If you're falling in love, you'll likely find that you just can't settle down and you find yourself wanting more and more of him or her. Maybe your friends also notice you've been acting strange lately. Somehow you seem to be getting a little bit clumsy––you start getting clumsy because he or she is the only thing that seems to go around in your mind and nothing else. If you find you miss him or her at all times, it's likely to be falling in love.  You are hungry to meet up again, often. You find most happiness when you're both together, not apart. You just can't wait to hang out together again. More than before that is. This is an indicator of growing love. If you feel that you don't have to have a kind of "mask" around him or her and you feel like you can be yourself and express thoughts and feelings openly, things are off to a great and healthy start!
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One-sentence summary -- Consider how easy it is for you to stay put. Think about how it feels when you're apart. Consider if suddenly you seem to care about what he or she thinks of you. Think about how you feel when together.


Make sure it's fully hot before you cook the omelette. Baked eggs tend to stick, so use butter, oil or cooking spray to grease the baking dish you are using. Pour the egg mixture into the dish. Place the baking dish in the oven and bake the omelette until the top is set, about 45 minutes. When you move the pan, the eggs should shake slightly, but they should no longer look wet or runny. Cut the baked omelette into individual wedges for those you are serving. This baked omelette dish is delicious with toast or biscuits.
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One-sentence summary -- Preheat the oven to 350 degrees. Pour the mixture into a greased baking dish. Bake the omelette. Remove the omelette from the oven and serve.


If you're not sure where to start with your classroom rules, you can begin by simply writing down all of the specific behaviors that you want to discourage your students from engaging in. Then use this list to craft your rules. Use the specific actions you came up with to develop more general rules. For example, if you don't want your students to talk out of turn or use cellphones during class, your rule could be "be respectful of the teacher." Instead of centering your classroom contract around rules, which typically state actions that are prohibited, give your students something to work towards by establishing goals. The goals can be broad statements such as "treat everyone with respect." This goal inherently prohibits behavior like hitting and name calling without having to spell out each undesired behavior. If you do need to establish specific rules beyond your broader goals, try to use positive language. This will help motivate students to meet the expectations, rather than bombarding them with prohibited activities. For example, "Keep your work stations neat" is a better rule than "Don't make a mess." It's extremely important that your students understand what is expected of them, or else they will never be able to follow the rules. When crafting your rules, do your best to make them clear and concise, while leaving no room for misinterpretation.  Avoid using confusing words that your students may not know. If your rule seems vague, be sure to give examples so your students understand what it means. Talk to them about what works best in their classroom, as well as what hasn't worked. Not only will this give you ideas about what to include in your classroom contract, it can also prevent discrepancies between classrooms that could create conflict, as students will favor a more permissive teacher. It's better for both students and teachers if there are uniform expectations across classrooms. This will provide the students with a stable, clearly structured learning environment.
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One-sentence summary --
Start by making a list of unacceptable behaviors. Focus on goals. Keep it positive. Make the expectations simple. Ask other teachers if you can look over their classroom contracts.