TeaGirl

Better placement record is definitely better than a slight difference in ranking. From experience, working with less senior faculty can be well rewarding for the student. You get more attention and mentoring. It seems that program B is better than A in everything except a small difference in ranking and weather and/or location. Decide how important these are to you versus everything else.

It might help to provide details of what you are studying, what each program is offering (in terms of topic, funding, etc.), think about after you finish your studies, what kind of job opportunities are available in relation to your field in each location, where you will want to eventually end up, how will each program/university help you out, how well you like the atmosphere/professors/program in each one. There could be dozens of reasons why you would pick one program over the other. Family/partner related reasons could be one of them, but it might be a good idea to think about all the others as well, especially what you're hoping to get out of this degree.

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I completely understand. I almost had a full blown panic attack the night before my first class when I TA'd during my Master's. Fear of public speaking and being judged unworthy by a crowd of undergrads or some such. Two things I've found to be extremely helpful: 1- Delay the worrying until it's time for it. It's hard to do at first, but if you practice, I've found this be so helpful in more than just teaching (especially if you tend to panic a lot in general). Think to yourself, I will give myself a full week's worth of worry time (think of all the hours you'll have) prior to my first class, and then I can do the whole panic thing at liberty. 2- Tackle your worry through preparation. It's fear of the unknown and of being judged by students as a terrible TA. Think of the worst TA you've ever had. S/he was probably meh, but it wasn't exactly that horrible. This will probably be the absolute worst that can happen, which isn't too bad. And it won't happen, because you'll prepare everything and visualize it well before your first class, and have some notes of what to do and cover handy to guide you through those first few lessons till you get your footing . Let me tell you, once those first few classes are behind you, it gets so much easier. I think nothing of it now when I walk into a class. Just keep thinking to yourself: I'm awesome, and I can be great at this.

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I need to remember this. Actually, I need to frame it and hang it on my wall so I don't forget this.

Getting my second rejection today, I'm starting to feel like making a back up plan is important. I suppose first on my list would be to retake the GRE, and try and get perfect scores. Apply again for jobs (where I'm working is fine, but I'd like to do something else). I think I will explore avenues of volunteer work. I've got a whole year for it. Travel somewhere for the summer (consolation prize). Maybe I'll visit my sister in Germany. Prepare myself mentally for reapplying next year, because this is not just a passing thing. I really want it.

I sympathize. I've applied to 5 schools as well, been rejected at one and waitlisted at another. From the rest: silence. It seems that most people will be hearing back by April 15th, but I guess for some of us the wait will be longer than that, especially if we weren't first round acceptances or rejections. I wish you all the best, and I hope we all here some good news soon!

I teach labs. Both actual labs and computer labs (software and programming). I have found that it's useful to divide the class into segments of brief 10 minute "explanation" time followed by a "do it yourself" time without me telling them what to do, and repeat. That way, when you need to explain something, you have them turn toward you and give you their attention. You can have a small note book or papers handy if you like. Breaking the explanation up with them working on their own for a quick assignment or goal tends keeps them more motivated in class. One thing that I've found to be true across the board, is that if you do the work on the projector and have them follow along (rather than have them do it independently) tends to turn students into mindless bored zombies automatically clicking what you are clicking, rather than actually thinking and being engaged.

I'm a non native speaker of English. However, I've also been learning it ever since kindergarten and 80% of everything I read/watch/write is in English. Style is subjective but I've found that grammar, for most part, is not. It's important to judge both native and non native speakers equally in this. I've seen way too many graduate students and professors in my field make too many mistakes with it. I think mistakes ought to be pointed out to students so they can learn to correct them. If that doesn't happen, then students simply keep on doing the same wrong thing, keep getting the same lower grade, and are mystified as to why (see posters above). I don't know how this is done when you teach writing since I only teach scientific subjects. If you take an advanced engineering course, you are expected to have already mastered certain basic math skills and will be graded accordingly, no excuses. It's likely different in a more subjective field like writing, but perhaps in the grading rubric you can have a clearly defined percentage of the grade on each portion of a written assignment (grammar and spelling, style, content, etc.) This way students can figure out their weakpoints, and it will also serve as a useful reminder to you if a student chooses to come discuss their work with you to figure out what to improve.

For some reason I can't stand the felt tip pens for note taking, too much bleeding on the paper and they get ruined (I press a little hard sometimes) and empty really fast with me. I'm not a pen errr... connoiseur, but I recently picked a random pen, a blue uni ball one, I believe the gel roller ball kind. Holy Cow! I'd never really thought much or cared about pens, but that thing is so smooth to write with (I'm used to the ballpoint bic stuff), and didn't bleed on the paper at all. I constantly lose pens. Actually what happens is that I bring them to the labs that I teach, and they mysteriously "disappear", which really bugs me. I lose on average a pen/pencil every lab. I need to buy a big case of cheap pencils for my class use. As you've probably already guessed, I lost my cool pen 2 days ago. I need to get another one... or a dozen. Anyone have tips for not losing pens? Or perhaps know that secret place where all lost pens go to, haha.

I went to do my Master's right after college when I was 21 years old. I may have been the youngest there (not sure) but I think most grad students are generally welcoming and looking to make friends. I have a bit of a shyness issue, and it took me a while to sort that out. Most of the closest friends I'd made were significantly older than me, by at least 5 years, and a few over 10 years older from completely different walks of life. My advice is not to focus so much on the differences between you, but just take it in stride. Just pay attention to whatever they're saying, talk about your own experiences (You are not too young. Your experiences matter) and don't focus or worry so much on what you ought to be doing or saying. Try to get involved in a few student activities/trips and invite them to come along, or suggest a group get-together at a coffee shop or restaurant so you all can get better aquainted. And if someone is being unfriendly or making you feel unwelcome, then that person is simply not worth wasting an effort on! And trust me, those who've been out school for a few years also worry about coping with classes and studying again. Everyone comes in with a few confidence issues. Given the fact that you've finished your degree and are going to grad school so quickly tells me that you'll fit right in at your grad school.

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Email your other schools and ask them about your status and mention that you need to make a decision by the 15th so it would be helpful if you knew where you stand. Ask the school that accepted you about the funding info as well, when can decisions on that be expected and how likely it is to get funding. Good luck!

earth magnetism

Haha.. it does feel like it doesn't exist. But oh well, this month will end and one way or another we'll all know what will happen.

I get how you're feeling. I applied to 5 programs, hadn't heard anything from any of them, and just today got rejected from the least ranked among them. But it doesn't always work like that. Sometimes it's more a matter of fit than easier or harder to get in. I hope you hear good news soon!

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Waitlisted here as well. Part waitlisting and part just plain waiting. I'm starting to get really nervous (as if I wasn't already). But thanks for starting this thread! They said I should here back by April 31st at the most, which just seems like a long way from now.