I had a demo lesson this week. And if I’m being honest, it was one of my worst. I was tasked with designing lessons for a dynamic pre-kindergarten classroom with six children. Many of the children are pre-verbal, while others are learning to find their voice using high-tech AAC devices. This environment is supported by a crucial 1:4 adult-to-child ratio, which allows adults to provide the close, individualised support necessary for their growth and communication.
I walked in armed with a meticulously crafted lesson plan on 3D shapes. I was over-prepared, and eager to show the school everything I could do. But in my quest to perform, I missed the most important part of teaching: connecting with the children in front of me. My gut was screaming that the plan wasn’t working, that the children weren’t ready for what I had prepared. I ignored it.
Looking back, I would have thrown the entire plan away. I would have gathered the children on the carpet and focused on just one thing: a single ball. We would have become spheres with our bodies, explored how it rolls, and let pure, simple curiosity guide our learning. It would have been a better lesson.
This experience, as humbling as it was, taught me more than any textbook. It taught me that acing an interview isn’t about a flawless performance. It’s about being a reflective, adaptable, and resilient educator. For new teachers stepping into this nerve-wracking process, here is what I learned about navigating it with authenticity and grace.
1. Gather Your Intelligence
Before you even think about a lesson plan, become a detective. Get as much information as possible about the children you’ll be teaching. Ask the class teacher about their interests, their current learning levels, and critically, their social and emotional needs. If possible, visit the school beforehand to get a feel for the environment. Remember, the information you receive is a starting point, not a gospel.
2. Share Your Intentions (Even the Flops)
It’s a good idea to send your lesson plan and a list of required materials to the school beforehand. But don’t feel it needs to be perfect. Even if the lesson plops on the day, the interviewers will see your thought process, your careful consideration of the children’s needs, and the clear intention behind your planning. That’s often more revealing than a perfectly executed but rigid lesson.
3. Have a Clear Beginning and End
No matter how much you adapt in the middle, structure is your friend. Have a clear, engaging start that hooks the children in (your ‘carpet time’ or ‘wiggle into a ball’ moment) and a definite end. A simple plenary where you review what you learned or share what you enjoyed brings a sense of closure and accomplishment for both you and the students.
4. Make Assessment Meaningful and Visible
How will you know what the children have learned in those 30 minutes? Formative assessment doesn’t need to be complicated. It can be:
- Observations: Noting down key comments or aha! moments.
- Thumbs up/down: A quick check for understanding.
- Post-it notes: Children drawing or writing one thing they learned. For our SEND learners, this is about celebrating small steps. Did a non-verbal child engage with the ball? Did a student who struggles with focus stay with the group? This is all valuable assessment data.
5. Differentiate with Dignity
Your plan should show how you’ll support every learner. This means providing different ways for children to access the learning and different ways for them to show what they know. For my ball lesson, differentiation could have been:
- Support: Children working with an adult to describe the ball’s movement.
- Core: Children sorting objects that roll and stack.
- Challenge: Children trying to draw or build their own sphere.
6. Set Your Boundaries (and Your Style)
Every school has its own culture and behaviour policy. It’s wise to align with it. However, if you have a particular way of managing a classroom that you truly believe in, don’t be afraid to show it. A demo lesson is a two-way street. It’s your chance to show them your authentic teaching style. If your method is respectful and effective, it will shine through.
7. You Are the Director: Guide the Adults
This was a huge lesson for me. For the duration of your demo, you are the lead teacher. Other adults in the room are your resources. Don’t be afraid to politely and clearly direct them. A simple, ‘It would be a huge help if you could support this group,’ or ‘Could you help me gather the children?’ shows leadership and ensures your lesson runs more smoothly.
8. Trust Your Gut and Ditch the Plan
This is the hardest and most important rule. If you feel the lesson is not landing, be brave enough to change it. Trust your professional instinct. The interviewers are not looking for a robot who can follow a script. They are looking for a responsive teacher who puts the children’s needs first. Choosing to ditch a failing plan to do something simple and meaningful (like exploring a single ball) shows more teaching skill than pushing through a plan that isn’t working.
9. Reflect Honestly in the Post-Lesson Chat
After the lesson, you will likely have a debrief. Be honest. Talk about what went well and what you would have done differently. Using phrases like, ‘I noticed the children were really interested in X, so I decided to spend more time on that,’ or ‘If I were to teach this lesson again, I would change Y because…’ shows that you are a reflective practitioner. It’s okay to admit it wasn’t perfect. In fact, it’s a strength.
10. Pat Yourself on the Back and Move On
Regardless of the outcome, you did something brave. You put yourself out there, you taught a group of new children, and you survived. Every interview, every demo lesson, is a learning experience that sharpens your skills. So, take a deep breath, give yourself a pat on the back for your courage, and move on to the next opportunity, stronger and wiser than before.
Ultimately, the story of the lesson that almost was will stick with me forever. It’s my personal reminder that the most meaningful teaching comes not from a perfect plan, but from an open heart. I know I’m not alone in this experience. Every teacher has a story like this one. What’s yours? I would be honoured to hear about the moments that have shaped you as an educator. Please share your thoughts and experiences in the comments or feel free to reach out. Let’s continue this important conversation together.
If you want to see my lesson plan for this lesson and the aided language board (ALB) please click here.