What Not to Say in an Interview: Practical Advice for Landing the Job

Landing your first job as a band director or music educator is both thrilling and terrifying. You've spent years perfecting your craft, learning how to teach rhythm to 6th graders, and building your music education resume. Now comes the moment of truth: the interview. While you've probably researched what TO say, today we're focusing on what NOT to say – because sometimes the words that don't come out of your mouth are just as important as the ones that do.

The "I'm Still Learning" Trap

One of the most common mistakes new music educators make is over-emphasizing their inexperience. Yes, humility is important, but there's a fine line between being humble and underselling yourself. Avoid phrases like "I don't really know much about..." or "I'm still figuring out how to..." Instead, reframe your learning mindset positively. Rather than saying "I don't know how to handle difficult parents yet," try "I'm excited to learn from experienced colleagues about building great relationships with your school community."

The interview panel wants to hire someone who can hit the ground running, even if they're a first-year teacher. When you constantly emphasize what you don't know, you're essentially asking them to take a bigger risk on you. Remember, they called you for this interview because your qualifications already impressed them on paper.

From my experience: I've seen so many good candidates lose jobs because of this type of response. Although you want to be honest, you have to learn how to frame your response in a way that shows the interviewer that you are eager to learn and do what needs to be done. Carefully thinking of this response and reframing it in such a way that shows some level of experience, and how you can connect it to the question at hand, will truly help your chances.

Money Talk: When Compensation Conversations Go Wrong

Unless the interviewer brings up salary and benefits first, avoid asking about compensation in your initial interview. This is especially true for phrases like "What's the pay like?" or "Do you have good benefits?" While these are legitimate concerns, leading with financial questions can make you appear more interested in the paycheck than the position.

If you must discuss compensation, wait until you've established your value and enthusiasm for the role. Even then, frame it professionally: "Could you share information about the compensation package for this position?" sounds much better than "How much does this job pay?"

The same goes for asking about time off, sick days, or personal leave policies during the first interview. These questions suggest you're already thinking about not being at work before you've even been hired.

The Criticism Trap: Speaking Negatively About Previous Experiences

Nothing kills an interview faster than badmouthing your previous employers, cooperating teachers, or university professors. Even if you had genuinely difficult experiences, the interview room isn't the place to air those grievances. Statements like "My cooperating teacher was terrible" or "The music department at my college was disorganized" reflect poorly on your professionalism and judgment.

This extends to criticizing other schools' programs too. Even if the interviewer asks what you think about their rival school's band program, resist the urge to point out flaws. Instead, focus on what you admire about successful programs and how you'd build similar success in your new role.

If you're asked directly about challenges you've faced, reframe them as learning opportunities. "I learned the importance of clear communication when working with diverse teaching styles" sounds much better than "My cooperating teacher never explained anything properly."

Technology and Social Media Missteps

In today's digital age, many music educators are excited about incorporating technology into their teaching. However, be careful about overstating your tech skills or making promises you can't keep. Saying "I can definitely create virtual ensembles for remote learning" without the actual experience might backfire when it's time to deliver.

If you want to discuss creating virtual ensembles or using AI composition tools for students, be honest about your current skill level and express genuine enthusiasm for learning and implementing these technologies.

Also, never mention your social media presence unless specifically asked. Comments like "You can see more of my work on my Instagram" or "I post teaching videos on TikTok" can lead the conversation in unpredictable directions. Keep the focus on your professional qualifications.

From my experience: You must know that even if the principal doesn't look up your social media presence, others in the interview panel will. Teaching is a serious business. How you present yourself both in person and online matters.  

Clean up your social media profiles if you really want that job.

The Perfectionist's Paradox

While it's important to show high standards, avoid language that suggests you're impossible to work with or that you have unrealistic expectations. Phrases like "I won't accept anything less than perfection" or "Students who don't practice shouldn't be in my ensemble" make you sound inflexible and potentially difficult to work with.

Remember, you'll be working with students at all skill levels, and part of being an effective music educator is engaging reluctant learners and helping every student find success. Show that you understand this by discussing how you differentiate instruction and support all learners.

Discipline and Classroom Management Red Flags

Avoid making statements about discipline that could raise red flags about your approach to classroom management. Comments like "I believe in strict discipline" or "Students need to know who's boss" can suggest an adversarial relationship with students rather than a supportive learning environment.

Similarly, avoid specific punishment strategies during the interview. Don't mention taking away performances, extra laps, or other consequences. Instead, focus on positive classroom management strategies and building a culture of respect and engagement.

When discussing classroom management, emphasize relationship-building, clear expectations, and positive reinforcement. Talk about how you plan to create an environment where students want to succeed rather than fear failure.

From my experience: Please don't mention how "bad the kids were" in your student teaching or previous experience. You have the students you have. 

Your lack of classroom management is your fault, not your students'.

The Equipment and Budget Conversation

While it's natural to be curious about the resources available to you, avoid immediately asking about instrument inventory, budget constraints, or facility limitations. Questions like "What's your budget for new instruments?" or "How old are these uniforms?" can wait until later in the process.

If you want to discuss resources, frame it around student success: "I'd love to learn more about the instruments available to students and how the program supports students who need instrument access." This shows you're thinking about equity and student needs rather than just wanting new equipment.

When you do eventually discuss instrument inventory management or facility needs, come prepared with solutions and creative ideas rather than just complaints or demands.

Personal Life Oversharing

Keep personal information to yourself unless it's directly relevant to your qualifications. Avoid mentioning relationship status, family planning, health issues, or personal financial situations. Comments like "I need this job to pay off my student loans" or "My spouse is looking for work too" don't belong in the interview.

This also applies to sharing too much about your hobbies or interests outside of music education. While it's fine to mention that you perform professionally or have other musical interests, don't spend valuable interview time discussing your weekend rock band or your collection of vintage instruments unless specifically asked.

The Comparison Game

Resist the urge to constantly compare yourself to other candidates or teachers. Statements like "I'm probably not as experienced as other applicants" or "I know you're interviewing people with more experience" only hurt your chances. The interviewers already know your experience level from your application materials.

Similarly, don't compare the school or program to others in ways that could be perceived as negative. Even seemingly innocent comments like "This program is much smaller than I expected" can come across as disappointment or judgment.

Future Plans and Commitment Concerns

Be careful when discussing your long-term career goals. While ambition is good, talking about eventually becoming an administrator, moving to a bigger program, or pursuing other opportunities can make interviewers question your commitment to the position.

Avoid phrases like "This would be a good stepping stone" or "I see this as a way to gain experience before moving on." Even if you're being honest about your career trajectory, the school wants to hire someone who's excited about their specific program and community.

If asked about future goals, focus on what you want to accomplish in their program specifically. Talk about building traditions, developing student musicians, and contributing to the school community for years to come.

From my experience: On more than one occasion I've heard a candidate being interviewed say "I'm going to get some teaching experience and then try to land a good program."

Yeah. Don't ever say that.

The Overconfidence Trap

While confidence is important, overconfidence can be off-putting. Avoid making grandiose claims about what you'll accomplish or how quickly you'll turn things around. Statements like "I'll have this program winning competitions within two years" or "I can fix any problems this program has" show a lack of understanding about the time and effort required to build successful programs.

Instead, discuss your vision for gradual growth and improvement. Talk about building your beginner band program thoughtfully and sustainably, focusing on student development rather than just competition results.

When Asked About Weaknesses

This classic interview question trips up many candidates. Avoid cliché answers like "I'm a perfectionist" or "I work too hard." These responses suggest you're not being genuine or lack self-awareness.

Also avoid sharing actual significant weaknesses that could disqualify you from the position. Don't mention struggles with time management, difficulty with confrontation, or lack of experience with essential job functions.

Instead, share a genuine area for growth that's not central to the job requirements, and explain what you're doing to address it. For example, "I'm working to improve my knowledge of music technology and have been exploring AI composition tools to better support student creativity."

From my experience: I was once in an interview and a candidate was asked "Name a mistake you've made in your career and how you learned from it." The person was cautious at first and then said this. "It was an overnight student trip. They (administration) tried to pin it on me but it really wasn't my fault. I had no idea the students had rented a hooker." 

Suffice to say, the person didn't get the job.

Questions That Reveal Poor Preparation

Avoid asking questions that you could have easily researched beforehand. Don't ask about basic school information, the district's grading scale, or other details readily available on their website. This suggests you didn't take the time to prepare properly.

Similarly, don't ask questions that have already been answered during the interview or in materials they've provided. Take notes during the interview and refer to them when formulating your questions.

The "Yes" Person Problem

While enthusiasm is important, agreeing with everything the interviewer says can come across as insincere or lacking in independent thought. If asked about your teaching philosophy or approach to various challenges, don't just echo what you think they want to hear.

It's okay to have thoughtful differences of opinion, as long as you express them respectfully. This shows you're a thinking educator who will bring valuable perspectives to their team.

Building Relationships: What Not to Say

When discussing how you'll connect with students, parents, and colleagues, avoid language that suggests you'll be everyone's friend. Comments like "I want to be the cool teacher" or "Students love me because I'm like their buddy" raise concerns about professional boundaries.

Instead, discuss how you'll build relationships based on respect, clear expectations, and genuine care for student growth. Reference resources about building relationships and parent engagement to show you understand the complexity of these professional relationships.

Stress and Self-Care Red Flags

While it's important to show you can handle the demands of teaching, avoid comments that suggest you don't prioritize self-care or work-life balance. Statements like "I don't mind working 80-hour weeks" or "I never get sick" can actually work against you.

Schools want educators who will be sustainable and effective long-term. Show that you understand the importance of managing stress and avoiding burnout while maintaining high professional standards.

Closing Strong: What Not to Say at the End

As the interview winds down, avoid desperate-sounding statements like "I really need this job" or "I'll do anything to work here." While passion is good, desperation is not attractive to employers.

Don't ask when you'll hear back if they've already provided that information. Similarly, avoid pushing for an immediate decision or asking to extend the interview beyond the scheduled time.

The Path Forward

Remember that interviews are conversations, not interrogations. The best approach is to be authentic, professional, and enthusiastic while avoiding the pitfalls we've discussed. Your first day on the podium is waiting for you, and the right preparation will get you there.

Focus on showcasing your passion for music education, your commitment to student success, and your readiness to contribute to their school community. Show them you've thought seriously about the challenges and rewards of teaching, and that you're prepared to be a collaborative, professional educator who will grow with their program.

The interview is your chance to demonstrate not just what you know, but who you are as an educator. By avoiding these common verbal missteps, you'll be better positioned to have meaningful conversations about your vision, values, and potential contributions to their music program.

Your teaching career is just beginning, and with thoughtful preparation and professional communication, you'll find the right position where you can share your love of music with the next generation of musicians. The podium is waiting for you – now go earn your place behind it. 

Lastly, you can always visit our Jobs Board for the most up-to-date listings of music education and music-related jobs.

What Are Some Not-So-Good Things You've Heard in an Interview? 

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