Crack the SLST Interview: 7 Must-Know Questions & Winning Answers!

The School Service Commission (SSC) conducts the Secondary Level Selection Test (SLST) to recruit qualified teachers for secondary schools across West Bengal. This comprehensive examination evaluates candidates’ subject knowledge, pedagogical skills, and teaching aptitude to ensure quality education in government and government-aided secondary schools. The SLST exam is a crucial stepping stone for aspiring teachers who wish to build a rewarding career in the education sector.

The Interview Process

After successfully clearing the written examination, candidates are called for a personal interview round. The interview typically consists of subject-specific questions, general teaching methodology queries, and situational scenarios that test a candidate’s problem-solving abilities and classroom management skills. The interview panel usually comprises experienced educators and subject experts who evaluate candidates on their communication skills, confidence, and practical teaching approach.

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Why Interview Preparation is Important

1. Demonstrates Teaching Philosophy: Proper preparation helps you articulate your educational beliefs and teaching methodology clearly, showing the panel your commitment to student-centered learning.

2. Builds Confidence: Practicing common interview questions and scenarios enhances your confidence, enabling you to present yourself as a competent and reliable educator.

3. Showcases Problem-Solving Skills: Interview preparation helps you develop thoughtful responses to challenging classroom situations, demonstrating your ability to handle real-world teaching challenges effectively.

Essential SLST Interview Questions and Answers

Question 1: How would you handle the situation where all students in the class misbehave with a particular one?

TYPE 1 Response: If I noticed that the whole class was misbehaving with a particular student, I would first make sure the child feels safe and supported, as their emotional well-being is my priority. I would not single them out in front of others, but instead address the class as a whole about respect, empathy, and the importance of positive classroom culture. I would have a clear, firm discussion about how mistreating a classmate is unacceptable and explain the consequences. Then, I would take time to investigate privately—speaking with the targeted student and some of the others to understand the root cause. Depending on what I learn, I would use restorative practices to rebuild relationships and encourage empathy, while also setting clear boundaries for behaviour. Finally, I would keep monitoring the dynamics and provide ongoing support to the affected student to make sure they feel included and valued.

TYPE 2 Response: If all students misbehave with a particular one, I would calmly stop the class, explain the importance of respect and kindness, talk to the students and the affected one separately, and encourage positive behaviour. I would involve the school authority if needed.

TYPE 3 Response: If all students in the class misbehave with a particular student, I would first stop the class calmly and address the issue immediately. I would talk to the whole class about the importance of respect, kindness, and unity. I would explain how such behaviour is harmful and unacceptable. Then, I would try to understand why they are behaving that way by talking to the students and the affected student separately. I would encourage a positive and supportive atmosphere by promoting cooperation and group activities. If the behaviour continues, I would involve the school authority or counsellors to provide further support. My goal would be to create a safe and respectful learning environment for every student.

Question 2: What books or authors would you recommend for students at the secondary/higher secondary level?

TYPE 1 Response: For secondary students, I’d recommend short stories by Ruskin Bond and O. Henry, poems by Tagore and Robert Frost, and simple dramas like Pather Panchali, The Merchant of Venice. For higher secondary, more complex texts like Shakespeare’s Macbeth, Bankimchandra’s novels, modern Indian writers like R. K. Narayan, and contemporary essays that relate to social issues. This way, students get both global and Indian perspectives.

TYPE 2 Response: For secondary and higher secondary students, I recommend Rabindranath Tagore, Michael Madhusudan Dutt, William Shakespeare for drama, Bankimchandra Chottopadhyaya, Charles Dickens for novels, Rabindranath Tagore, Tarasankar Bandopadhyaya, Sarat Chandra Chattopadhyaya for poetry and short stories, George Orwell for critical thinking, and Mark Twain for language and social themes. These authors help improve skills and cultural understanding.

TYPE 3 Response: I recommend authors like Jibanananda Das, Kazi Nazrul Islam, Shakespeare, Charles Dickens, Rabindranath Tagore, George Orwell, and Mark Twain for improving language, literature, and critical thinking.

Question 3: Tell us about a difficult situation you faced as a teacher and how you solved it.

TYPE 1 Response: In one class, a student consistently disrupted lessons. Instead of punishing immediately, I spoke to him privately and discovered he was struggling with reading and felt embarrassed. I gave him extra help after class and also assigned him responsibility during group activities. Over time, he became more engaged and his behaviour improved.

TYPE 2 Response: Once, a student in my class was frequently absent and struggling with studies. I spoke to him privately and found out he was facing family problems. I provided extra help, simplified lessons, and gave encouraging small tasks. I also communicated with his parents for support. Gradually, his attendance and performance improved.

TYPE 3 Response: A student was regularly absent and falling behind. I spoke to him, understood his family issues, gave extra support, and involved his parents. His performance improved over time.

Question 4: If students laugh at another’s mistake, what will you do?

TYPE 1 Response: If students laugh at another’s mistake, I would immediately stop the behaviour and explain that making mistakes is a natural part of learning. I would remind the class about the importance of respect and create a supportive environment where everyone feels safe to try. I would also praise the student who attempted to answer, showing that effort matters more than perfection.

TYPE 2 Response: If students laugh at another’s mistake, I would address the situation calmly but firmly. First, I would stop the laughter and remind students that the classroom is a safe space where everyone has the right to learn without fear of being mocked. I would explain that making mistakes is natural and even necessary for progress in language learning. I would then encourage the student who made the mistake by appreciating their effort and gently correcting the error so that everyone learns. To reinforce positive behaviour, I would praise students who try, regardless of accuracy, and remind the class to always support each other.

TYPE 3 Response: I would stop the laughter, explain that mistakes are part of learning, and encourage respect and support for classmates. I would build a culture where effort is respected, mistakes are seen as learning opportunities, and laughter at others is not accepted.

Question 5: What will you do if students do not do their homework?

TYPE 1 Response: I would find out the reason, motivate them, and make homework engaging and achievable.

TYPE 2 Response: If students do not do their homework, I would first try to understand the reason—whether it is difficulty, lack of interest, or carelessness. Then, I would explain the importance of homework for practice and improvement. I would keep tasks short, interesting, and connected to their daily life, so they feel motivated. Regular follow-up, appreciation for effort, and sometimes group or peer work would encourage them to complete it.

TYPE 3 Response: If students do not do their homework, I would avoid punishing them immediately and instead focus on understanding why. Sometimes homework feels too difficult, sometimes students lack time or motivation, and sometimes they don’t see its value. I would talk to them to identify the real cause. Next, I would explain how homework is important for reinforcing class learning and building confidence. I would design tasks that are short, creative, and practical, like writing a few sentences about their daily routine, preparing a small dialogue, or finding new words from a story. To motivate them, I would check homework regularly, give positive feedback, and praise effort even if it’s not perfect.

Question 6: How can storytelling help in teaching?

TYPE 1 Response: Storytelling makes learning interesting, improves listening, speaking, vocabulary, and imagination.

TYPE 2 Response: Storytelling helps in teaching by making lessons engaging and memorable. Through stories, students improve listening and speaking skills, learn new vocabulary and sentence structures, and develop creativity. It also creates a natural context for language use, which helps students understand grammar and expression more easily.

TYPE 3 Response: Storytelling is a powerful tool in teaching because it combines language learning with imagination and engagement. When students listen to or narrate stories, they are exposed to natural sentence patterns, vocabulary, and pronunciation in context. It strengthens their listening and speaking skills, while also enriching their vocabulary. By retelling or dramatizing stories, students practice fluency, expression, and confidence in communication. Storytelling also connects with emotions, which makes learning memorable and enjoyable.

Question 7: If two students start arguing in class during your lesson, what will you do?

TYPE 1 Response: I will calmly stop the lesson, separate the students, listen briefly, and restore order without disturbing the class atmosphere.

TYPE 2 Response: If two students argue during my lesson, I will pause teaching and address the situation calmly. I will separate them, remind them about classroom discipline, and encourage respectful behaviour. After class, I will talk to both students individually to understand the cause and resolve the conflict so that it does not affect learning again.

TYPE 3 Response: If two students start arguing in class during my lesson, I will first remain calm and stop the dispute immediately by calling their attention. I will separate them physically if needed and restore silence to maintain the learning environment. Instead of scolding harshly in front of others, I will remind the whole class about discipline, respect, and the importance of focusing on learning.

To get the full interview question answers and comprehensive preparation material, please download the PDF.