like to see added to this post?  Let me know in the comments below.

Best of luck with your future job interviews!



                         
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