I considered many different ways to reflect on the mock interviews- the talking part isn’t all there is to an interview after all; I had to spend time before picking my job application, thinking about what questions might be asked and then of course taking an afternoon to fret over the worst case scenario! So in order to sort out the jumble of conflicting emotions in my head I thought this blog post would be best done following the Gibbs Reflective Cycle as the pros to this model which were listed in Cambridge Universities LibGuides specifically mentioned its help with offering a good structure on both the ‘during and after’ of the experience to which a person reflects on (Libguides: Reflective Practice Toolkit: Models of Reflection).
(An example of the Gibbs Reflective Cycle)
During the preparation for the interview, the first thing I had to do was obviously choose the job I would be applying for. Looking through the job applications, the one I decided to go for was a ‘sixth form study supervisor’. At the time this is because I felt it was good to aim low for a practice- especially one done by my own peers. Partially this was because I was hesitant in my own ability to pretend I had done a PGCE as my acting abilities are laughable at best (although thankfully in the real interview I wouldn’t have any reason to pretend!) but also I was conscious of the fact that it was my own peers who would be the ones needing to prep and ask questions. I was reluctant to pick a job which would hassle them too much in considering questions for. Looking back on this as an experience I will need to learn to place my own learning and knowledge above accommodating my classmates. Ironically as well, the others in my group had all selected teaching jobs so by specifically selecting a different application I had set myself apart from the group and required them to think of different questions for me than they were able to ask each other. In reflecting, I have learnt that I have a tendency to overthink so in future when I find myself worrying about how others might perceive me I will remember this part of the interview.
(The job application I chose)
I felt it was important to research the school I was applying at, and so I checked the name, All Saints College and read through its websites. One of the often-asked questions is ‘why do you want to work in our school’ (Swain, 2023) and in preparation for this since I had checked the school website the night before I was able to say I was drawn to the school due to my positive view on non-selective and co-educational schools (which is what All Saints is described as on its own website). It is important to be able to say why the school stood out to you so the interviewer can get the impression that you are enthusiastic and proactive- that you did research on the school and it was not just a random selection.
I showed up early to my mock interview as well, to give myself time to prepare but also because it is a good habit to instil. Indeed recommends that you show up to an interview 15 minutes early to display your enthusiasm and commitment (How early should you arrive for an interview? (with tips) – Indeed) but as this was a mock interview I only showed up 5 minutes early as I do with most of my classes anyway. When preparing for a real interview this is a good experience to draw from as I could remind myself in future how helpful and reassuring it felt to have even just 5 minutes extra to prepare myself.
All of this preparation gave me enough confidence to volunteer to go first, and so I waited outside for a brief moment while the others in my group came up with questions to ask me. As I waited I briefly went over the facts I assumed I would have to give in my head (the research I had done about the school, my own prior experience in education, what my own personal strengths and weaknesses are). Having done my interviews for a PGCE gave me a small bit of insight into what would be asked, and I used my own experience from those interviews to help me with this one (no more embarrassing mind-blanks when asked why I would want to attend the university- or school, in this case). After what seemed like a very short time my 5 minutes of planning was up and I was headed back into the room where my group would be staging a mock interview panel.
As I walked in, I recalled what I had read in a blog post as I was doing my research; “the first 30 seconds of an interview are arguably the most important” (Why making a good interview impression is so important). I took this into account even as I approached the ‘panel’, and made sure to maintain a good posture and to look each of my mock interviewers in the eyes with a friendly smile. For my interview, while I answered the questions I wanted to embody all the standards listed by Cambridge University as ‘Cambridge Teacher Standards’ – after all, if it was good enough for Cambridge University hopefully it would be good enough for a panel of my peers!
I followed the different domains of standards through each question asked to me. What made me want to apply for this job? I valued the quality of education of students and wanted to support sixth formers as it was a tumultuous year for them of course. How would I keep my sixth form study organised? Why I would keep an environment of quiet, focused learning whilst keeping an eye out for students who needed support or encouragement. What would I consider my skills to be? I had a keen eye for observing and reading body language, as well as the patience required to deal with teenagers. Where could I seek to improve? I would need to focus on being able to crack down strictly on students despite my more forgiving instincts. Muscle memory had kicked in and I was smoothly moving through every scenario I had imagined in my head.
When I was speaking to the others in my group afterwards, I asked them for feedback. Most had nothing but praise to give- although I partially suspect it’s due to the awkwardness that comes with telling a classmate you think they need to improve on something. One member was brave enough to, and her suggestion has really helped to change the way I will frame my interviews in future; while she liked my confidence, she wondered if sometimes it crossed the line to over-eagerness or even arrogance. While I admit this stung my pride for a moment (maybe the very thing that caused this arrogance!) After taking a moment to nurse my ego I decided to do some research into how I could avoid this scenario happening during the real deal. To this end I read a fascinating article and gained several good recommendations such as not ‘ham-fisting what you learned into a conversation where it doesn’t fit’ or very appropriately ‘don’t take the interview process personally’ (Mastandrea, 2015). To learn from this experience in future I will try to portray myself as a calmer person in interviews, and instead of moping over what went wrong I will encourage myself by using it as a chance to learn and improve my interview skills.
In writing this very blog post as well, I find myself learning another valuable skill. As I’ve mentioned, I am more than prone to dramatics and feeling sorry for myself when I see an experience as having not worked out. The Gibbs Reflective Model has greatly helped me recontextualise this experience as the ability to compartmentalise the experience helps me to acknowledge and move past my feelings at the start without diminishing them, but then also to use these feelings and craft a plan of action so I can learn from my mistakes as well. Whenever I approach an interview in the real world, this blog post will be helpful to look back on and to remember what went well as well as what needed a little bit of improvement. So to future-me, if you’ve found yourself facing another interview just remember; you’ve done it before and you can do it again!
Bibliography
(No date) All Saints College. Available at: https://www.allsaintscollege.co.uk/home (Accessed: 03 March 2024).
Cambridge Teacher Standards (no date) Cambridge International. Available at: https://www.cambridgeinternational.org/Images/466465-cambridge-teacher-standards.pdf (Accessed: 05 March 2024).
How early should you arrive for an interview? (with tips) – indeed (no date) Indeed. Available at: https://uk.indeed.com/career-advice/interviewing/how-early-should-you-arrive-for-interview (Accessed: 05 March 2024).
Libguides: Reflective Practice Toolkit: Models of Reflection (no date) Models of reflection – Reflective Practice Toolkit – LibGuides at University of Cambridge Subject Libraries. Available at: https://libguides.cam.ac.uk/reflectivepracticetoolkit/models (Accessed: 03 March 2024).
Mastandrea, P. (2015) How to show enthusiasm during the interview process, The Muse. Available at: https://www.themuse.com/advice/the-dos-and-donts-of-being-eager-during-the-interview-process-because-yes-you-can-overdo-it (Accessed: 05 March 2024).
Why making a good interview impression is so important (no date) A good first interview impression. Available at: https://www.robertwalters.co.uk/insights/career-advice/blog/first-impressions-advice-article.html (Accessed: 05 March 2024).