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Zap said:Was anyone here actually hired as a programmer or data analyst with a physics degree who did not have years of programming and software development experience?
I was offered a programming job right out of school, but I declined it. All my prior programming experience was on projects while in school. The main reason they offered me the job was I performed well on the programming "test" they administered during the interview (it was in C). A year later, I was hired as a test engineer at a wireless communication company. I accepted this job, which was about 50% programming.
Zap said:Teaching seems like a cool job, but from what I hear, the younger children can be a handful. But, hell, you got like three months of vacation per year. You probably ain't going to get that doing anything else. Imagine having summer vacations with no work lol. What would you do? And they still make a descent salary. To me, 40k is pretty good. My friend started at 40k where I am, and the cost of living here is very cheap. You can make 60 to 80 in other areas. He says it's hard work, but I don't believe him. I think the difficulty in the job is trying to manage a classroom of kids and having to grade papers. If you get that teachers certificate, I don't think you'll be out of a job for very long.
Classroom management can be a challenge in many places. The book, "The First Days of School" by Harry K Wong was very valuable to me when I started my first high school teaching job. His most important points are 1) Student learning results from their efforts, not from the teacher's. 2) Use your first days to build good classroom habits so students spend most of their time in class making efforts that will result in learning.
Grading is not that big of a deal. But you need to give some consideration and design your approach for a manageable load. A teacher simply cannot give 100 students the same level of individual grading attention that he can give 20. The trick is designing a system of daily accountability for students to do their work without creating an unmanageable workload for yourself.
My favorite approach for high school math, physics, and chemistry was to have students set each day's homework on a table when they came in. As they spent 5-10 minutes working a "bell work" assignment on the board, I would quickly peruse their homework but giving credit in the grade book for the appearance of an "honest effort" rather than detailed correctness. Thus an honest effort on each day's homework could earn all the homework points in the class. After the 5-10 minutes, students would retrieve their homework and we'd discuss the bell work problem and I'd field questions from the home work.
Lots of teachers have now gone to online homework systems which are graded automatically. It is very time efficient, but for me, it is more important to teach and enforce good habits of pencil and paper solutions. The way most students interact with online math/physics/chemistry homework does does not enforce good pencil and paper problem solving habits, which I view as essential to learning and growing in problem solving. When I have used online systems, I have an additional step of checking notebooks and require that each problem be worked carefully and completely. But this greatly increases the labor of accountability. (I did it when homeschooling my own sons, both physics majors now, but it is too much labor for a class of 20 students.)