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.
| 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. |
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Create a T-chart storyboard that shows job interview do's and don'ts.
List moments in an interview where a candidate makes an impression, from the greeting to the last question.
Walk through the greeting from Jordan's example, done well and done poorly.
Students pick four moments, such as the greeting, an answer, body language, and their phone.
The left cell shows the moment done well and the right cell shows the same moment done poorly.
Under each row, students explain how the interviewer sees the difference.
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.
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.
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?
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.
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.