Does anyone actually enjoy being interviewed for a job they are keen on, you know, the kind of role that seems to make perfect sense personally and professionally, especially at the start of your career?

It's reasonable to assume that the answer to that question is a resolute no, the thought of it alone enough to make people feel ill at ease, as if they have just come down some illness.

Yet, c'est la vie, most of us will have to be interviewed for positions that are either functional – a part-time job that gets you by during college and university – or aspirational – a vocation that is more than just a livelihood.

Interviews are part and parcel of life, an event – for want of a better word – that is essential for helping employers and employees connect with one another in what is intended to be a near perfect fit. You win and they win.

If you have secured your first teaching interview, then you should be in a buoyant mood, confident in yourself because you've got momentum. The application process is, in itself, a very difficult part of the hiring process, so the fact that you have done enough to get noticed is laudable.

Now then, it's time to really impress. Our very specific guide offers you some tips about the kinds of questions you can expect when you're being interviewed for your first teaching role and the kinds of answers that will see you shine.

The usual interview dos and don'ts apply, but, in this instance, they don't really require any further explanation for this piece. Look smart, be polite and let you personality shine ... this job is yours for the taking.

Why do you want to be a teacher?

One of the classic questions that will, nine times out of ten, be asked at interview. Sincerity is paramount in your reply, as a stock response will be easily spotted by a seasoned headteacher.

Ultimately, what you want to get across is the fact that you enjoy a challenge, love working with young people, are enthusiastic about learning, passionate about education and want to dedicate your life to making a difference to other young people's lives.

Describe the kind of lessons you are keen on delivering?

This is one of those questions where your talents – supported by a quality mock lesson demonstration – get an opportunity to shine. Back up your suggestions – the more active, inclusive and differentiated, the better – with solid examples.

Other things to reference include how you'd get your pupils to be more reflective, what kinds of materials and tools you'd use and how you'd challenge and empower them.

How do you deal with challenging behaviour?

Heads are looking for you to show a shrewd, strategic and highly effective approach to resolving various incidents of challenging behaviour. It's one of those things that is unfortunately common in schools, so a sound awareness of the issues around various episodes and solutions is welcome.

If you have any examples of situations where you have successfully resolved a case of challenging behaviour, use it by way of support, otherwise go by best practice. This includes how to spot occurrences before they properly emerge, reinforcing the importance of good behaviour at all times and, when challenging behaviour is demonstrated, remaining in control and allowing pupils time to calm down.

What qualities should teachers have?

Think back to when you were a pupil and consider the qualities of the teachers you found to be inspiring. What was it about these individuals that made them stand out? Why were they so effective in making lessons fun and insightful?

Common qualities include possessing a personality, the kind that is approachable and authoritative (someone to talk to and someone you can respect); having a sense of humour; being fair; demonstrating a creative flair; and having the ability to make complex things easy to understand.