Tell me about a lesson that flopped. What did you learn and change?

What the interviewer is looking for

• This question tests reflection & growth. Honestly reviews what didn't work, seeks feedback, and describes specific changes made as a result.
• What to bring out: Honest about what went wrong, identifies the cause, uses student feedback or evidence, and describes a concrete change.
• Expect a follow-up like: How do you get feedback on your teaching beyond formal observations?

Another way it may be asked: Think of a time a lesson didn't go the way you planned. What happened and what did you do next time?

A structure to follow: STAR, with the weight on Action and Result

1. Step 1

   Situation

   One or two sentences: where, when and what was at stake. Pick a real example you were close to.

2. Step 2

   Task

   What you personally were responsible for. Say "I", not only "we", so the reflection & growth you showed is visible.

3. Step 3

   Action

   The two or three things you did and why you chose them over the alternatives. This should be about half your answer.

4. Step 4

   Result

   What changed, in your own measure of it, and what you would do differently. Only use numbers you can stand behind.

This is guidance on shape, not a script. Use your own real experience and facts; never invent details to fill a gap. See the STAR guide and answer frameworks.

Common slips

• Describing what the team did without saying what you did.
• Choosing an example with no clear outcome, or one you cannot answer detailed questions about.
• Ending on the action and skipping the result and what you learned.

How to practise it

Write two bullet points for each STAR letter, then say the answer aloud in about two minutes.

Related questions

• It's the first week of school. How would you set up routines and expectations in your classroom?
• Walk me through how you'd plan a lesson, from the goal to how you'll know students got it.
• A student keeps putting their head down and not participating. What would you do?
• Tell me about a time you adapted a lesson for students at very different levels in the same class.
• How do you use quick checks during a unit to change what you teach next?

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