Softball Evaluation: Fill & Download for Free

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This question is a setup. It’s a softball question designed to give the candidate free rein to highlight anything about themselves as a candidate that they bring to the table. Effectively, the interviewer is saying “I have a bunch of questions that I use to determine your strengths and weaknesses as a candidate, but my questions may not give you the opportunity to show me what you’re best at, so here’s your shot.”This is not a question that asks you to compare yourself to 6 people that you don’t know. You aren’t expected to give a stack ranked evaluation of your competition.You are expected to know what you’re really good at. The interviewer is giving you a chance to make sure that you get to talk about whatever that thing is, even if their other questions haven’t already drawn it out.Bonus: If you get asked this question at the end of an interview, and you’ve been doing your due diligence in probing the interviewer and asking questions to understand the role and the company need, this is your opportunity to explain why the thing that you’re really good at is also the thing they really need.This is, absolutely, 100%, a softball question. Your interviewer is giving you a nice little gift with a bow on top. Take that gift, and show them what you can do.

I've met that guy. To be honest, I often wish there were a few more like him in my classes. Far too often, I feel like I'm lecturing to a wall. I try hard to teach in a Socratic way, eliciting feedback from the class on each step as we progress towards an answer. I consider this really important as a way to keep students thinking about what they're hearing, as well as to ensure that students are following what I'm presenting.The result of all this is that I have to sit through lots of dead silences waiting for someone to speak up and let me proceed. And often have to give up and answer my own questions. Even though I often fall back to softball questions that can be answered by anyone who was paying attention.One might fear (and I sometimes do) that this is because I've completely lost the class. But student evaluations of my lectures are extremely high.I ascribe this phenomenon to two causes, one forgivable and one not. First, students are understandably shy about participating in discussions when they aren't sure of their answers. They don't want to look dumb in front of everyone else. This is understandable, but misguided. A student giving the wrong answer to a question in class is incredibly valuable to the teacher, because it highlights something that the teacher hasn't explained correctly and needs to fix with further explanation. I'm always trying to take the pulse of the class, to understand what's clear and what's not, so that I can adjust my presentation accordingly. Sometimes, I'm lucky enough to get feedback that makes me rewind and reteach 10 whole minutes of lecture. So I'm writing this to tell you students that incorrect answers don't make me dislike you; they make me happy that someone's engaged enough to help me improve my lecture.And that turns to the second, less forgivable cases: disengagement. For too often when I look up and wait for an answer, I see half the class busy on their laptops checking facebook and watching tv shows (yes, this does happen in class). Others are staring off into space. Others are just staring at me with an expression that says "get on with it so I can keep writing my verbatim notes of what you say". All of these are students who, from some combination of exhaustion and laziness, just don't want to put in their share of contribution to making class work well. I do believe that as students you owe such a contribution. A good class is a collaborative effort, not a performance by the lecturer.So, when "that guy" is in class, it can be a little annoying, but it's also something of a relief knowing that I'm going to get an answer to the questions that I ask. It's not a great solution, because that guy clearly isn't representative of the class as a whole---he may understand everything well even if the rest of the class is completely lost. But it provides a tremendous psychological crutch to me, eliminating that "lecturing to the wall" feeling. He serves kind of like the "straight man" in a comedy routine. He tells me that at least one person cares about the material I'm lecturing."That guy" was an undergraduate. I pulled him over and asked him a few times not to answer my questions quite so quickly, and to raise his hand before answering----to give the others a chance. It worked a little bit although he continued to dominate. But I didn't want to shut him up. "That guy" is now a graduate student at a top tier university.So, what I'd like *you* to do in order to fix "that guy" is to compete with him---if *everyone* in the class is speaking up, asking and answering questions, then class will be fantastic and "that guy" won't be a problem anymore.