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7 lists some strategies to communicate to your students that you care about them. Figure 1. 7. Strategies to Show You Care Show an interest in your students' personal lives Greet the students by the front door as they enter the classroom Watch for and touch base with students who display strong emotion Sincerely listen to students Empathize with students Show an interest in your students' personal lives Greet the students by the front door as they enter the classroom Watch for and touch base with students who display strong emotion Sincerely listen to students Empathize with students Inquiring about aspects of students' personal lives is a powerful way to communicate that the students are important and cared for. You can do this by asking about a recent trip, a hobby, or a sports activity. Some teachers make it a point to watch sporting events that their students are involved in, which is a wonderful way to show students you care about them beyond the classroom walls. The caution with this approach is to be as equitable as possible so that there is not a perception that you have favorites. A proactive way to do this is to have students write a journal at the beginning of the year in which they list what they did during their vacation, what pets they have, what sports they enjoy, and what hobbies they have. With this information, you can look for opportunities to ask questions or make comments to individual students using these facts. You might say to one student, Susie, I read that you have a cocker spaniel. I have one, too.

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There is evidence that supports the theory's prediction that people respond to inequity by reducing work effort to match the outcome Stecher and Rosse, 2007. Below we will look at how the equity theory deals with the outcome to input ratio. 1. Individuals develop their perception of fairness by calculating a ratio of their inputs and outcomes and then comparing this to the ratio of others Huseman, et. al. , 1987. For example, an individual may not perceive he is being treated fairly when he works 40 hours per week input and receives $500 in pay output while his co worker comparable other works 30 hours per week input and receives $650 in pay output. 2. If the comparative ratios are perceived by the individual to be unequal, then inequity exists Huseman, et. al. , 1987.

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We call upon you Oh creatures of Water and Earth, To protect this Circle and Aid in Our Rites. Wherefore do We Bless and Consecrate Thee, So Mote It Be. Oh Thou Circle, Be Thou a meeting place of Love and Joy, In Perfect Truth and Trust A Shield against all wickedness and evil intent, A Rampart of Protection for All who stand herein!Wherefore do we Bless and Consecrate Thee, By the Holy and Sacred names of Athena, Cerridwen, Rhiannon, Mercury and Pan . This Circle is Cast, safe and secure, Sacred Space created for all that is Pure!So Mote It Be!As the words for air Vyu or wind Pavana it is one of the Panchamahbhuta the "five great elements" in Hinduism. TheSanskrit word 'Vta' literally means "blown", 'Vyu' "blower", and 'Prna' "breathing" viz. the breath of life, cf. the an in 'animate'. In Indian tradition the element Air is also linked toShani or Saturn and the north west direction. Agni is aHindu andVedic deity. The word agni isSanskrit for "fire" noun, cognate withLatin ignis the root of English ignite, Russian ogon fire, pronounced agon. Agni has three forms: fire, lightning and the sun.

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Differentiating instruction and providing multiple ways assess allows more flexibility for students to meet the standards and requirements of the class. At other times, the curriculum can be made more accessible through accommodations. In addition, supports for one student may not necessarily be the same in all situations, e. g. , a student who needs full time support from a paraprofessional for math may only need natural supports from peers for English, and no support for art. And, supports should not be determined by the disability label; instead supports should be used when the instructional or social activity warrants the need for assistance Fisher and Frey, 2001. There is no one accepted definition of curriculum modifications as researchers are still grappling with the exact meaning of the concept. Nevertheless, there are some definitions which tend to shed some light into the concept. Curriculum modification involves change to a range of educational components in a curriculum, such as content knowledge, the method of instruction, and student's learning outcomes, through the alteration of materials and programs Comfort, 1990; King Sears, 2001; MacMackin and Elaine, 1997; Reisberg, 1990. Koga and Hall 2004 define curriculum modification as modified contents, instructions, and/or learning outcomes for diverse student needs. In other words, curriculum modification is not limited to instructional modification or content modification but includes a continuum of a wide range of modified educational components.