As interview season comes round again, I was thinking about how many 'sample lessons' I have seen over the last few years in my capacity as a middle-manager.And how many perfectly decent applicants have shipwrecked themselves in 20 short minutes by completely missing the mark in this brutal but necessary ordeal.The value of is going to depend on our preferred choice of definition for what we mean by that statement, and our intuition about what means for positive values is not enough to conclude what it means for zero values.But if this is the case, then how can mathematicians claim that ? Some very important formulas become less elegant to write down if we instead use or if we say that is undefined.Don't wander around tossing your chalk in the air and definitely don't go and chat with the observers!)Also...- state a clear aim at the beginning and recap/test understanding at the end- make sure you interact with as many students as you can [if it's a small group, ]- make sure you flag up at some point how the topic fits in with the specification or with other topics they might have studied or go on to study- if it's a lesson for year 10 or above, a quick reference to an exam question or typical vocational assignment question never does any harm.Cleverest student : That doesn’t work either, because if then is so your third step also involves dividing by zero which isn’t allowed! Hence, That is, as x gets arbitrarily close to (but remains positive), stays at .
Come on, most interview panels will let you pick a topic or subject from a wide range of choices; if they haven't told you up front what exam board they use, get on the phone and ask. This is a twenty minute, pull out all the stops, show-'em-what- you've-got opportunity.
If that sounds like way too much to cope with in the time you have, you are probably being much too ambitious in the material you hope to cover.
notice if you are pitching the lesson at the wrong age group.
These sample lessons are a relatively recent phenomenom in teaching recruitment (I went looking for my first job in the early 90's and was never once asked to do one.) However, I can't believe how ill-equipped most newly qualified teachers are to deliver them.
True, I have seen some very good examples and am in fact working with brilliant colleagues who taught those very lessons.
 I would say, as a general rule, we are looking for some up-front teaching to prove you can be interesting, hold a class's attention and explain your subject.