Job Interview Do's and Don'ts Activity

Interview Do's and Don'ts - Job Interview Skills Example

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Lesson Plan Overview

Template and Class Instructions

Lesson Plan Overview

Students have usually heard a list of interview rules, but a list is easy to forget. Seeing the same moment done two ways sticks. In this activity, students build a T-chart storyboard: on the left, a candidate gets a moment of the interview right; on the right, the same moment goes wrong. Under each pair, students explain why it matters to the interviewer.

The example shows two versions of Jordan's interview at TagBack. Students can use it as a model, then create their own pairs for the job they chose.

Before You Begin

Time needed: one 45-minute class.
Teach the why: every "do" helps the interviewer answer one question: will this person be reliable, respectful, and good with customers? Ask students to connect each pair to that question.
Norms differ: eye contact, handshakes, and small talk vary across cultures and for people with disabilities. Present them as common expectations in many U.S. workplaces, not as the only right way, and accept other respectful greetings.
Assessment: at least four pairs, each showing the same moment both ways, with a reason that explains the interviewer's point of view.

Example T-Chart

MOMENT	DO	DON'T
Greeting	Jordan stands, smiles, and says, "Nice to meet you, Ms. Grant."	Jordan stays seated, looking at a phone, and mumbles "hey."
Answering	Jordan gives a specific example from the school store.	Jordan answers "I don't know" or with one word.
Body language	Jordan sits up, nods, and faces the interviewer.	Jordan leans back with arms crossed and looks bored.
Phone	Jordan's phone is silenced and put away before the interview.	Jordan's phone buzzes, and Jordan checks it mid-answer.
Questions	Jordan asks, "What does a typical shift look like?"	Jordan says, "Nope, no questions," or asks only about time off.

Differentiation

Grade 8: provide the "do" side and have students storyboard the "don't."
Grades 9–12: add a virtual interview pair (camera on, quiet room) and a follow-up pair (thank-you note vs. no contact).
Extension: students act out a "don't" and the class coaches them to the "do."

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Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a T-chart storyboard that shows job interview do's and don'ts.

Click "Use This Template" from the assignment.
Choose four moments in an interview, such as the greeting, an answer, body language, and your phone.
In the left cell of each row, show the moment done well (DO).
In the right cell, show the same moment done poorly (DON'T).
Under each row, explain why it matters to the interviewer.
Save and submit your storyboard.

Interview Do's and Don'ts - Job Interview Skills Template

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Lesson Plan Reference

Grade Level 9-12

Difficulty Level 1 (Introducing / Reinforcing)

Type of Assignment Individual, Partner, or Group

Type of Activity: T-Charts

Switch to: Common Core • Arizona • California • Colorado • Florida • Georgia • Iowa • Kansas • Maryland • Massachusetts • Nebraska • New Jersey • New York • North Carolina • Ohio • Oklahoma • Pennsylvania • Texas • Utah • Virginia

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Lesson Plan Overview

The example shows two versions of Jordan's interview at TagBack. Students can use it as a model, then create their own pairs for the job they chose.

Before You Begin

Time needed: one 45-minute class.
Teach the why: every "do" helps the interviewer answer one question: will this person be reliable, respectful, and good with customers? Ask students to connect each pair to that question.
Norms differ: eye contact, handshakes, and small talk vary across cultures and for people with disabilities. Present them as common expectations in many U.S. workplaces, not as the only right way, and accept other respectful greetings.
Assessment: at least four pairs, each showing the same moment both ways, with a reason that explains the interviewer's point of view.

Example T-Chart

MOMENT	DO	DON'T
Greeting	Jordan stands, smiles, and says, "Nice to meet you, Ms. Grant."	Jordan stays seated, looking at a phone, and mumbles "hey."
Answering	Jordan gives a specific example from the school store.	Jordan answers "I don't know" or with one word.
Body language	Jordan sits up, nods, and faces the interviewer.	Jordan leans back with arms crossed and looks bored.
Phone	Jordan's phone is silenced and put away before the interview.	Jordan's phone buzzes, and Jordan checks it mid-answer.
Questions	Jordan asks, "What does a typical shift look like?"	Jordan says, "Nope, no questions," or asks only about time off.

Differentiation

Grade 8: provide the "do" side and have students storyboard the "don't."
Grades 9–12: add a virtual interview pair (camera on, quiet room) and a follow-up pair (thank-you note vs. no contact).
Extension: students act out a "don't" and the class coaches them to the "do."

Copy Activity

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a T-chart storyboard that shows job interview do's and don'ts.

Click "Use This Template" from the assignment.
Choose four moments in an interview, such as the greeting, an answer, body language, and your phone.
In the left cell of each row, show the moment done well (DO).
In the right cell, show the same moment done poorly (DON'T).
Under each row, explain why it matters to the interviewer.
Save and submit your storyboard.

More options

Copy This Storyboard

Lesson Plan Reference

Grade Level 9-12

Difficulty Level 1 (Introducing / Reinforcing)

Type of Assignment Individual, Partner, or Group

Type of Activity: T-Charts

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How to Teach Job Interview Do's and Don'ts

Brainstorm what interviewers notice

List moments in an interview where a candidate makes an impression, from the greeting to the last question.

Show one pair

Walk through the greeting from Jordan's example, done well and done poorly.

Choose four moments

Students pick four moments, such as the greeting, an answer, body language, and their phone.

Storyboard each moment both ways

The left cell shows the moment done well and the right cell shows the same moment done poorly.

Explain why it matters

Under each row, students explain how the interviewer sees the difference.

Frequently Asked Questions about Job Interview Do's and Don'ts

What are the most important interview do's and don'ts for teens?

Greet the interviewer and introduce yourself, answer with specific examples, sit up and face the interviewer, put your phone away before you walk in, and ask at least one question at the end. The matching don'ts are mumbling, one-word answers, slouching or looking bored, checking a phone, and saying you have no questions.

How do I handle cultural differences in eye contact and handshakes?

Present them as common expectations in many U.S. workplaces, not as the only respectful way to act. Some students are taught to lower their eyes with adults, avoid handshakes for religious reasons, or have disabilities that affect eye contact or touch. Accept any respectful greeting and focus on the message it sends: interest, respect, and readiness.

Why use a T-chart instead of a list of rules?

A list is easy to forget. Seeing the same moment done two ways side by side makes the difference concrete, and drawing it forces students to think about what the interviewer actually sees. Explaining why each pair matters connects every rule to one question an interviewer is asking: will this person be reliable and respectful?

Should students act out the don'ts?

Yes, briefly. Acting out a "don't" is fun and memorable, and having the class coach the actor to the "do" turns it into practice. Keep it about behaviors, never about a classmate, and avoid don'ts that could embarrass someone, such as clothing or speech. Thirty-second scenes are enough.

How should I grade the do's and don'ts T-chart?

For each of the four rows, give 1 point for showing the same moment done well, 1 for showing it done poorly, and 1 for a reason that explains the interviewer's point of view. That makes a 12-point chart. For grade 8, provide the "do" side and grade the "don't" and the reason.