Arguably one of the most stressful and unfavorable tasks of a meeting partner is to research meeting planner clients. We're trying to find new business and sometimes it just isn't that easy. So today we're going to talk about some tips and tricks you can use in researching your next meeting planner client. Hey everyone it's Leanne Calderwood from LeanneCalderwood.com and if we're trying to grow our meeting planning business, one of the tasks on our plate is prospecting. Not a lot of people love prospecting. It's the fear of rejection, it's the tedious task of finding the person that you need to talk to and then of course knowing your product so well and selling it to them so that now they will actually trust you and buy from you. It is a very stressful being a salesperson. So what I want to do today is provide you with some tips that will help you in researching and finding those people and learning more about them before you even send that introductory email or pick up the phone or meet that person at a conference. So let's go through some of these tips, see if they resonate with your current prospecting style or maybe if there's something new that you can add to your research. Idea number one, check out that person's organization's website. Now again there's a chance you've already done this or you've looked at organizational websites over the years to find meeting planners but that is a great place to start is to identify the organization you want to work with and then go into that website to learn who the people are but more importantly what is that company like and you can learn a lot of that from the website about their company culture, their mission statement, you can learn if that's even going to be a good fit for your property or your brand. The other thing you can glean from the organization's website especially if it's an association is their conference links and on there you're going to find potentially the conference planner's name but more than that you're actually going to find out a lot about their program and those are things that you can now weave into your prospecting messaging when you know more about the program before even having to say to that potential client, tell me more about your program. So do some research on their actual meeting planner website to find out about the format and the agenda and then you can ask some really really great questions and that's going to put you ahead of the curve. Second place to find clients and information is my favorite place, LinkedIn. Now LinkedIn of course is a social media tool but it's so much more than that it is a great search engine. So by using some of the advanced functions in LinkedIn you can find meeting planners all over the place and then of course learn about them through their LinkedIn profiles. My biggest tip though with using LinkedIn is make sure that your profile is robust before you start connecting with people on there because in turn they're going to try and take a look at your profile and if your profile isn't up to date or compelling they might click away from your profile right away. Below this blog post is a link to a blog that I wrote about optimizing your own LinkedIn profile. Please do check out that blog post before going into LinkedIn to find some meeting planner prospects. Idea number three is Twitter. So in the same way that you can find clients on LinkedIn you can find conferences on Twitter and you can do that using the search functions in Twitter, using different hashtags to find out where people are meeting. So if you're not familiar with Twitter there's obviously some other things you need to learn about the social media platform before you start to dive into searching but if you have a Twitter profile I would recommend looking for meeting planners on there. You're going to find conferences and meetings all over the place. Idea number four is Facebook. Yep I'm going through all the social media platforms because this is how we're finding business these days is through social media. So Facebook again is rich full of conferences and meetings that are taking place. You just got to start using those advanced search functions and those event functions in Facebook to find out where all the conferences are being held and in that you're finding potential business that you can bring to your property. Tip number five is good old Google. It is the ultimate search engine and a lot of us forget that when researching our clients. If you have a name of someone simply Google that person to see if you can find out more about them. It might even link you back to the organization's website maybe even their Facebook profile their LinkedIn profile. So using Google to find a person is great but it also is a great tool for finding conferences. You can Google all kinds of things and find a plethora of information. If you simply Google Ontario Association a whole slew of records are going to come up for you and if that's your ideal client profile now it's all in one place and you can start going through them to see what would be a good fit for you. So always look to Google. Idea number six are association directories. Now the associations I'm referring to here are our professional associations like MPI and PCMA. If you're a member of those associations you have access to the member directory and you can certainly find some clients that are a good fit for you in there. Again once you find those names then you probably want to fact check it and take it back to either the Google or LinkedIn to see what you can learn about those people further but it's a great way to get a name as a starting point. Final place to research some prospective clients are conference attendee lists. A lot of conferences that we attend now are publishing the attendee lists in advance and there are prospective clients on those lists. Now again make sure that you are approaching these people in a very respectful way because they did give permission to the organization to have their name public on the conference attendee list but it's a great way again as a springboard to find someone who is planning meetings who's taking the time to invest in their professional development and hopefully is a good fit for your firm as well. I hope you found value in some of these prospecting tips. Like I said there is so much business out there but hopefully with these tips you're able to narrow down your pool a little bit and make your prospecting a little bit more focused. For more tips on tricks on how to attract meeting planners jump over to my website at liankalderwig.com. Over there you can download how to attract a meeting planner's attention which has tons of good tips and tricks for bringing business to your property. Thanks for watching this week's video we will see you next time. Bye for now.


Okay, Susan you ready? Sure. Hey Susan, how do you feel about doing a two-hour webinar right now? Ready to go? Yeah, I'm kind of overwhelmed with the amount of people. Sure, so maybe we just need to take a collective breath. Let's just take At your computer, everybody just breathe in and breathe out. And as most people know, I'm a very hands-on type of trainer, so it doesn't help. I mean it's hard to be hands on with over a hundred people, so I will go very slowly and I will repeat things and I will tell you one thing that I've done here you might notice that my slides look really plain and that's because this is one of the principles I want you to learn when you're working with low-level people. They're probably using their phones and so the less busy you can make your slides the easier it is for your learner to follow along. So that is why my slides look very bare right now and let me go through the objectives for today. Number one, I'm going to show you some tips and tricks for using Zoom with students. Now Zoom is on the, it's really getting used a lot these days, so it's not as smooth as it ever was before, but it's still for me the smoothest tool I know for conferencing. I'm going to give you some tips and tricks for class. We're going to have us, we might, I don't know if we're going to get to three and four, but three is we have a discussion of a learning, the different learning management systems and how to choose the one that's right for you and the last one is apps you can use with your students if we have time. So that's that's the plan for today. So let me just start with this slide here. So this is a pick, a slide, a screen share of my phone. So I'm on Zoom and you can see in the bottom right hand corner that's my video of me so my students can see me. And I was teaching it, let's say I was teaching the kitchen. So I want to get a picture in there, but you notice that I'm using 30 point type. That is what you, you can see this nice and clear. You can't see the Zoom stuff at the top because that's really small and my picture is really small, but the 30 point type shows up really nicely. So this will be the size font that you would use on your slides. If you're going to do PowerPoint with you, share your screen like I'm doing with you. If you're going to do this with your class, you want to have one picture on a slide and 30 point type and simplify, simplify, simplify. Susan. Yes. Sorry, we've already had a question. Okay. Could you, can you switch over to present mode so you can make the slides bigger? Okay. Yeah, I can do that, but I like to see my little notes at the bottom. Okay. Okay. So, yeah, so you can see that this is my phone because I took a screenshot from it. So you could see that. And if you want to try doing Zoom, I would suggest, you know, using your phone as a way to kind of see what the students are going to see because most of our students will be using their phones. Okay, so let me go to the next slide. All right. So Zoom has a lot of settings. I think Zoom has too many settings. But there are settings in the app. This is the app itself. So your students will download the Zoom app. And it's easy to get on their phones and it doesn't take up a lot of space. And you will have all of these different settings in there. So one thing that I love here is that you can touch up your appearance and take most of your wrinkles, not all of them. So you can actually, and then mirror my video, that will allow them to see you at the same time that you're screen sharing. And I keep it at the original ratio, but if you have a lot of students on tablets, maybe you want to do widescreen, I don't know. You don't want to enable hard HD right now because we're already having bandwidth problems on Zoom and HD takes more bandwidth. And then so you have to go through all of these settings and you have to decide which ones you're going to use. And it's quite a few settings. So I would suggest just taking some time, go to your app and then you know the little setting button on your Zoom. There's this little gear, G-E-A-R. That is where you always go for your settings. You'll see that in the app. So just telling you, okay, now I'm going to show you the settings on the web version. There's a lot of settings. This is one of the problems and you've got to go through them all. So take some time, imagine that you're going to take some time to go through all the different settings. Oops, sorry, I went too fast. Okay, let's go back. All right, so this is your web settings. And here you go to Zoom.us. As you can see on the top here, Zoom.us. And you will have meeting schedules. You will have in meeting basic and in meeting advance and then how you want your students emailed. And I always suggest that you start with your host video on and your participant's video off. Because that way you can you can manage the bandwidth. And then you have, you know, telephone and computer because many of your students may be calling in. If they don't have internet, this is another good thing about Zoom. If they don't have access to high good internet, they can use their phone to just call in, they just can't see your slides. So you need to go through all of those settings. Now, one of the really nice things, and I'm hoping that you all know how to get to Zoom and get on to Zoom. I'll give a pause there. And I'm going to start another poll. I'm not going to go on. Okay, so Zoom has a lot of resources. It has different settings for computer screen sharing, tablet screen share and phone. And the reason why it has so many different choices is because the real estate is much smaller on a phone. And I'm going to show you what annotation can do in a second, because it's very valuable when you're teaching ESL students to be able to highlight and annotate stuff. So let's go back to the kitchen. And let me start an annotation for you. And I'm going to use the draw. And I'm going to take a circle. And I'm going to go, what is this? And somebody would answer it's a microwave. And then I might do this. And I can type in the word microwave, but not in blue. So we're going to change that color to, and I'm going to show you this in a minute. And when we go back to the black doesn't work either. Let's try red. Find a color that works with where you are. Oops. If that was my student, I would help them. Yes, there we go. So you can actually write and you can circle things and you can point to things and you can use an arrow. And so it's really useful when you're working with a picture to have students practice and to show them where they are. So let me go back to the annotation screen now so you can, you can see, let me clear that. I'm clearing my drawing so that my kitchen is clean now. And I'm going back to my mouse. And I'm going to stop the annotation. And I'm going to tell you why I did all of those things. Let me go back. Oh, sorry. Sorry. Sorry. There. Okay, so what I used, I was on my computer screen. So I was using my draw tool to make the circle. And I was using my text tool to write the text. And then I used my clear tool to erase everything on the screen. Erase will just erase what you did. Clear will clear everything.  So there's that X button. So with this, you can do that. You can show a mouse. The spotlight is really nice. Let me take you back and show you what the spotlight will do. These are very useful tools for low level ESL so that the students can kind of follow along with you. Okay, let me go back to annotate. Let's show the spotlight. So this is the Oh, that's not the spotlight. This is the spotlight. Here we go. So this is a spotlight kind of makes you microwave, stove, dishwasher, curtain, cabinet, counter, floor. So this is kind of nice to show where you are. There's also under the spotlight, it has an arrow. So if you wanted to do an arrow, you can have an arrow. So let me X out of here clear. So Susan, this is Anthony. Just a reminder. So people, we're watching, we can't see your your toolbar, right? You can only see you doing what you're doing. That's why I have this here. Yeah, you're going back and forth. Yeah. So again, yeah, as Susan explained, so she's trying to show you like some of the different tools that you can use for the students. Yes, because the toolbars do not show up when I'm screen sharing. We've learned this from a few days ago. So I made everything. I took screenshots of everything. So I was using the spotlight tool. When you click on the spotlight tool, you'll get the ability to use the arrow. And I think those are the most useful for when you're teaching. And now if you can see down on the phone one, they only have you have the spotlight, you have a pen, you have a highlighter, but that's it. You don't have any of the stamps or the drawer or any of that. And of course, on a tablet, it's all about screen real estate, there's only so much space. So on a tablet, you get all of these things. And it doesn't matter what tablet, it can be iOS or Android, you'll have these choices here on the annotation and annotation, if you're going to be sharing a picture with your class, annotation is really important. Do I have any questions about annotation before I move on to another thing? Susan, there was a request to maybe do that annotation example one more time. Okay, but we're but again, we're getting some questions about, I think that maybe there's a little bit of confusion on where the students are, are they working on their phones? And or are they working on computers or tablets or what? That That is actually one of my poll questions. Let's find out where you guys are. Let me end this poll. 14 people good. So most of us are beginning. I'm guessing the others. Let me share this with you. Share the results so you can see your results. I guess the others probably multi level. So I'm going to stop sharing this poll and I do have another poll for you so you can figure out we can see where you guys are. Because I think your students are going to be all over the board with what devices they're using. So let me go to poll number two. And Susan, there was a question. So it's not that the students are necessarily doing the annotation, it's the teacher who's doing the annotation. In this case, yes, in this case, but I'm going to show you another way to have your students do annotations. But in this case, see, most of us are on computers. This is the case I've seen all week. Most of your students will probably not be. Yeah, and Susan, some of the folks are not able to see the polls. Oh, why is that? It's there was a comment that somebody can't see the poll on their phone. Oh, well, that's interesting. I didn't so maybe on a mobile device, the polling is not showing. The polls are not showing. Let me find that answer out. I'm asking zoom that question right now with a phone. And some people are not seeing the poll, even if they're on their computer. Okay, it says here, I have to put it in the desktop client that people on phones can use the polls. So this is what happened on this when we went into let me go back because this is actually a really good thing to talk about. Let me go back to the management. On this page here, the zoom dot us setting. There is a setting for you to allow people on a mobile device to take polls. And we didn't set it. So you can't take a poll if you're on a mobile device. So that's why most of us are on computers, because if you're on the mobile device, you might not be able to see the poll because we didn't set the setting, which is I'm sorry, here. It's probably an advanced in meeting advanced. So once again, that's something we just learned, which is it's all been about learning. Susan, I'm wondering too for some folks on computers. I'm wondering if the poll window opened up maybe behind the zoom screen. So you may want to check if you go up on a Mac, go up to the window tab. And it should tell you how many windows and what windows you have open. So maybe see if the poll window opened up, you know, maybe behind another screen or something. And if you can't, I'm just curious, because some people are on the phone and they're polling. So I don't know how that's happening. But if you're not able to poll, is it too much Anthony or somebody just types like no on the chat pod? So we can see if if they don't how many people don't see it? Oh yeah, we've been getting comments about people who can't see it because some people can see it because they've got I've got 5% of the people who are using a phone. Yeah, so some people can see it. Susan, this is Mara Sal in San Francisco. I asked this question yesterday at a zoom training. And apparently, if you are in a zoom app versus a web based zoom interface, you have different functionality. Correct. And that is the reason why sometimes polls do not show up. Yes, and it says here that I need to make sure that I activate the poll on the this this zoom dot US web settings. And I did not. So that's probably part of the problem. So I'm going to share this with you just so you can see it. Also, the one of the problems with polling is that only paid users can poll and I wonder how many of you are getting a paid account of zoom to use. So that's another thing to think about. Polling is great. But there are there you can use other apps for polling if you want to pull your students. All right, so so as we were saying, did we want to annotate again? Is that what we wanted to do, Anthony? Yes, there were a couple of requests to maybe just show some of the basic annotation. Okay, things that you showed us. So just remember, they're different on different devices. So if you have a computer, you're going to get all of this. If you have a phone, you're only going to get the bottom over here. So let me go back and I'll show you. I'll go back and show you. Here's my kitchen. Okay. And I'm going to go to my annotate. Let me stop sharing the poll. Hey, Susan. Yeah, I'm this is Lisa. I just wanted to let kind of chime in real quick, because I'm doing the zoom on my phone this time instead of my computer. And like, it's a lot of trial and error, because there's different ways to get to certain things on the phone. And so sometimes you're swiping to get to the, you know, going back to a page or looking at your screen. Yeah, I have that later. Okay, just in case other people on the phone and they're a little bit confused why they can't see certain things, or they can't remember how to get back to the chat or something. Okay. Yeah, yeah, yeah. I should actually have a I have a slide on that. And Susan, so you have a you have a screenshot of the annotation bar. But again, can you tell us how? Where how does the annotation bar show up? Okay, so you see on my slide here where you have me share, I have the share screen and it says stop share. Right above that you see the little thing that says annotate. If you click on that annotate, you will get your annotate toolbar, which you cannot see, because I'm screen sharing, but you saw it on that other slide. Okay, right, so maybe what I should do, maybe what I should do, Anthony, is I should bring that other annotate bar on this slide so that people can see what what is going to look like because you can see the word annotate on this slide. And you click on that, or push it if you're on your phone and then you get the bar. Okay, so you're signed into your your signed into your zoom room as a host and annotate is something that shows up on the bar. Yes, let me let me I don't I yeah, you're not going to see it but you might do you see it as a co host? Do I see it? No, let me let me go back to small for a minute because I really want to I want to take this bar here and copy it into the other slide to make it easier for people to understand. I can see that I've been doing some messy stuff here. Okay. Yeah, actually, Susan, I have it and I think actually, our folks, our participants also have it too. I think this is one of the problems that we run into is that people accidentally hit the annotate and then all over the screen. Okay, well, that's cool. I can I can clear it. So let me go back to annotate. Let me clear it not a problem clear. This one's not clear and clear all drawing. Okay. So yeah, so this is the annotate here. And so I'm going to go up to annotate and then I'm going to have this bar up here. On a phone, I have fewer items. And then I can do. So let me show you again, spotlight. This is like a big mouse. I really like this. It's really easy to see plants, sink, faucet, hand towel, which is very important these days. Canister I can teach as much as I want on this picture, and just have students repeat I can and then if I want, I can have them. I can have them oops, sorry, I gotta stop this one. And then I'm going to take an arrow. Now the arrow is also under the spotlight button. Of course, now I hold on. I have to stop this for now and go back to my slide. Please feel free to annotate away. So you can play around with it. I don't mind I can clear the screen quite quickly. There you go. Let's try to annotate. Try some text in there. Try writing on the picture or something. Like like you're teaching students and you want them to know the word. There we go. Thank you. Alright, so everybody's doing very good with the annotation. You can see how useful this can be with an ESL class. And shall I now clear it? Is everybody's having fun with it? That's great. Let's clear it. Clear all drawings. Okay, I think we're done. We'll just move on. I think everybody understands annotating, Anthony, but I have to stop. The one thing you need to remember about annotate that I always forget is that you have to hit that X when you're done, or you continue to be annotating. Okay, so let's go forward. Susan. Yeah, question. Would you happen to know why some for some of us, some people aren't able to actually bring up annotate? Do you is there any reason why some of us can and others of us can't? I don't have any ideas on that. No ideas on that. Okay, is it can we ask what device the people who cannot annotate what device are you on? Somebody said he or she's on a Mac, Macs, laptops, Mac laptops, Chromebooks, they should have annotators. Some people someone said a PC, a couple PCs, iMacs. Yeah, so all kinds of devices. That's weird. It may be that maybe people aren't looking in the right place for it. Yeah, let me go back to my kitchen. Let me I got to stop annotating again. Okay, let me go back to my kitchen. It's not really my kitchen.  And right above that, there's that word annotate. And if it's not there, you might want to click on those three buttons, the three dots where it says more, and see if annotates in there. Susan also view options is a dropdown from which is next to the green bar that says you're viewing Susan Gehr screen. View options. Yeah, there's a there's a dropdown. I think everybody has it. So it says view options. And I think depending on, well, you can size your window, you can, it looks like annotators showing up for everyone as well. Yeah, people are annotating away. So I think they get it. It could just be that folks that I weren't quite sure where the right, but it looks like I mean, it looks like all 300 people are annotating. Stop annotating. You have a comment that when asked zoom about differences and functionalities, they told this particular user to remind learners to make sure they have the latest version of zoom on their phones or on their laptops. Yes. And probably if they download zoom now, they will have that. Okay, we got to stop annotating. Clear viewers drawings. Okay. And Victoria, I'm not going to give you remote control of my shared content. So I will decline that. Okay. All right. So going back here, we're going to move on from annotation. But I have to keep clearing all this clear viewers drawings. Okay. Okay. What happened here? Okay, class, we're going to stop annotating. So everybody take your hand. Susan, you have to make sure that you teach the word annotate first. So people understand what you want them to do. Correct. And I actually have a slide like that. But we're not getting anywhere because we're still So Susan, again, just a reminder. If people want to stop annotating. So look for the annotate bar that has all the commands. And there should be a little red X in one of the corners, either upper right or upper left corner of the bar. And that is annotate. Correct. Yeah. So let's let's let me clear again. Okay, clear one more time clear all drawings. Okay, we're clear. But now we have something else going on here. So how did this get? Okay, hold on a second. I'm just gonna Okay, we're not stopping the annotation yet. Okay. Okay. So let me go to the next we got annotation down. I feel confident that you guys know how to annotate, which is great because it's good for ESL students. So now I have again, teaching the students you need to teach students new vocabulary, there is new, new critical vocabulary, probably annotate as one of those I should have for the next session, annotate. But also you need to teach the students what mute means. And you need to teach them unmute. And we had a in the kateesaw workshops that we've been doing, we had a student from a person, a teacher from Guatemala. And he said mute in Spanish is silenciar. But there's nothing for unmute except no silenciar. He didn't really because his English was so good, I just don't think he knew how to how to translate the unmute was just interesting. So I actually have a screenshot here to show the students that there this audio this is on the phone is muted. And this is not muted. So this way you can teach them to mute and unmute. And I have an activity here. And Anthony, I'm going to let you say, one person asked one person to mute to unmute her microphone and say hello. We're not going to do everybody in the class, but Anthony picked two people. And where it says Mark asked Michelle to unmute her microphone, you're going to put two different participants in there. So Alisa T mute your microphone. No, no. Oh, no. Ask. Oh, I'm sorry. Yeah, Alisa T please ask another student to mute their microphone. Well, I think everybody's muted. So I'm mute. Oh, okay. One more time. Anthony is a good student. I'll get it. Third time's a charm, right? Yeah, let me. Alisa, you're unmuted, right? Alisa. Yeah, he's muted. Oh, I'm muted. Yeah. No, stay. Don't don't touch anything. Alisa T please. Now I forget what I'm doing. Alisa T please ask another student to mute their microphone unmute their microphone. Thank you. And say hello. Okay, let's see here. Just pick somebody. Alisa. Alisa, you need, can you? Yes, yes, yes, yes, yes. Christina let please unmute your microphone. And say hello. No. Okay. Say hello after you unmute. Go ahead. Say hello. I can hear you a little bit. Alright, maybe we'll ask somebody else. Okay, so how about this? How about Adrian? Adrian, can you please unmute and say hello? Hello, everybody. This is Adrian. Okay, Adrian, ask Anthony to mute his microphone. Anthony, can you please mute your microphone? Yes, I can. Okay, so this is what you want to do in your classroom, because even us, you can unmute now that Anthony, because you need to talk. You need to practice this. I would say the first class you have with the students just have the whole class go through and do this activity where they mute. Hello. Yes, yay. That's Christina, right? Okay, so you want to do this activity with your class and have each, we can't do it with 300 people, but for 200 people. But I would do this with my entire class, and have each person mute and unmute and unmute. And when you finish this practice, they're going to know how to do it, correct? Hello. Hello. Hello. That's Christina. Yay. On the wrong microphone. Well, that's a learning experience, right? Right. Yeah. Okay, so once you teach them how to turn on, turn mute and unmute their microphone, then you have to teach them how to turn on and off their video. And on zoom, it says stop video. So that's the words I'm going to use with my students. So we're not going to do this with everybody. But just to show you that you can do it. May I say Cindy, would you please ask, hold on, I just lost my list of people. Let me find people. I will do this one. Cindy, is it Cindy? Yes. Okay, Cindy, would you please ask Armando to turn on his video? Armando, can you please turn on your video? It's Armando Duarte. Okay, see he did that very good for she. So go ahead Armando, can you please you need to unmute your microphone so you can talk to somebody you can turn off your video. And then please ask Adrian to turn on her video. Adrian, can you please turn on your video? So this is exactly what I wanted to show you is that you can actually practice this with your class so they can learn how to turn on and off their video, because I know we can't do this with 200 people, but you really need to see your students. So when you talk to them, you ask them to turn on their video, and then they can talk and then they turn it back off. So any questions about teaching these critical words annotate, mute, unmute, and stop video and turn on video. I interrupt for one moment. I'm a complete beginner and we've gone straight to the specifics. And I to tell you the truth, I have no idea what we're doing. I don't. So you asked at the beginning, do we know how to get to zoom and start an account? I'm just wondering if we could back up for one moment just to talk about the overall purpose. Absolutely. We are. Thank you. Absolutely. So this is to get zoom. You just go to zoom.us. And you can I'm signed in here, but you can get a free account. And you do that by registering, well, actually, let me stop sharing and I'll take you there. And Susan even more basic. So why would we why would we as a teacher use zoom? So that you can do your face to face part of your class that your your students are dying for you to talk to them. And that is why I would use zoom. So let me I'm going to share the zoom screen with you in a second. Hear me? Yeah, I can hear you. I'm sorry. This is Lisa. I so sorry. As soon as I went to go do the activity with Anthony, my phone died. It froze. It just got me out of zoom. And then my computer froze. So this happened in another session that I was at and I don't know how you guys resolve not hearing me or not having me in the activity. But it's probably a good teaching moment to for all of us because it happened with our students to correct with their devices and things like that. Like how do we work through that? Correct. And so one thing I want to say is just because your learners are beginner beginning level doesn't mean they can't do this stuff. This is this has really nothing to do with language. This has to do with being learning to be more tech savvy and your students may actually be more tech savvy than you are. So it's not a problem with them being low level in language. So here sign up. It's free. That's where you go.  But you just sign up here and if you have a Google account, sign in with Google because then you don't need to remember your password. It just uses your Google account. And that after you do that and Anthony answer, if you think you can answer this, just does this app show up automatically or do you have to you don't go anywhere to download it? It's just like when I became got an account, it said download the app and I did. So I've had it on my phone for a while and I don't remember exactly what happened. I might have downloaded an app. Yeah, on the phone when you give your students the link to zoom and they so let me show you this. Actually, let me let me I'm gonna sign in just so you can see once you get an account, you can sign in. And I can't really sign in with this account. Can't sign in with that account. I can try this account. I'm not going to go to a room. I'm just going to sign in. Let's try this account. Okay. So here is where you schedule your meeting. So you schedule a new meeting. And then you're going to say my English class.  That's what you want to use here. And then classroom meeting. And then put the date in. Let's say it's on the 27th. And it's three PM and I want to talk about the time duration. I don't suggest if you have a three hour class that you have a three hour zoom meeting. I think if you have a one hour meeting, and you just get the students communicating with each other, that's great. So let's just keep it at one hour. And then this is really important meeting ID. If you go here to personal meeting ID, this is the same room, your students are going to go to the same room every time. And once you get them in the room the first time, they'll be able to come back to that room because it's always going to be the same number. So I would make sure that you select personal meeting ID, and no password, because that's just another barrier to the students. And I would suggest turning off all this stuff. So they don't they, they cannot use their video.  Turn the video off. And you can have the audio be both computer and telephone because some of your students may call in. And remember, if you're not if you're just doing a conversation practice with them, you can actually have them call in and they won't see the screen, but they'll be able to talk to the class. And then you save it and I'm not going to save it. Can I say something really quickly? Uh huh.  Correct. For 30 days. I don't know if it's gonna be forever. Susan. Yes. Do you happen to know what confer zoom is? Yes. Okay, so there's a couple of questions about confer zoom. Can you just quickly describe the difference? Okay, confer zoom is the community college non credit zoom room. And it's a professional meeting room, but it's owned by the chancellor's office. And he the chancellor has the community college of California has bought into zoom big time. So you can if your students know that room, you can use that you don't need your own. You don't need to get a free zoom account. You can just use the other one. But you need to know your password and your your username to get into that confer room. And if you don't know it, there is a help desk community college as you can ask. Another question, Susan is, do your students have to download zoom? I yeah, they will when you when you give them the the meeting ID, and I'm going to show you. So after I finish here, let me just continue a little bit. I'm not going to save it. But let's just pretend I save it. Okay, then it's going to take me to my calendar, my Google Calendar, because I told it to when you first set up your zoom account, I'll ask you what kind of calendar you want to go to. And here I have a zoom meeting. This is the one I let's say I sent in, then you can go here, and you can actually invite your students one by one this way. And they will get a they will get a link that will tell them where to go and tell them and all they need to do they go they'll get a link in their email, and they just click on it and it will take them to your zoom room. So you don't have to do anything more than schedule the meeting, and then put give them the email or some people have been using WhatsApp, which is a chat a text program. And some people have been using remind to get these links out to their students. If you're currently using remind, you can just text them the link to the room. And like I said, once they've done it once, it's always the same room. So it'll be easy for them to get on. And when they get the link, it'll when they push on that link, it'll take them to the zoom room, and it'll probably say, you need to download the app, press here, you press there and it downloads the app for you. It's very simple. I have had my students doing this. And it's very simple. They just need to push on the phone. It'd be nicer if you could be there to show them how to get the app. But since you can't, it won't be that hard. And if it is, you can just talk to the student individually to help them through the situation. So does that help? I'd like to also kind of let you know that if even if we needed a more specific kind of zoom assistance, there's always the OTAN office hours as well. In addition to maybe looking into zoom basics for those of you who kind of want to understand the where to start. So, Anthony, just remind everybody of the OTAN office hours. Yes, so currently we have them scheduled for three days a week Monday, Wednesday and Friday. Monday starts at one o'clock. Wednesday starts at four o'clock and Friday starts at 10 o'clock. And if you go to the OTAN homepage, otan.us, we're going to we'll have that schedule posted up again. There. Okay, so I think I'll just move on. So now we need to teach the students how to use the chat box, which you all see you have a chat box, right? So let's take a look at your chat box. If you go to your chat boxes, everybody can you go to the more and you'll see chat.  Yeah, okay, so I want to answer Amy's question. Literacy students, I made a very clear description in here that this is not for literacy students, that if you have literacy students, I don't know how many you have, if you have a whole class, you're going to have to do something else. I don't recommend doing this with literacy students necessarily, but beginning low, I do it with all the time. So it's it's you take them very slowly through these don't think you're going to get through you might get one class and you just do mute and unmute. That's it. Second class, you do record, stop video, return on video, stop video as a whole class, and you have the students practicing and talking. Ask them how they are doing and that's all you do. But the getting kicked off of poor connection is because we were not ready for this virus. That's all I can say. And everybody's using the same program at the same time and zoom is overwhelmed themselves, but it works the best there is. And so try to have a positive mind frame. And think to yourself, your students can do this. If you think they I really believe in positive mindset, if you think they can do something, and you are optimistic about it, they can do it. Hey, Susan, sorry, there was I'm just watching the comments in the chat. So maybe as a suggestion, maybe the first step is actually to try to send a video to your students. I mean, that's probably a whole different lesson. But some sort of, you know, you we need to reach out to these students some way. And I'm not sure that texting people, well, emailing people or texting people is going to get it, especially with the language. So maybe it's video and, you know, maybe it's a super simple video, something like that. Actually, I think texting is probably the best. That seems to work the best with me. And with my students because they all have text. And I want to tell you this text. So I used remind when I was teaching religiously. And my students were comfortable with texting. And I sometimes my students, like my low, low, low students wouldn't read the text, but their kids would read it.  It was like, one of the questions was, did you guys do your homework as I text them all the time?  It's Sunday tomorrow school. We want to make sure you're done with your homework. And the kids said to the mom, mom, it's time to do our homework. And so, you know, that's, that's important. So I really think texting video is more complicated. I would start with texting, text them the link, have them push the link, they'll open themselves up into the zoom room. And you'll be there looking at them. Hi students. They'll love it. So one lesson, you're going to teach them about muting and unmuting.  And you're not going to just throw content at them. You're going to have them do stuff. And it might be small amounts of things. And so that's what I would suggest. And then I, you know, chatting is texting. So you can easily teach your students how to use a chat box, and how to talk to them. So let's take a look at the chat again, because that's where I was here. And I use the chat box to, to, to type in key things to my students. So I might say to them how, and this is important in these days, how are you feeling? And let this class answer, and you need to show them how to get the chat box. So how would you teach them that? Does anybody want to answer the question? What would you do to teach them where the chat box is? It's down in the bottom. Share your screen. And you just see chat, right? And so you tell them to click on chat and then ask them what does chat mean. And then the learn the word chat, which is, you know, not a word that we would normally teach a beginning level student, but now they'll learn it. And they'll be able to talk. So you can have your students introduce themselves, you can use the chat box type key points. And, you know, I really like and I don't know if you guys know about this, if you click on the three dots in your chat box, no, it's not there. Where is it that I want to? So anyhow, I can send you a picture. Susan, are you asking about getting the transcript? No, I'm, I want to know the raise hand thing, I'm not seeing it right now. Will you raise your hand? It's in the practice. You have to be in the participant. Okay. Oh, yeah, right. Thank you. So in the participant window, there's a place for the students to tell you to go faster or go slower.  And then you'll see yes, no, go slower, go faster and more, right? There's thumbs up, thumbs down, clapping, coffee break and break time. So I have the students play a game where I ask them who can say yes the fastest. And I have them all trying to say yes right away. So go ahead and let's see who can say yes, the fastest. Yes. No, you have to do that. You have to use the emoji. Yes.  Oh, I see a lot of yeses here. Very good. Okay. So now I'm going to be speaking like this and I would like you to tell me what to do because I'm really speaking really, really, really fast. So what are you going to do to make me speak slower? Yep. So do you all see that you can see what's going on? So the students are going to say yes, go slower, students can practice using this. And the more button, give me a thumbs up please. Very good. And so this is the kind of stuff. It's fun. It makes your students interact with you. And I would say let's teach them how to use these tools. And you know, they're going to be, I believe, I heard from the governor, he did a briefing on Tuesday that he's saying all schools are going to be closed for the rest of the year. Yes. So we're going to have to teach our students how to communicate this way. And their kids are going to be communicating this way. And it's going to go for the at least the rest of the year. The governor even said something about maybe the following year as well. So we're the small steps you take now this year to teach your students how to do these kinds of activities. You're going to give them you're going to give them so much more learning than than if you just learned out of a book. So, you know, take this opportunity to really think about how we can all get more digitally literate. And that way will will increase all of our abilities, including your students, because maybe after this experience, more jobs we done remotely. So we need to teach them this stuff. It's it's it's time. Susan. Yes. Okay, so there's a I think there's a couple of questions. As you were doing that activity about what what what what, you know, our students all have all kinds of different devices, right? So how do we make sure that everybody is able to actually do all of these activities, no matter what kind of device they have? Great question. And that's why I have these two pictures up here. Because the top. So let me go to the annotate button again. This this top bar here, audio, video, share, participants and more. This is the phone version. And over here. This is the computer version. So the phone version to mute and unmute is here. The video is here. The share to say share your screen. I wouldn't recommend having your students share a screen. But to do this, yes, no, go slower, go faster. It's this participant's menu. And then the chat is on the three dots where you click more. Yeah. So I see the question about zoom in the native language, you know, there might be if you check the zoom dot US website, they might have some tutorials in the native language. But I really think using your English and teaching your students to do this in English together as a class is a worthy, worthy thing. We really need to let them know how to communicate online. How does a student show a real object in zoom? That would be using your video, they would have to use a video. So and you can even show my videos on isn't it? Anthony, is my video on? Should be. Maybe it's not. Let me let me let me check. Stop sharing. And my video is off. I'm going to put my video on, dearie. And now I'm going to share again. Because I want you to see how you can do things with video. So here we go. I'm going to show my students how to use their phones. This is a portrait phone and this is a landscape phone. So now Laurel, would you turn on your video? Oh, wait a minute. I'm trying, but my laptop just cannot find the camera right now, even though the camera is in the laptop. Okay, so that's something you'll want to fix when you get off the class here. Definitely. Can you switch back to your to your live screen? We're still seeing your slides. Oh, oh, sorry. Okay. Now you see me? Yes. Okay. So let's try Kathy. Can you turn your video on? Oh, I see you have a video on, but I don't see you. There we go. Hi, Kathy. Oh, we have two Kathy's. We have a couple of Kathy's. We have three Kathy's. So what if you could show us, do you have a phone with you?  You're muted. You have to unmute. Yeah. Unmute so we can talk to you. I'm on you. I'm unmuted now. Okay. So show us your phone. Huh? Can you show me portrait mode? Portrait mode, like photos? Just show me your portrait mode. Okay, that's that's landscape. So show me. Yeah, there you go. This way. Okay. Right. So this is how you can do this with it. Okay.  So you could actually have your students post a photo from zoom on their phone from their phone. So I'm going to show you how to do that.  This is the one I'm using because I can no longer do my volunteer work anymore. It's okay. And I'm going to share a photo with you. Let's see. Here we go. So I could take a photo. Yeah, you could take a photo with your phone and send it or you can. Okay. You can just go ahead to the file on your chat window and you can. So everyone so the so the photo has shown up in the chat. Now what we're learning is that not everybody necessarily depending on your device can actually see or sorry can download that photo or access the photo. You can't like just double click on it. No Susan. Sorry for some devices they actually can't see it. Oh, like it doesn't show up in the chat. This is something that we were having trouble with in some of our previous webinars. Like we posted some of the slides at the end of the session but some people actually couldn't see it because of the device that they had. And it tended to be iPhones and tablets, iPads. Older versions maybe. Even newer versions. It's Malinda said something about two different actually sorry Mac like laptops and the i devices have two different operating systems and for some reason on iPads and iPhones it doesn't always come up. Okay so then we would have to share it another way and let me show you what the other way is to share. So we go here and then we would share it from your computer. So but it's on my phone so. So you should be able to share on your phone. You should be able to share a photo. Correct Anthony? She should be I mean she can share a photo and we can see it. I'm sure we can see it. Yeah if you have a photo on your phone and then you hold it up to the screen then we can see it. Sure. We can see it that way. But this is another option. You can share a photo this way by just bringing it up in the share screen here. I know it's it's it sounds like a lot but awkward. I think they haven't perfected this piece yet. Yeah the computer but the phone the photo piece and I think it's because the iPhones use a proprietary photo. Probably yeah something like that whereas Android is more open. So the other thing we're going to do is is I was going to show you how to share your screen and so that you can have students share screens with each other so you can share your screen. So here I have one and I have I have iOS and I have Android you can see they're different right. Can you see let me get the bigger present button here. Okay so this is an Android phone here. Let me go to annotate so you can actually see Susan. Sorry let me just interrupt for a sec. Catherine Arch would you mind just turning off your video. Thank you. Okay so this is this is the Android and then this is the iPhone and the iPhone says share content and the Android just says share. So when you click on share excuse me you get this box on the Android and you get this box on the iPhone. So again they're all different but you can have your students share photos this way maybe. So that's another way and I would have I would have my students try and you'll find out who can share and who can't this way and then you'll make accommodations once you find out the situation and you know again I know it's not ideal it's better if you could be in the classroom with them showing them this stuff but we can't. So we go slow and maybe you have one class on where you figure out who can share what so that you can start figuring okay well Ramon can't share photos because he's on an iPhone but he can share a Google Doc or he can share a reading or he can share some thoughts you know by typing. So that's what you need to figure out. I wanted to I don't see the web whiteboard on the iPhone iOS click button but I'm going to make a whiteboard so we can actually see what a whiteboard does because that's another way for you to actually work with your students. So let me stop the annotation and let me get you a whiteboard. Susan while you're doing that there's a question in the chat from Laurel that I don't quite understand it's Susan can you teach us how you got the shots of the different devices and where you put them. Oh that was just a screenshot from the web. I just went to zoom.us and I went to look up let me show you actually that's a good question. So let me go back to I'm going to show you that hold on I'll right. So let me get rid of this and let's go I don't want to get rid of that let's get rid of this. Okay this is actually something good to show everybody. So this is the zoom support page and here they have everything you need to know and that's where I get all the different screenshots from. So they have their one-minute introductions and they have these getting started. So let's try getting started on Windows and Mac and then here they have all the screenshots so all I do is I right-click save image as and then I can put it into my save then go back to my PowerPoint and we'll just paste it in there. Fantastic thank you. So that's how I do it and everything you want to know about zoom is on the zoom website. So let's go to try the white board again. Okay I want to show you that feature because it's a lot of fun for beginning level students. Oh I stopped by share. Okay are you seeing my PowerPoint or the zoom screen? Zoom screen. Okay that's what I thought. Once again these questions I'm asking you ask these to your students and they'll answer you and they're learning English by practicing real questions and answers. So I didn't go to the right spot. There we go. Now I'm in the right spot. So now I'm going to find my whiteboard. Okay hold on one second. Sorry I gotta find my whiteboard on here. I'm not seeing my whiteboard here. We'll just go on to something else right now. This isn't Anthony. I just want to do a time check with you. So it's about we're coming up on 315. So I don't know where you plan to be at 315 in your presentation but I just want to check in with you and see where we are. Let's go to the tips. Since we're there.  So once again I would say do not do a three hour session with your students. Synchronous same time. Susan sorry. Can you switch switch to present please? Oh yeah sorry. Then I can't write anything. That's the only thing. Okay so start out slow and simplify. Do one tool at a time. Don't try to teach the students how to do everything at once. Start off with maybe you're going to start off with annotate because that's fun and easy and have people just and that would be your lesson.  Any picture like a kitchen or a living room and then you're going to teach them how to mute and unmute and then you're going to teach them how to use their video and then you're going to teach them how to chat. So that's like a whole whole four sessions of class and and I don't know what your schools are are telling you to do but really face to face is very different from being remote with your students and I think 30 minutes 30 minutes might not be enough time if you have a large class maybe an hour so everybody can participate in practice and you might want to think about some things like the kids are home. So why not include the kids in this activity with the parents and let them kids do some playing so that because the parents are I'm telling you I'm getting parents calling me up saying I don't know what to do you know they're all home all day I can't concentrate so maybe include the kids and then another thing to think about is all the nursing homes have closed down nobody can go visit at nursing homes anymore if you have a nursing home you could have your students create letters for people in nursing homes and send those send the letters to the nursing home so that you're doing something really valuable because they're people cannot go visit anymore. So practice one tool at a time and then another thing to do is to play with games some of you maybe have heard of Kahoot or Quizlet or quizzes these are really fun games that the students can play easily on their phones they're really not hard to learn so spend some time playing around with them yourself and then see if you can use these as ways to help your students with vocabulary and have fun learning at the same time. How do you share those with them? So when you go to you just have to have them download the app they all have an app okay so they download the app on their phone and then when you make a game you can just send them the link and they open it up on their own at home okay and then you can see when well it records their work so when you get on to your Kahoot you can see their results. I see okay and so these are three that are very easy to use Kahoot. Kahoot and quizzes are similar but Quizlet is a vocabulary tool really really easy to use. But Susan just back to the Kahoot well I mean all the tools but so as the teacher you can bring up the Kahoot you can open up a browser bring up Kahoot and then run the Kahoot game through through Zoom. You can but it's not ideal because it's hard for the students to be in Zoom and on the and in Kahoot at the same time. Kahoot app makes it so easy for the students to download that they can play the games right there on their phone. So it's not ideal to do it that way only because they're on a phone and they're in Zoom with you they can see what's on the Zoom room but they can't get to the Kahoot you know the game. They couldn't just open up the window or something. No no no that's I think it's too much. Okay just tap them download the three apps and you get a lot of mileage out of these three apps you don't even need quizzes you could choose you could decide which one you like better Kahoot or quizzes because they're very similar but Quizlet is great for vocabulary and I have those I thought I had these linked but I will link them before I send Anthony the slide deck. Develop small group projects that ends with groups presenting now you can expect that the students are going to work in groups on their own but in part two of this I will show you how to do breakout rooms and you will be able to use breakout rooms for your groups but I don't know Anthony do you think we have time to do that breakout rooms? How many more things do you want to talk about? I think I want to talk about breakout rooms I think it's important yeah let me put you I'm going to put you guys all into a breakout room. Well so Susan maybe let's hold on before you do that so so yeah if people don't understand what's going to be happening like in the next minute or so is one of the features of Zoom is you can basically send your students into smaller rooms called breakout rooms within the larger Zoom setting so what Susan as the teacher is going to do is she's just going to automatically send folks to breakout rooms where there'll be a smaller number of you in each room I don't know what the number is going to be but it'll be a smaller number so just so people understand what's going to be happening we're not going to be in this big room together temporarily we're going to be in a much smaller room or you're going to be in a much smaller room with a group of students and it's going to happen automatically and when you're ready to come back I will give you a one-minute notice so it'll say you have one minute left so you can finish up your conversation so what are you going to do in your breakout rooms you're going to find out each other's name and you're going to find out we're not this is what I do as my students but what I'm going to have you do is find out what level and we'll forget these questions here this is what I did with my class I'll put that back later but I want in your breakout rooms you're going to find out each other's names and find out what levels you teach so I'm going to be putting you in breakout rooms in a minute we're going to create 38 breakout rooms and you're going to be in there with four five people five people are going to be in your room some of them might not be able to video with you but you're going to find out everybody's name at least and level so here we go you're going into your breakout rooms now but now I can't see anyone let me see where's participants you have to turn your video on I see Isen and Pamela no I I see everybody I don't see anyone I lost okay Pamela I'm back I'm back okay you need to be on your videos off that's why now I can't see where to put it the host has stopped it so I keep pushing okay you can't use video because host has stopped it and I lost my toolbar at the bottom huh I see you okay well then you can talk start video okay you cannot start your video because host has stopped it that's weird I you know when I was showing you the settings I might have you might have come in after I played around with the settings that's why I shouldn't have done that playing around with the settings during a class is not good so I need everybody else but their video is on but yeah that's fine you can talk this way I'll do my name is Pamela and I teach level one and level two okay Stephanie can you hear us hi hi Susan we haven't heard from Stephanie yet maybe she took a break maybe she took a break maybe she's not really there okay well the rest of us have been able to share okay so I'm going to bring everybody back then you need to stop our video again so everybody turn your video off Anthony why are people in the waiting room three people are in the waiting room so how'd you like to break up okay I'm right here okay how many people were in each breakout in this case because we have a hundred and ninety something people there were five people in a breakout room 38 breakout rooms but you don't have a class that size so you don't you'll have a class of maybe 25 maybe so you'll have five breakout rooms hey Susan how are you good I'm Grace oh sorry can you hear me now the whole cross together yes so turn off your videos okay my video is off all back yep so we're back in the main room folks so if you wouldn't mind again turning off your video and also turning off your microphone as well so we can save the band so this is a really good way to get your students talking together and doing small group work and a quick review of how we got there great you can't this is a problem with I can't show you because I you have to be a host so you have to do this yourself but I have here a video how's that we'll watch it at the two minute video now let's see if I can uh forget to share computer audio Susan I did that already didn't I or do I have to do that every time I share check the check box okay yeah you have to do it every time you share good to know okay thank you so there's a little check box when you go to share that says you want to share your computer audio and I want to I want to um I'm going to try and make this bigger here video breakout rooms allow zoom users to easily place meeting attendees into sub-meetings for group discussion activities projects and more to get started log in at zoom.us and view the meeting setting section click to edit advanced settings and make sure that breakout rooms is checked the next time you host a zoom meeting you will see the breakout rooms button at the bottom of the zoom panel while you are sharing your screen the button is under the more menu click here to start using breakout rooms zoom will show the number of eligible participants choose how many rooms to create and let zoom assign the participants automatically or choose to manually assign for more control as we'll demonstrate here create breakout rooms to proceed your breakout rooms are now available and participants are still in the main meeting float your mouse over the breakout room to rename or delete the room click to assign participants check their names and click assign again do this for each breakout room your participants are now assigned if you want to change an assignment float your mouse over a participant name where you can move the participant to another room or exchange the participant with someone already assigned to another room when you're ready click to open all rooms this will cause your participants to automatically move into their assigned breakout room the list will indicate that participants have successfully connected when the gray dot turns green meeting participants will be prompted to join breakout rooms where they can speak on audio show their webcams share screen and chat as normal they can also ask for help to send a prompt to the meeting host participants can also choose to leave the breakout room any time to be returned to the main meeting return to the breakout rooms list as the host and you can choose to join any of the breakout rooms to offer assistance you can broadcast a message to participants and a banner will be displayed this is great for instructions or timing announcements again float your mouse over a participant name to move the participant when you are ready close the breakout rooms participants will have 60 seconds to finish their discussion and will be returned to the main meeting open the breakout rooms menu again to quickly reopen the same breakout rooms or to make new assignments to learn more visit zoom.us forward slash live training to register for weekly training sessions need help visit support dot zoom.us for 24-7 assistance so hopefully that was helpful and I have the link on the slide so you can actually watch it and then here are all the details so what can you do in a breakout room you're seeing my so I'd like to have three students in a room that to me is is good if you have 25 you're going to have to have you know four students in a room but you break it up so that you have about three in a room and then I have one student who's going to be the recorder who's going to take written notes of the discussion one student who's going to be the timekeeper because you're going to tell the students how much time you're going to give them and one student who I call the production manager this is the person that's going to facilitate the conversation and make sure everybody does it so we're going to do this one more time I'm going to have you practice this one more time because I think this will be very useful for you and in your group you're going to have five people but you're only going to have let's say production manager timer recorder we're going to have three roles but there's too many of you so you're going to have five people in your room but you'll only have three roles so decide who's going to do the three roles roles and then you're going to you're going to answer a question that I have here I will send it to you once you get in your rooms and I see that you're all in your rooms I'll send you the question to ask and you'll have five minutes once you're in your rooms so let me make one more breakout room so you can now that you've seen the video you can see what's going on and I'm going to recreate because I'm going to do new rooms with new people and oh we only have 174 people so we're going to have no I don't want to have I want to have more than let's go with it's asking me how many rooms do I want I want to get like 30 rooms let me see if I do 35 38 I'm trying to get a so you're a three in a room 40 okay four to five explain what I didn't hear you could you explain the role of the production monitor the production explain the role yeah of the production this is the person who's going to make sure everybody speaks okay you guys don't have this problem but your students might you know somebody takes over the whole room and speaks the whole time order that person's going to write the answers down on a piece of paper okay and the and the timekeeper is keeping the time you're going to have five minutes okay and I'm going to send you the question once you're all in your rooms okay I'll have my mic on and be speaking during this okay here we go Teresa can you put your mic on Hi everybody Hello Hi everyone Hi Hello Hello I'm Andrea I don't have video I'm Andrea can you hear me yes hey guys I'm practicing with my phone so I'm going to go into another small group good luck okay bye okay who's here now I'm Andrea without video okay why why don't you do the stop video so you can have your video I think if you oh it's just been it's just kind of permanent did you ask for help help is here yes I did I'm alone oh well I see Bob is with you and Laurie is with you really I can't see them oh they're here can you hear them speak you guys Hi Vera oh hi okay I thought it was by myself here but you see you asked for help and it came oh nice okay okay very nice thank you I think Dave left us Karina are you there I'm here so do you want to be our production with some of the they probably got about 30 other requests for their change yeah yeah it does say you can see at the top that she's she's busy it's like doing breakout groups and you're busy and you can't you ask for help oh hey Susan we we didn't we were bad students we forgot what the prompt was oh um three things you can do in a breakout room oh okay got it okay but we didn't get a question I sent it but I must have sent it too late I'll send it again just so you can see it yeah I'm wondering if I I mean should I be in in room 45 did somebody ask for help yeah I did I'm looking for room 45 room 45 you didn't just hit join rooms I did oh but it didn't take you to room 45 I did for a while and then I got knocked out yeah yeah well I I can hear you here but I don't know how to I don't know how to get you back into room 45 so sorry essentially I'll catch the next flight yeah it well close the rooms in a minute and um you'll be back okay all right maybe she can help us did you ask for help yes um Pilar and I don't know the question okay we can we cannot see each other first of all because the host doesn't allow me to turn on my video there you go okay so yeah you know I I think that I that that's a setting that they have in the zoom room because there's so many people okay normally I would turn that you know you want to make sure that the students can start their video but because you came in after they decided to do that you can't do it okay but you can the question is three things you can do in a breakout room oh you can meet each other yeah well go ahead I'm going to go to somebody else's oh yay hey what are we supposed to do find three things you can discuss three things you can do in a breakout room okay thanks we missed that that's for a more beginning I have more advanced and I have assistant to class but if I'm not that is a great idea that's good that was what you better in the classroom did you guys ask for help oh hi yeah hi Susan Michelle hi did you need there's there's just two of us in here did you mean to do that no somebody must have also gotten out so you know I I can't control who's leaving and entering that's fine but do we have 20 minutes I'm just thinking no no no you only have five minutes yeah each all together all together okay I thought maybe you're having as 20 minutes is only two of us no no no no no okay hello Susan hello hi Susan you asked for help I help us here yes we don't know what to do fine okay you know I broadcast it but I probably broadcast it too early so I'm going to broadcast it again mm-hmm so that everybody can see it what are three things you can do yes in a breakout room broadcast there did you see it come across yes now I see it okay yeah and we have one person who's just a phone number and and it doesn't you know participate in right maybe they they put their phone on mute and walked away yes okay I know the things that you can do is assign a producer assign assign somebody who type the take the notes but I don't see where to oh you have to write the notes I want them to use pen and paper oh you can take notes with pen and paper oh because we are not doing really the break room we are only participating in a break right right we are students oh okay thank you Susan you're welcome no no no that's that's not no it's it's uh publics community college you're near Mission Viejo right you're right right it's down to Mission Viejo correct Lake Forest uh-huh no Mission Viejo yeah it's nice area down there yep yep so where do you teach Palo Alto adult school yeah I'm up in San Mateo adult school okay are you at San Mateo yeah here before I taught there at one time hey Glenn do you know uh Sandy at San Mateo adult school yeah yeah she just started teaching with us uh maybe a couple years ago hi I'm Jeannie from San Mateo adult school hi Glenn a lot of people a lot of people uh is uh what's his name the head of the department there um I can't I think of his name well directors Tim Doyle Tim Doyle is he the director the director of this school now is he still there Tim Doyle he's retiring in the end of June oh wow yeah but he's been the director of this school for the last three forty years yes before um before that he he was like everybody's coming back you know Mary I'm so glad we're in limits what is that telephone in the middle of the that's making no money I hear you but it made a horrible noise first all right I'm gonna help you um meet people okay so one second are we in rooms again hi everyone we're back in the main room so if you wouldn't mind turning off your video and turning off your mic so we can um get the bandwidth going again Neda have we lost Susan Susan's muted oh okay I know okay Susan we can't hear you it doesn't look like you're muted there all right now you can hear me I have two mute buttons one on my headset and one on my uh one on my uh computer so I have to unmute both of them we discovered that in one of our breakout rooms so we did some troubleshooting thank you Susan so so I think everybody likes the breakout rooms right are there questions about the breakout rooms is a teacher okay so I was really pleased on the second breakout room because you guys all asked for help I have I got many people asking for help and I went there and it was like well you asked for help and here I am but you can join any room you want now with you know 45 rooms I had to be very only people who asked for help actually got me but if you only have five rooms you can easily go through each of your rooms and listen into your students yeah I left quickly because somebody else was asking for help oh yeah I remember your phone was there and you didn't have a you didn't have um you don't have yeah make sure I think of the phones you won't have that problem with the mic so you he could I remember I was in that room where you were what do you mean my phone wasn't working well one person's phone wasn't work didn't have a mic or one person didn't have a mic and we thought this person may be left or went away or whatever there was just two of us I did one person was gone just me and one person the person I know video just two people yeah but there was another person who we discussed maybe not really being there because I think that's completely because there's two yeah so um yeah so so if somebody asks how do you know it says right on my screen in big letters break out room number 45 is asking for help join breakout room and I push the button and I'm taking magically to your breakout room so do they ask for ready for by ready hand on those you know when you click no at the bottom of the screen there there was a little thing asked for help oh okay yeah there's something that says ask for help and a lot of people found it because I was doing a lot of a lot of help and um yeah so this is very useful and yeah you know what I'm going to say about the um the the broadcast message I don't really like it what I do is I assign the question and I have the students on my slide I let the students look at the question like let's go back to I have a question here yeah so I I have the students copy this on a piece of paper the question you're going to see what I'm doing sorry let me share my screen again at least I know that you're not seeing what I'm supposed to see um in this question I would have the students write it down on a piece of paper before they go to their breakout rooms and the recorder can do that job so the recorder would be responsible for writing the question down and then they go to their rooms and talk about it and I only gave you guys five minutes but you can give 10 15 minutes if you want and then you can travel around from room to room and spend some time with the students Susan sorry can we just ask um there are a few folks who still have their video on so if you're not Susan gear would you mind just turning off your video thank you so truly though when you're teaching your class seeing your students is really nice but with a hundred people you can't do that so um yeah so breakout so this is why I was thinking with breakout rooms let's go back to the tips here and I'll go back to present develop small projects that they can do in their breakout rooms and then at the end you bring them all back and they present their projects give less homework students are having a hard time focusing with their kids home they're distracted so your content level is going to go down how much content you push out but your communication level is going to go up because you're really having to communicate to work through stuff and then this might be hard but failing will make you more successful I really I mean I fail all the time I I give presentations and I fail many times and I've taught classes that I failed I thought failed miserably I remember one time nothing worked in my room I felt like I didn't have any time to teach anything and the students told me they learned more that day than they ever learned without problem because they were troubleshooting with me we were all trying to figure out what the problem was so failing will make you more successful I'm I am who I am because of all the times that I have failed so don't be perfect you don't have to start out perfect you just have to start and we're there are so many things we're going to try to give you support katesa is going to give you support otan is going to give you support a lot of people are out there to give you support but you've got to do it I mean this is a this could actually be the greatest thing that ever happens in teaching so I really want you to encourage you to to learn how to use I mean just get communicating with your students and that's what I want to say um you have any questions Susan sorry before we do that so it's 345 we're scheduled to go until four so I'm just curious where you feel you are in your presentation do you feel like well I I have this and and and um I guess I'm just wondering because because we had talked earlier about were you thinking about do you about a part two or what do you want to do I would love to do a part two but with smaller amounts of people so we can practice I think if people can get in there and get their feet wet they'll feel more comfortable so how could we do it so we could have maybe a smaller group of people more like maybe 2025 like a class worth so that people could really see what a class was like and then we could do we could do a lot of practice and Susan are you suggesting only is it more zoom practice or is it more practice of something else well we're going to use zoom so what we can do is learn how to show you know teach content on zoom using zoom so like you know having how how to get the apps downloaded so the students and people want more zoom practice but I think zoom practice OTAN can offer right that's like a tool it's a platform yeah I know that so we we're actually in the process of scheduling some more webinars for next week I'm not sure that zoom has come up as a topic but we can certainly look at you know we can see about you know scheduling another zoom session that might be well you know I don't know if it's more of an intro session or if it's more of moving on to teaching in zoom session or what Anthony what I would like to do is teach people how to use these tools in zoom okay zoom you know how to get the students from the app to the zoom you know maybe give instructions in zoom and then tell everybody to go on their phones and do the activity or send them the activity in advance and then you could use that's what we should do is um I give you an I make a class and you guys will get some things to do in advance and then you come in and I can show you how I will share the results with you and stuff like that it sounds like a good discussion for us to have offline too as far as like you know plans for the future but um yeah we may need a part two and maybe a beginning user zoom so we'll definitely schedule that yeah but I feel like now as far as like wrapping up what we're doing here um do we want to go over anything is from any any unanswered questions when we I want to go over one thing that I see here that I see somebody said can we divide up by level and I want to say no because I think it's not about levels anymore I mean you can differentiate when you use technology and teaching you can differentiate learning so much more easily than you can in the classroom and I believe that you can teach anything to any level just depends on how you scaffold it so um I would like to to just not I mean I always do low level stuff that's what I do but you can take anything I do and up it and um so yeah I don't know if we should do my levels may I ask a question please yes I had a difficulty logging in at the beginning so I'm not sure if I missed the part that you show a document on the how to show a document on the page and also annotating okay okay when you annotated I just came in and I don't know how you did that one and I wonder if you showed how to show a document like you bring it to the screen and work on the document with the students no I didn't show that that would be a good thing for part two okay so how about annotating is that do we have time if you please it's it's in the video so when you get the video you'll see it all right thank you so also um because I've seen this question come up multiple times so again people are asking about recordings or sorry you know recording of the today's webinar and they've also asked about the slides for today's webinar so at OTAN we're going to work as fast as we can to get those things up onto our OTAN website Susan would you mind maybe can we just look at the OTAN website for one second yeah so people know what we're talking about here so do you want to do it can I let me see you can share okay also Jennifer do you have your hand up do you need do you have a question Jennifer yeah let's see do you can you hear me I have a question what about having some of our higher level students come on be trained with with zoom and then they could teach lower level students so almost like a zoom ambassador program that's a good idea yeah and you know what else I mean I could I would love to train I I just for me is going to be great because I love teaching students and I don't get to teach them very often anymore and I'm locked in my house so I could help with that and also think about this you could actually join classes together I mean you could have virtual collaborations going with teachers from all over California you could have like a beginning level okay so two teachers get together and two teachers can can work with the students can learn about each other from each class so that's also something now you can do because there's no walls you've well that's a really great idea Susan I mean having you know classes that may be happening in north northern California and then classes that are happening in southern California and actually doing these you know almost like a virtual field trip in that sense and then getting each classes to kind of visit each other and get to know each other that's that's really that's an awesome idea and that's something we could do easily I think and with O10 right like you could have a clearing house for matching up people I don't know about that well we can definitely discuss some options maybe just kind of an ideas webinar on what that might look like for teachers to really look at that and I don't mind spending some time training students because like I'm locked in like everybody else sure Susan do you see my do you see my screen do you all see my screen yep yep yep okay so again just quick orientation here so we're at the OTAN website the address is otan.us so right now on our home page we have this article upcoming OTAN activities these are actually for the for the week we've just experienced so we're going to create a news item or a top story for next week which will have a list of the webinars that we've already scheduled how to link you know how you can register for those webinars and the list is growing so you'll want to kind of come back to this page often at the very bottom of this page at the moment because there was a question about it earlier is about our office hours so next week we have three office hours scheduled Monday from one to two Wednesday from four to five and Friday from 10 to 11 and we're I think we're going to keep up that schedule for the time being you know and we'll just see what their response is we've had some pretty good response so far this week it's a really great opportunity for people to come in if they have specific questions about tools that they're learning about like zoom for example come into an open office hour and you'll meet with OTAN and staff and other folks that are there to talk about a wide range of things activities tools things like that so also when you're at the OTAN home page you want to click on this button here COVID-19 field support it's over on the right hand side it's the top button so again as I mentioned we're trying to centralize things in one place for the field so when you click on that link so the very first section is the OTAN section we do have our slides up from the two previous webinars this week they're right there they're free to download go ahead and take a look at them we had an online tools one on Tuesday we had a tips and tools for teaching online yesterday Susan's slides will be up here as soon as we can get them up there and then we also have we're going to have some stuff from CalPro and CASAS the other state leadership projects for adult ed in California also CASAS has some guidance here probably we'll see some things in the next couple weeks as well a few notices from the adult ed office at the state level we are trying to also provide some information about things that our students should know I mean in the middle of everything that's been going on I think we've all been getting our mailings from the US Census Bureau to please fill out the census and we did so much work to get our students to do the census and now we can't now we've lost touch with them so we need to get back in touch with folks to make sure I mean if there were ever a time to complete your census form now is the time to do it so that California is properly accounted for and we get the resources that we need for these kinds of situations I mean there's no anyway I'll stop and then we do have some links to other resources down at the bottom if people haven't seen the California COVID page from the state government please take a look at that they actually have a section on education and what educators across the state should be working on and distance learning ideas equity ideas all that kind of stuff so please visit this page often and you know keep on top of what we're trying to keep on top of this


Hey, if you're looking to repair your Polaris ATV Check out my channel, and please subscribe. I've got plenty of Polaris repairs More subscribers I get the more videos I make and the more you get to learn. I got two strokes four strokes Whatever you get I got a video on it Right now I'm working on the scrambler Hit the like button if you like the video and I hope you enjoy the show All right today, we're gonna replace the head gasket on a two-stroke 400 Polaris This applies to scramblers Explorers ending with the 400 engine in it yeah, I had the piston or the cylinder loading up with coolant and It wasn't running right so I pulled the spark plug See the spark plugs all wet and I think I have a Coolant running out of one of the studs up here.   That's the coolant in there. You can see it inside.  Here's your gasket There is a certain direction it goes on so pay attention when you pull it out But yeah, I think it's pretty mashed. So I got a new gasket. So I'm gonna throw that in I and Tighten everything down. We're gonna torque it down and hopefully that cures my problem I'm gonna try to show you what I mean here What I do is I'll take a straight edge with the head put it up to the light and I'll see if I can see any lights in between there and It doesn't show up in the camera too well But I hold it up to the light right there. You can see it. This is warped a little spots there a little spots there I happen to have another head and what I do is I'll sand it down. I'll start with Say about 220 grit and I'll sand it more with 320 till it gets finer and finer go down to 400 to 600 And smooth make this completely flat It's actually an old school trick And another way I tested now I put the old hat on and it actually rocked back and forth This nice sand one is tight And so when I go to put the new gasket on it's not gonna be warped There won't be any high spots or low spots and Yeah, that should cure my problem. All right, so I cleaned up all my surfaces So the way you install this is if you can see here, there's a Two little holes one's got a little Curve mark in it Goes that way you don't want to install it that way And there's a tab up here And then this goes towards the exhaust Put that on like that Now also keep in mind if You've got an issue where you had a coolant leak There is a drain plug at the bottom of the engine you're gonna pull that plug out and Make sure you drain all the coolant out of the bottom of the engine and I can go ahead and Put my hat on and that was the one the The nuts stuck on the stud so I'm just gonna put that back in that way And then you torque these in a crisscross pattern My memory serves right. I think it's one two three four five six Or it's the other way, so I think it's this way torque them to spec leave it 18 to 20 all right, so we're those Drain plugs are under the engine. It's kind of a better to get to It's a shine the light up there not the first one on the left the second one one way on the right Should be right up here Right here, so you spin that out.  You have a success successfully bled the air out of your coolant system You don't do that it'll still overheat So there you have it one head gasket installed Just keep in mind the the studs For the head they tend to stretch so there's a chance you might replace the gasket and Still have the same issue So you might want to replace the studs So I hope you enjoyed this video. I enjoyed making it just as much as I enjoy working on these four-wheelers Subscribe to my channel. I've got plenty of players repairs on there And like always till next time