The Interview: Interviewer Techniques

Active learning works well for this topic because interviewing is a skill that improves with practice. Students need to experience the impact of different questions and listening techniques firsthand to understand how they shape responses. This makes abstract concepts like open-ended questioning and non-verbal cues tangible and memorable.

• Class 12
• English
• 4 activities
• 20 min–45 min

Learning Objectives

1. Analyze the purpose and effect of different question types (open-ended, closed, probing) in eliciting specific information during an interview.
2. Design a structured series of interview questions for a given hypothetical subject, demonstrating consideration for their background and the interview's objective.
3. Evaluate the impact of non-verbal cues, such as eye contact and posture, on establishing rapport and conveying professionalism during an interview.
4. Critique interview transcripts to identify instances of effective and ineffective questioning or active listening techniques.

Role Play

⏱ 30 min·Pairs

Pairs: Mock Interview Practice

Pair students; one acts as interviewer using 5-7 prepared questions on a classmate's hobby or experience, the other responds. Switch roles after 10 minutes. Pairs note effective techniques and areas for improvement in a quick debrief.

Prepare & details

Analyze the different types of questions an interviewer can use to elicit specific information.

Facilitation Tip: For the listening log reflection, remind students to note specific moments when the interviewer’s responses made them feel heard or misunderstood.

Setup: Adaptable to standard classroom seating with fixed benches; fishbowl arrangements work well for Classes of 35 or more; open floor space is useful but not required

Materials: Printed character cards with role background, objectives, and knowledge constraints, Scenario brief sheet (one per student or one per group), Structured observation sheet for students watching a fishbowl format, Debrief discussion prompt cards, Assessment rubric aligned to NEP 2020 competency domains

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Role Play

⏱ 45 min·Small Groups

Small Groups: Question Design Challenge

In groups of 4, design 10 questions for interviewing a historical figure like R.K. Narayan, mixing open and closed types. Groups present one question set to class for critique. Vote on the most engaging series.

Prepare & details

Design a series of interview questions for a hypothetical subject, considering their background.

Setup: Adaptable to standard classroom seating with fixed benches; fishbowl arrangements work well for Classes of 35 or more; open floor space is useful but not required

Materials: Printed character cards with role background, objectives, and knowledge constraints, Scenario brief sheet (one per student or one per group), Structured observation sheet for students watching a fishbowl format, Debrief discussion prompt cards, Assessment rubric aligned to NEP 2020 competency domains

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Role Play

⏱ 25 min·Whole Class

Whole Class: Non-Verbal Signals Demo

Select two volunteers for a sample interview; first with poor body language (averted eyes, slouching), then with positive cues. Class observes and discusses response quality changes. Record insights on board.

Prepare & details

Evaluate the importance of non-verbal communication in successful interviewing.

Setup: Adaptable to standard classroom seating with fixed benches; fishbowl arrangements work well for Classes of 35 or more; open floor space is useful but not required

Materials: Printed character cards with role background, objectives, and knowledge constraints, Scenario brief sheet (one per student or one per group), Structured observation sheet for students watching a fishbowl format, Debrief discussion prompt cards, Assessment rubric aligned to NEP 2020 competency domains

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Role Play

⏱ 20 min·Individual

Individual: Listening Log Reflection

Students listen to a 3-minute audio interview clip, note questions used and listening cues. Write a one-paragraph reflection on improvements. Share one key takeaway in pairs.

Prepare & details

Analyze the different types of questions an interviewer can use to elicit specific information.

Setup: Adaptable to standard classroom seating with fixed benches; fishbowl arrangements work well for Classes of 35 or more; open floor space is useful but not required

Materials: Printed character cards with role background, objectives, and knowledge constraints, Scenario brief sheet (one per student or one per group), Structured observation sheet for students watching a fishbowl format, Debrief discussion prompt cards, Assessment rubric aligned to NEP 2020 competency domains

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Teaching This Topic

Teachers should model effective interviewing techniques during demonstrations, showing how tone and follow-ups invite elaboration. Avoid lecturing about theory without practice, as students learn best by doing. Research suggests that students retain questioning strategies better when they experience the emotional impact of a poorly phrased question firsthand.

What to Expect

Students should leave with a clear sense of how to craft questions that elicit rich responses and how to listen actively during conversations. They should also notice how their own body language and responses change based on the interviewer’s techniques. Successful learning looks like thoughtful discussions, improved question series, and confident role-plays.

Watch Out for These Misconceptions

Common Misconception

During Pairs: Mock Interview Practice, watch for students defaulting to closed questions. Correct this by asking them to rephrase two closed questions into open-ended ones and observe how the interviewee’s responses expand.

What to Teach Instead

During Pairs: Mock Interview Practice, some students may assume closed questions control the interview better. Shift their focus by asking them to try an open question after two closed ones and compare how the interviewee engages with each.

Common Misconception

During Pairs: Mock Interview Practice, watch for interviewers who remain silent without nodding or paraphrasing. Correct this by providing a checklist of active listening cues to practice during the role-play.

What to Teach Instead

During Pairs: Mock Interview Practice, remind students that active listening is more than silence. Use the checklist to highlight moments when eye contact or brief paraphrasing could show engagement.

Common Misconception

During Whole Class: Non-Verbal Signals Demo, watch for students dismissing body language as less important. Correct this by having them pair up to practise a slouched posture versus an attentive one and note the difference in comfort and honesty.

What to Teach Instead

During Whole Class: Non-Verbal Signals Demo, students may underestimate posture. Ask them to stand in a slouched position while answering a question, then shift to an upright posture and compare how the same question feels.

Assessment Ideas

Quick Check

After Pairs: Mock Interview Practice, present students with three written interview snippets and ask them to label each question as open-ended, closed, or probing. Have them explain why the probing question was effective or ineffective in that context.

Peer Assessment

After Pairs: Mock Interview Practice, have students use the provided checklist to assess their partner’s use of varied question types and active listening. The interviewee should also give feedback on how the questions made them feel, focusing on clarity and comfort.

Exit Ticket

After Individual: Listening Log Reflection, ask students to write down two techniques they will use in future interviews and one mistake they will avoid. They should briefly explain why each choice matters, citing an example from their mock interview or the lesson.

Extensions & Scaffolding

• Challenge: Ask students to research a public figure’s interviews and identify three open-ended questions the interviewer could have added to deepen the discussion.
• Scaffolding: Provide sentence starters like 'Can you tell me more about...' or 'What was your thought process when...' for students struggling to frame follow-ups.
• Deeper exploration: Invite a local journalist or HR professional to share real-life examples of how interview techniques vary across contexts.

Key Vocabulary

Open-ended questions	Questions that encourage detailed responses, typically starting with 'how,' 'why,' or 'tell me about.' They allow the interviewee to elaborate and provide context.
Closed questions	Questions that elicit short, specific answers, often 'yes' or 'no,' or factual information. They are useful for confirming details.
Probing questions	Follow-up questions designed to gain more detail or clarification on a previous answer. Examples include 'Can you tell me more about that?' or 'What happened next?'
Active listening	The practice of fully concentrating on, understanding, responding to, and remembering what is being said. It involves verbal and non-verbal feedback to the speaker.
Non-verbal communication	Communication without words, including body language, facial expressions, eye contact, and tone of voice, which significantly influences how a message is received.