Hey everybody, this is Google Classroom Part 2. Now, we had a problem with the video on the first go around. So what we're going to be doing is redoing the video and giving the presentation at the same time. So if it sounds different than the first one, it is because it is. If you have any questions after watching this video, please submit them to support at otan.us and if we can answer them, we will do that. And if we can't, or if you have a question specific to the presenter, who by the way is Debbie Jensen from Baldwin Park. She's also an OTAN subject matter expert. Anyway, if you have a question specific to her, then we would certainly forward it on to her. So we're going to get going here. Debbie, take it away. Hello everybody. I'm excited and Melinda's excited. We love Google Classroom. And so we wanted to share with you what we have learned. I use Google Classroom. I have used it for about four years, five years. And so I've gone through some of the transitions with it and we want to share with you the new things that are happening there. From last time when we were together, there were some questions that we want to be sure that we cover. Things, and so this is what we're, I'm hoping to answer these questions. I still don't get pubs and clubs and I can't get into Melinda's class. If you couldn't get into Melinda's class, the pubs and clubs will probably explain it. Move files, docs, sheets from my drive to my Google Classroom. How do I create a quiz in Google Classroom? What is a template assignment? How do I grade assignments? How do I import grades into Classroom? How do I use the grade book? How do I do grade calculations? How do I use rubrics? And how do I communicate with my students? We're going to try and weave those things into the presentation today so that all your questions from last time are answered. I call this Classroom 201. Part A was 101 and so we're going to kind of dig it a little deeper. We're going to review the tips from Part 1. We're going to go over quizzes, look at the grade book, look at rubrics and how to use them, and then talk about the communication piece in Google Classroom. Okay, here's our tips on review. Number your assignments. The reason you do this is because then you can refer to them. When the student says, Teacher, I couldn't do the assignment from last week. This way you can say assignment number five and then everyone knows what you're talking about. Using due dates. And we'll talk about this one. Why you should use due dates. It activates your Google Calendar. Creating a demo student, the importance, and you'll see my little demo Pete here on our screens when we're in the student view. What the student sees and what the teacher sees are two different things. The magic of to-do and why you should use it and show your students how to use it. The value of archiving your courses. Creating a dedicated Google account just for Classroom. And remember you can turn off the notifications. The reason in number six that I think you should create a dedicated Google account just for Classroom. Is that Classroom takes a lot. Now Google keeps it all in one folder. All the things that are dedicated just to that Classroom. But if you're trying to organize your files so that you have all your quizzes in one place. And all your assignments in another place. And all your success lessons in another place and vocabulary. That's going to kind of make it will be a little challenging to do if you're using your personal account. Or another account. And so I've always had one that I just dedicated to my Google Classroom. All right. Once again we're going to talk about the pub in the club. Pub stands for public accounts. And these are the ones that end with dot gmail at gmail.com. They're great accounts. And if you didn't know already you have a Google Classroom in that account. And so you can run a Google Classroom from a public account. The club account. That's the one that's your district account. The one that the district gives you. The identifying account. And then also your students have accounts. The two don't mix. So if you create your Google Classroom in your personal or public account. Your district students who are using their district accounts can't see it. And reverse is true. I have a Google Classroom that is made through my district account. And my students that just join my class who do not yet have a district account. They can't see the Google Classroom. So you're going to have to match. You're going to have to have if you're working with if your district is having you use district account numbers. You have to create your Google Classroom in that. And if us when you were trying to get into Melinda's account. If you were using your district account. You couldn't get there. It wouldn't work. Okay. Now let's just get into some suggestions to assist in making your classroom even better. Use topics. Topics is absolutely wonderful. This is how my students find things. And you can use them in different ways. And so I just wanted to present a couple of different ways that you could do it so that you could kind of stand back and say well how do I want to present my topics in my classroom. You can organize by dates. If that's how you do it and all your assignments for a specific week or in one place. And then you go to the next week and the next week. That's fine. Your students will find things. But you could also organize by the activity itself. Putting all the tests in one place. All the vocabulary practice in one place. Or the worksheets in one place. You could organize by a specific book. Like this one is math. And so the first one is number sense. And then we go to decimals. And then we go to fractions. And so the student moves through your course in tandem with the textbook that they will be working with. The last one I was kind of intrigued by. I saw this recently. And this would you can maybe blend this with another one and put these particular topics at the very top of your screen. You could have your classroom materials all at the top. The classroom materials are things that the students don't make copies of. They don't make an assignment from. But what it is is things like your syllabus and things like that so that if they have need of them or maybe there is a website you want them to have access to. Or this is a really good one. Maybe this is your zoom room or your WebEx or however you're planning on getting with your students. And you want them to always know where that code is. And so that they can readily find it. You could also have your bell ringers right at the top of the screen. And this would be what they do. I don't know about you but this putting everything online and having an online classroom. It takes my students 20 minutes to get in there. And that's a long time to just be shooting the breeze and just chatting with those there. You could have a bell ringer assignments that they can be working on while everybody arrives. Okay we're still in the review mode. These were things mentioned by Melinda last time we met. And so this one is looking at the template assignment. A template assignment is an assignment that you for example I do CNN 10 with my students. I have them watch the video and then I have specific questions I want them to answer. And it would be very nice for them to answer those questions on the same paper or the same worksheet that the questions are on. So they don't have to go back and forth and back and forth. That's that's tricky. And so that's the template. That's me creating the assignment that they're going to write on. This works particularly well with ESL. Debbie I'm going to interrupt just for a sec. We did have a question. This template that you created. Is it something that you got from Google from their templates? Or is it actually something that you created and you're calling it a template because it's something that you use over and over again. That's what I'm calling it. It's the thing that I create and I have my own. And I save them all in folders in my Google Drive. And so that's where I'm going to go find them and that's where I create them first. And then I can embellish them with pictures. I can put links on them. I can do whatever I want with them. This though is each student will get their own copy created in your drive. Okay, then once you've got it in your drive, you're going to go back to your Google classroom. You're going to go into the center one that says classwork and you're going to go down there and select assignment. At the bottom of the screen on the left where it says add, the first one is Google Drive. And that's what you're going to click to go find that assignment, that template that you made. And then you'll click on add and find the assignment. All right. When you have clicked on it and you've brought it in and you can see it, it's right here behind. There is a little under this open dialogue box. There is a little one that says students can view this file. That's the default. Every time you put any kind of a link like this to a document or something like that, it'll say students can view the file. But you have some other options. And so if you click on that, there are three, students can view the file, students can edit the file and make a copy for each student. The first one is the default. We use that most often. The student will see it, they can't write on it. It's just kind of like a PDF. That's the kind of thing it is. The middle one, students can edit this file. This is really fun if you try it and you don't expect it. Because it means that as they write on it, it changes everybody's. In fact, you're all writing on the same document. And you're thinking, why would I ever use that? But there's a great assignment that you could do where you have a Google slide, a presentation, and you assign that each student creates one slide. When we did it, we were talking about tech terms and things like Trojan and Cookie and these bit. And they had to go to tech terms, which is a really wonderful website, and they'd have to cut and paste the definition. They put the term, the definition, and then they had to illustrate it. So of course, for Cookie, we had Cookie Monster eating a cookie. And then they put the name on the slide. Then the final of the whole project was we all enjoyed watching the presentation together and learning. Another great thing that could be done with ESL, when each person takes a term, vocabulary or something, and everybody looks up one word, and then you get to enjoy that that you've created at the end. Medical terminology, just lots of applications. So this is a great one, but not if you don't expect it. The last one is that you want if you're doing the template assignment. This will make a copy for each student. It doesn't do anything to the original, and they can write on it. So that's the one you want to pick. Now, as you can see in red, it says you can't change this later. If you forget, you're going to have to start over. There are many times that you can just go back and edit something, but not this one. If that's what you want to edit. You can't go from, students can view the file and then later come back and say, oh no, I really wanted this to be then having their own copy. If you make that mistake and I've done it plenty of times, you just recreate it again. And to me, the good news is, is that none of these processes are really long. You can recreate pretty easy. Students finish the template assignment, and this is something you'll want to teach them. There's our demo peek right there. On the left, you see what this, this is what the student is seeing. And he's going to go to this assignment. He's going to click on the view assignment that pulls him in to the assignment. And then on the right, he sees the file that has already been created for him. He doesn't have to add a file. It's already done. Always remember to teach your students to go back and click that blue button at the bottom there where it says turn in. Because otherwise, they'll come on back on Monday and say, teacher, I didn't get a grade. And you'll say, I never saw the assignment. And so have them turn it in. Okay, another tip, demonstrate a lot. The navigation is, there's multiple ways to get places. And sometimes they'll get one place and the way they learn to navigate isn't readily available. And so demonstrate this a lot over and over again. The first one, of course, is when you first get into your stream. This is what they see. How do I know this is what they see? Because there's no grade on the fourth choice at the top. Just stream class working. That's one way to move around. Another way to move around. Notice that we are now in classwork. That's the middle one. How do I see it?  And if they're in classwork, what they're going to see at number one is all the topics that you have made are there on the left. Sometimes in an online classroom, there's a huge scroll that can take place in the center where you're going to find your assignment.  This way they can just go to the topic that they want, even if it's at the bottom of the page. This takes them directly there. And then number two, this is view your work and it lists the assignments for the student and what's been done and where they need to go next. So that's a valuable one to show them. We're still in navigation. Over on the left is what is sometimes called the hamburger. And if you click on that, well, you're going to want to learn about this one. This one's really very cool. But also notice the screen. Where am I? I'm in the teacher. How do I know it? Well, I've got four across the top, stream, classwork, people and grades, but I've also got the class code right here. The student does not have the class code listed. And so this is the second way. Okay, so let's take a look at what happens if you click on the hamburger. You have choices. At the very, very, very top, and you'll see them, is classes. And then we go to calendar, the to-do. You have a listing of the courses and then down here of five is archive classes and at the bottom is setting. So classes at the top takes them out of the class that they're currently in to the original screen where they would be able to and click another course if they wanted to. Or if they needed to join a different course, they could do that. Number two is calendar. This is Google Calendar. And if you have put if you have put dates due, due dates on your assignments, those will appear on calendar. And so this is one way that they can visually see what assignments are due on any one day and not just see them. They're links. They can go to the assignment there. And I have some students that this is the method they use to move around. They don't go to the assignment in classwork. They go to calendar and they click there and that's how they do it because they know that then they're doing the assignment that's most due. Yeah. Number three is to-do. We're going to look at this one. This one is just cool. Number four, and this person is in a lot of courses. They're in basic skills reading, basically quarter three, quarter four, quarter two. My goodness. They've also got the practical Google Classroom. And you can see it's kind of highlighted because that's which one they're in right now. They have mathematics and they have topics. These are all the courses that this student, well actually we're not because we're in the teacher. This is all the courses that this teacher is currently working on and has available to them. Once they archive a course, it will disappear from this list. But so this is a way that a teacher could get from one course to another. Archiving is when you're done with a class. You're ready to put it away. I have four classes in a year. Quarter one, quarter two, quarter three, quarter four. And when I'm done with one, I archive it. Then it disappears. The students can't accidentally get into it. And then the next quarter, the next year, I can go back to it. It's in draft mode and I can just change the dates. And so I can reuse things. This is a wonderful feature. The last one is settings. And settings allows you to turn off the notifications, which is a good thing. Okay, I told you it looked more into do because I love this. This is everything in one place for you or your students, especially if they're in more than one Google class or especially if it's you the teacher. And this is telling you which things need to be done right now. And across classes, so that if they were into classes, it would give them the assignments that they still need to do in both classes, all in one place. That's cool. All right, done with review. Now let's take a look at form and quizzes. There are many uses for form, Google form. I use it in three ways. Actually, I use it in four ways. I use it as a survey. And that I call my class profile. I use it for attendance sake, especially now when we're online. I also use an informative assessment to kind of introduce a topic and see how what the students already know. And this one's really popular. My students like it a lot. And then I use it for real quizzes to issue grades with it. Here's the first tip. Don't create your quizzes in classroom. Now they added when we go to the create button, they added that you can put a quiz right there. But when you do that, this is what you're going to see in your drive. Remember, I told you that in Drive, Google creates a folder named classroom. And inside that classroom, there will be a folder for each of the classes that you teach. Inside that folder, it looks like what you see on the left. This is quarter to ABE reading morning. And this is it. Let's say I want to use vocabulary quiz number 21. I have to search for it. That's annoying. So better create your quizzes and all your quizzes in your drive. Organize them the way you want. This is what you see on the right where I have put all my assignments in one folder. And inside that folder, I've organized them by subject. And then my quizzes the same way. I organize them by quarter. And then in each quarter, I organize them by subject. And so I can find things very, very easily. This is better than the other way. Okay. So when I go to my drive, and that's what you're seeing right now, you see the drive up in the top.  And form isn't there. So don't panic. You go down to the more, you're going to go across. That's one. And then two, they say, do you want to Google form? And you say, yes, thank you, I do. And then I want a blank form. The templates I have not used. So this is something I can't tell you about. The ones that I create, I file them in my own filing system. And that's where I find okay. So now you've got your blank form. This is what it looks like. This is my profile. And this is the one way I use this that I use it every quarter. I put it right at the top and I have all my students use it. There's several reasons. One on the registration form that the school gives me. Sometimes I can't read their emails. I can't tell whether it's a three or a B or a one or an L or I just can't read it. And so I want them to type it, then I can read it. And so that's one of the important things that I do here. I also ask them if they if it's okay with them if I use their cell phone to be able to access and use remind for us to set up that. And so I ask that information. I also ask them why they're here in my class. Now some classes, they're here because they're learning English. That's it. But for me, they could be here because they want to go on to get their GED or they want to go on and get their high school diploma or get into a CTE class. And so it helps me to know why they're there. And then the last thing I asked was one of the things that were required now to find out from all our students is if they have a job. And again, I can get all this information. It's here. And I can put this just by clicking on responses. I can create have Google create a spreadsheet that puts all this information in a spreadsheet for me. So when I make a report for my boss, it's all right there. Who has jobs and all this information. So it's very, very valuable. I like it a lot. And this is the information I'm telling you, I put the name, the email, their goal, any difficulties that they have. And so this is what I put on the profile. All right. Now, in your form, there's questions and there's a response. I've enlarged these because I wanted you to be able to read them. And I wanted you to be able to see the response section because I think sometimes we don't pay attention to the value that is there. The questions is where it opens. That's the default. And that's where you just start putting in your questions and just get started. But responses, we can use that and we can learn a lot from that. The third one is that little tiny gear that's up at the right. And that's how you change a form to a quiz. So let's look at those. All right. Under responses, if I click responses, I can see the data about from my student profile. It's all here. I can also see a timestamp. That's going to be valuable when we do the attendance form so that we can use that. But all of the information is right here in one place for me. Debbie, I just want to clarify that form. The previous slide, don't go there, but the previous slide, you were creating it. This is what happens after the students type in their information on the form, correct? Correct, yes. Otherwise, this is blank. In fact, I don't even know if you haven't put anything in, but it will not even create it. It'll just kind of look at you. They'll actually create it. It's just a blank sheet that has all the questions across the top. But yeah, I just... Thank you. No, no, that's good to know because sometimes when you will do something that we tell you about, it won't look the same and you'll be confused. But it can't happen until you get the student data in there and then it will be there for you. Now, the other thing that you can use the responses for is in analyzing your questions. This is very valuable when you want to see, well, if everybody got that question wrong, it sounds like you need to reteach or you need to reword the question. And so periodically taking a look at the responses and seeing the results of that is very valuable.  You've got the same student missing all of them. Okay, that's something where you need some one-on-one. And so you can get a lot of information here. You can also use, and this is very, very useful, especially now that we're online, is our districts are asking us to tell them who's in the classes online and did they spend the whole time there? Well, how are you going to know? This is one good way. You make an attendance form. It only needs to have two questions, their name. I always include the email because it's useful to me. I always want to know their email so that if I need to get with them, I can't. But you really only need their name. Then on the timestamp, which you see on the right, it gives what time they came in. And then if they don't sign in again at the end of your presentation, they weren't there. And that's helpful. When you, when they come to your presentation, maybe you're having a meeting every day at nine o'clock and it goes from nine to 11. And you say, okay, remember, guys, sign in. The link is over in the chat. Okay, click on it. Sign in. And then when it's coming to the end of 11 o'clock, you say, okay, guys, remember, sign out. And this gives you the ability to say, yeah, they were there the whole time. Now in reality, were they? Well, you don't know that. But this is as good as we can get right now. All right, we're looking at the quiz. Okay, this quiz that's on the left is actually a math quiz. And I wanted to point out a few things about it. I always have them put their email in their name and their email. I all and then here, I could put diagrams in, that's really good. I could put images in, I can, there's all sorts of different things that you can put in your quiz. And then at number two, you see the different types of quiz questions that you can ask. So right now for me with math, there's a lot of things that I can't figure out a way to write the problem. But if I have it digitally, like from a source online, I can take a screenshot, I can cut it, and then I can bring it over here so that my quizzes, especially in math, are more useful to me. Now, I pointed this out before I'm pointing it out. Again, to change a form to a quiz, you have to click on that little gear. Okay, then you get this screen. And at the top, there's three sections. There's a general section right here where the black arrow is pointing. There's a presentation section in the middle. And then there's the quizzes. Okay, so let's just look at a couple of things. As this is right now, they're asking you if you want them to collect the email addresses. Say no. I was confused by this, and so I went to Melinda, and she says, no, it just makes a mess. Don't do it. You can ask them to put the email as the first question in your quiz. And then you have control and it doesn't deal with the district accounts and stuff. So just leave that off. The second one I wanted to point out is notice that this one has a check that says restricted to users in Baldwin Park Unified School District. Oh my, well, do you have a student that is going to have to access this account, this quiz in some other way? They can't do it if it's in the Google classroom, but consider this one only limits it to people that are in the district. So do you want that on? Do you want that off? The third one is the one that I really want. If it's a formative and I want them to be able to go back and change their answers, then I will unclick it. But if it's a real true quiz, then I want to click this because I want them to only have one chance to get that right. And then number four, that's where we're going to go right now. We're going to click on quizzes. This is what's under general and we've got that one ready. So now we want to go over to quizzes. And in quizzes, the top one's the most important. If you don't click make this a quiz, it's still not going to be a quiz. So you can't put answers in, so Google won't correct it for you. So definitely if you find in your form as you're putting in the questions, because you can put in the questions, but if they don't give you the chance to put in a correct answer, then you know it has not been made into a quiz. And then you just go up to the top to the gear, you go over to the quiz, and then you do this. Now you have other choices down below you can scroll down. With my formative assessment, I like the students to be able to see the answer immediately after they turn it in, because it's a formative assessment. That's what I want it to do. But if this is a real quiz, if this is one that you don't want them to see the correct answers, you don't want them to go back to the questions either, because then they can go and tell their friend about the questions. And so down below, I turn those off. And then be sure you click on save. So those settings are saved. Okay, now you have created your quiz. It is over in dry. It's all ready for you.   And I have a smiley face there, because when you're creating all of these things, this is the same procedure every single time, you're going to do the same thing. Okay, now let's take a look at an assignment.  At number one, you have the title. And number two, it's a place where you can put instructions in. Of course, if they're taking a quiz, maybe you don't need any instructions, but that's where you would put them. Number three is the add button. And if I click on the add button, I have things I can add. I can get my quiz from Google Drive. But I could also get a link. Maybe I want them to watch a video. And then after they watch the video, I want them to take the quiz. Okay, and so then I would put two in here. I would do the first one, and then I would do the second one. And I'd go back to add that so that I could have them both there. File allows that less pretend that you are creating a form. And some of the things you're not able to do. Google Docs doesn't have as many commands available as Microsoft Word does. So maybe there's some things you want to do. And so you create the doc in Microsoft Word. You can upload it here. So you have access to any of those things. And then the final choice is YouTube. And then number over number four, we have what class you want this assignment for. Maybe you have three ESL classes. And you don't want to have to go through this procedure three times. You can actually find the assignment that you gave to the other class. Put it here as well. So that saves a lot of time. And number five is which students. This allows you to do the giving assignments to the students that need them.  Okay, so that's cool. It allows that differentiation to take place. We're continuing with the anatomy. We're looking at more. Now at number six, you can see the other button that was there. We looked at add. This is create. And this is where you can add doc slides, sheets, drawings, or forms. You can do it right there. These are not pre-made ones. The pre-made ones would have been over with your Google Drive. This is if you want to create one right here. At number seven, this is points. If you click on it, they give you the point, the choice of no points. And that might be what you want. If you're not going to give a grade for this, you just want them to do it. So you can do that. But you can also modify the points up to 100 for that assignment. The default is 100. So if you give them an assignment that's supposed to be worth two points and you forget to do this, the grade book is going to put it in as 100, but not to worry. You can change that later. You can change it while you're in the grade book. And so you can correct your mistakes as you go along. And I like that. Here is the due dates. Please put them in even if you don't care if they do it late, just so that this puts the assignment and the link in the Google calendar. Number nine is topics. That's how you organize these. So it goes in the right spot. But let's pretend you do this assignment and the topic's not there and you go, oh, dang it, I forgot. You can add the topic right there right now. So you can do that then. Ten is rubrics. We will look at rubrics. This is a new feature. It's a very cool feature. I just corrected some of my assignments with rubrics just this last week and that was cool. And then all the way up at the top, it's the last thing that you'll do with any assignment. You will either assign it, schedule it, or leave it in draft mode. Draft mode can be very useful if you're not quite sure when you want it to appear. You're just creating things maybe ahead of time and you want it to be available. The student will not see anything in draft mode. Okay, okay. So from drive, remember that what we're trying to do is insert that quiz. So we clicked on the ad and then we went to from drive and we now come to this screen. This is what you will see. If you are doing it just right now, you just created the quiz, then it's going to appear right here. It'll be the first one because this whole first row is recent. And so that's convenient. But a lot of times you're coming back and finding a quiz. So you got to go find it.  You can then find the quiz where you filed it and then you'll be able to come back here and click on that. So the quiz will then go into your assignment. Now let's take a look at rubrics. Rubrics are new. Very, very cool. What a rubric is is a grading sheet for you. And it makes it so that subjective grading becomes more objective, especially for the student, because sometimes they don't know why they got the score they got. They have no clue. And so that opportunity to teach them is gone because they just look at it and they shrug and they don't know. And it also allows for you to be very systematic. I don't know. If I've had a lot of grading that I've had to do, my grading may not be quite consistent as when I'm really tired. And so this allows that to be overcome as well. When you click on rubric, they give you a, it looks like this, and it gives you where you can put in the criteria. You can put in the points for each one. Mine are very short because I'm ABE. And so I, okay, did you put more than two sentences in? Did you use your own words? And then maybe that's my only criteria at this point. Maybe at another rubric because we have been talking about capitalization, I will have that as an emphasis or some other thing. You get to choose your rubrics and create them. Now, it's a little labor intensive at first. It takes a little time to create but the good things is you get to reuse them. And so you can use it over and over again. So you could have maybe five rubrics depending on where you are in the quarter and what you have taught and the rubric shifts depending on where you are. And you can just reuse those as you have created them. Now, over here on the left, you see what it's going to look like. Okay? That shows that there was a rubric created.  And then that score, this person got, that there's, I think there were nine points available. Remember though, that's not the value that's going to go in it. If you've said that this quiz is worth 100 points and there's only nine questions or nine on the rubric, they adjust that and they do the math. It's magic. It's so cool. But there's another reason in value for rubrics. This, the student sees this. They see what you're looking for. So if they see that I'm looking, that you get a full three points, if you have nine sentences, they'll make sure they have nine sentences. If they see that if they use the actual text, they copy and paste, that they're going to get deemed and they're going to get fewer points, then it kind of reinforces your instruction. So it's very good. Okay. Here's the reasons. They can see the criteria. You can use it over and over again once you make it and it makes reading easier. And all of those scores are automatically recorded in the grade book. Super cool. All right. Hey Debbie, I know you're going to go over this. I think you're going to go over this. Grades can be changed even after they've been given. If the teacher, no, no, no, no, no, no, I need to give them five points or no, I need to give them 11 points. You can do that, right? Yes. All of this, you can override. You can override it here. You can override it in the grade book. And in the grade book, I found one time that the possible scores was 1,005. And I thought, wow, that's impressive. That was an assignment that was supposed to be worth five points. And I could correct it right there in the grade book. So you can see your mistakes. You can correct them. And that makes it all easier. Nice. Thank you. Okay. So we're inserting the quiz up here at the top. There was a tip and this is what it looked like when I wanted to give it a grade. The calendar comes up. You click on the date so you know where it is. Notice here on the left, it says lock mode for Chromebooks. This is really a K-12 thing, unless your adult school has been able to get online with it. But we have Chromebooks, but we don't. I don't use this. This locks it so that this particular quiz, when that is on the screen, they can't go anywhere. They can't go to YouTube. They can't go to any websites so that it's supposed to assist with cheating so that you can think, okay, at least they're not going somewhere and finding something else. This does not work at all. Even if you have Chromebooks from school in your home, even if your kids have gotten them at home, this won't work. Okay. So I, the default is it's off and I just kind of leave it off because I don't, I'm not able to access and use that for me. The grade importing, that's important, especially when you're using quizzes because the other assignments, Google, you know, right there, it's in the system for you to be able to grade and you can use your rubrics. But this one, they're taking the grade from the form and putting it in the grade book. And so be sure that grade importing is toggled over and turned on. You'll see another place later where we have to do that. And so just, just be informed about that. Okay. We talked about due dates. I reinforce this over and over again because I have seen students that truly do all their work this way. But I wanted you to see it.  Okay. And that that's when you're going to assign it or whatever date you choose when they click on it, because all it appears on their calendar is this one, this is assignment number one profile. That's all they see. But if they click on that, that opens up and there it is. There's the assignment filling and it's all right there for them. So there's so many things that just make the process work nicely. Okay. Going back and looking again at the assigned schedule or draft. When you click on this, with the three choices that are available, there is a little, you can, if you choose assign, it's going to, the assignment is going to appear immediately. Okay. And that may be what you want, especially if you're doing this online thing, where, you know, we're just trying to struggle to keep up. But let's say this is your spring break. And so you want these assignments to appear next week. You would then go to schedule. And under schedule, there's a little arrow that opens a calendar so you can pick the day you want them to be scheduled. In my classroom, through the years, what I have, I used to assign them the exact day. And I would even use time so they would appear at the time I wanted, because you do have a time, a time right there versus 8am. So you can schedule the actual time. But then I found that some of my adult students, they work. And so there's certain days they're not in class. And so I put all the assignments to appear on Sunday. And I do it in the morning so that they have all day Sunday to be able to do the work.  And so I do that. And then the third choice that you have down here at the bottom is to save as a draft. All the work is done. All you need to do is to go back and change and add the date of when you want it to appear or even just assign it. So this just makes it so that they can't see it, but you've got all of this created and it's ready for when you need it. Okay, now the next thing we want is to take a look at Teacher View and Student View. This was probably the first revelation I ever had was when I'm demonstrating Google Classroom. I'm so proud. I'm just pleased to just punch. And one of my students says to me raises his hand and says, Teacher, my screen doesn't look like yours. I had no clue. When you demonstrate these things to your students, you need the view to be what they're going to see. And so if you're in the pub account, your Gmail account, this is just create a demo P to count. You can always use him. It's more difficult with the district and how to create an account. I have been told to use one of my students who enrolled but never came and use that account. Comes problematic when he doesn't come the next quarter and you get to do it all again. But that's what you're trying to do is to create a view so that your students see what they see on the screen, not what you see. On this screen what you see on the left is when you go to assignment, this is what the teacher sees. With the numbers of there are eight people that have turned this in and there are 26 people that the assignment has been given to. On the right, this is the student view. Don't have any of that. And so that's one of the things to be aware of. If we drill down one step further and you clicked on view assignment, you are right now in one of the couple of places that you can grade papers right there in the teacher view. And in the student view what he sees is the assignment. He can click on the quiz and or he can actually add assignments on the right. So this is all very different in what he sees and what you see. All right now, we're in student now. So this is when he is now going to turn something in. If he clicks on add or create, these are the choices that he sees. Okay. And down here, these are the choices for Google submission. These are apps that are readily available to him. They are Google apps, but many, many colleges, this is exactly how everything's done. At one time I had a discussion with my boss about whether or not I should be teaching Microsoft, preparing it for a job, or I should be teaching Google. And he said that Google was preparing them for college. And so getting them very comfortable with the different kinds of docs, slides, sheets, drawings, these are valuable. When he clicked on his assignment, then he could just go right ahead. He could type it up. And there was a link to you, the teacher for correcting it. And we'll go through that. All right. Now, communication with students in the stream. And up here at the top, you can see we are in a teacher screen, teacher, an account because they're streamed, classwork, people and grades. We right now are in people. In people, you have the option of emailing your students. Their email, you can click on their name and you can have your communication that way. In stream, which is the one that comes up first when you first get into classroom, it is streamed. At the very top, you can always add a class comment. So that's a way to communicate with the students. In classwork, when you're grading their papers and sites, you can write private comments in graded assignments. So these are ways that you can communicate with your students. Okay. The gear setting at the top right of the screen. This is your initial screen. There's a little tiny here at the top. This one, there's several things that you can do with it. At the very beginning, it says general and this is where you can see your class code. You can also see it on the stream screen. But sometimes the class codes are really wonky. Maybe there's I's and L's and all sorts of things that the students are getting confused. So you can change your code here. You can see this little arrow beside the code. Now that does not mean that you get to write the code. Okay. It doesn't mean that you get to make it something really nice and useful. It just means that they will rotate you through a different one. They're letting you pick. What did you like this one? You can't go back. So you kind of have to look and say, well, okay, that's reasonable. They shouldn't have a problem. In my classroom, I print this in very, very large print on kind of a poster. And I just leave it always in my classroom so that they can always know what that code is. They will only use it once. And then they are in the class. And so when they go to the classroom, they're in. They're there to the screen where they get to pick the class. They don't have to re-enter the code. You can also decide about how you want them to comment. If you just leave it open, they can comment. They can comment on each other's speech or the comments. They can do that kind of stuff. But especially with K-12, but I can imagine that it could impact us. Sometimes you may not want them to comment. So you can have students can post and comment. Students can only comment or only the teacher can comment. So you can make those decisions here as well. Scrolling down that same screen, just going a little further down, that's where you're going to set up your grade book.  And so it's there magically, whether you do anything. But you can set it up the way you want. And so first of all is grade calculation. Now, notice that the choices that we have, no overall grade. You can also do total points or you can do it rated by category. And so those are options that you have. If you're going to do graded by category, you're going to have to set up the categories. And so here is again, how you want it, is it number one? And number two, you see the categories. And three, you can select the categories. Maybe this one is done by total points. And so I'm giving critical reading summaries 50 points. New Zealand summaries are 75. So I decide each one. If you choose to do the one that is by weighted by category, so maybe attendance is going to be 5%. And maybe their worksheets are 40% and quizzes are 60%. That didn't add up. It has to add up to 100.   So that's super cool. Okay, we're now in the grade book. If you click on grades along the top, this is what you're going to see. And let's just take a look. At number one, that's a missing assignment. So there was a due date. They missed the date and the assignment's missing. It'll be in red and it'll be right there. At number two is something you've already graded. Okay, and the points that you gave for that are already there. At number three is something that needs to be graded. See the line and then out of 25 points, and then the arrow beside it, those three dots, you hover over it, you find those, and that will show you the assignment. You can either return the assignment, or you can view it right there. And so that's how you can get that to three. If you want to grade differently, this is grading the whole class, and you're just kind of looking and seeing what to do. This is one way to grade. Another way was to go to that to-do that I told you was so magnificent over there with a hot dog at the top. No, it wasn't a hot dog. It was a hamburger. I'm sorry, long food.  You don't need to kind of look at this global and agency everything. So it kind of depends on you. But a third way to grade is up at number four, where you pick that assignment and you grade just that assignment for everybody, and you can work with that one too. So these are all different ways that you can grade. Now, if this is just drilling down and looking at it again to repeat at Demo Pete, he's running a 91.6 percent, so he's doing a pretty good job out of the assignments so far. That's not the assignments for the whole quarter. So he's not at an A, and now you can say, oh, you're ready to do anymore. This is where he's at right now. Number two is a draft. Now, this is how the quizzes come in. You still need to decide if you're going to get rid of the draft and change it by doing- the way you do that is you click beside it, and you click on Return, so that then the student gets to see it. So that's the draft. Three is an assignment that needs to be graded. Grading from the classwork. So if we had chosen that we wanted to grade everybody on this one assignment, this is where we would do it. We would go to classwork. We would pick the assignment and drill down. Okay, this says those three numbers that are circled. Nobody's turned anything in at this moment. You have- two of them have already been graded. One person hasn't done it yet. They're assigned, but they haven't done it. So this screen is very useful because you can scroll down the to-do, and you can see all the zeros at the first, meaning you're caught up with your grade book. You've graded everything, and then you'll run down, and you'll see maybe one, and it says, oh, there's somebody who hasn't done it. And I don't have to go through every assignment. Final one still didn't done. So this is- this is super cool. You can also pick the student. So this one over here, if it's Susan Kulture, she's the missing student. Demo Pete did his, and Debbie Jensen did hers, but Susan hasn't done it yet. So now I know I can go in and maybe email her or talk to her in some fashion. Okay, this is us grading. Okay, so what we did on the last screen, right here, I went to the person, and I went, and I clicked on their work. Okay, here I don't have one that's readily available because I've caught up on my grading, but there would be maybe Debbie Jensen hadn't turned hers in yet, or she had turned it in, but I haven't graded it yet. And so I would click on that, and then I would see this, and this is their assignment. And so I can actually grade it here. Now, there's several features about this that I can use. I can actually click inside the assignment if maybe they didn't capitalize, or maybe it's a run-on sentence, or maybe you think they need more. Well, let's just say that it was a run-on sentence. I could click in the assignment, and I could correct it. Maybe it's a spelling error, and I actually correct it right there. And then Google comes over here to decide and writes what you did. So all of the corrections are here on the side, as well as in the text, and they're in a different color in the text, so the student can see them. That's one way that I can grade. I like that one, especially because a lot of mine are grammar errors. The second way is that I can actually click here, and I can come up to the top where it says this little comment box, and I can write my own comment, okay? And I can say this is a run-on sentence, so I can do that. The third one is this one, which is called the comments thing. And you create this, and it has tremendous potential. How many times is there a comment that you're writing constantly? Run-on sentence, run-on sentence, capitalization, capitalization. You have to capitalize this. This is a, you know, over and over and over and over again. Well, create that comment in your comments, and then you can just reuse it. But even better still, in your comment, add a link to, oh, I don't know, no red ink, where there's instructions specific to correcting that error. Wow. Then you're actually utilizing the internet. It's very best. It's a link to more instructions, so that's cool. So we can use comment banks in the one that's here in the center. That's where you add the grade. And down here at the bottom, you can have private comments. I see that your overall error is run-on sentences. Let's work on that together. Go to page blah, blah on your textbook. If you do put a private comment, be sure that you post it. It's separate. It's not going to, when you click on return, it's not going to post it. You need to post that comment that you made. And then at the end, you return it. Now, if you have a class, everybody's doing all the assignments, then these arrows that are right here up here beside turned in, those arrows just go from one student to the next student, to the next student, to the next student. So you don't have to get out and go to the next student. So it speeds everything up. With basic skills in my students, there can be five or six names between the next student that turns something in. So I don't have use of this, but I can see that maybe in an ESL class, where all your students are there and they're all doing their work, this might speed up your grading tremendously. Okay. Now remember that we are, where are we? We are in an assignment. It is a quiz assignment. Okay. And this one has not all your assignments have this. This is only on quiz assignments, but it has here important grade. And this is where it will take the grade from the quiz, and it will send it over to the grade book. So be sure you do that. I did not understand this. And I could not, my quizzes grades weren't coming over. And I, I didn't know what was going on. And it was that I wasn't clicking on this important grade.  Because maybe you've got six students to grade and you can wait till the all six of them have been graded and then import them all. And then if another student the next day does the quiz, you'll have to go back and import the grade again for him. So just be sure that that's there. And it is under assignment. Okay. In the classwork section. Okay. So you'll go to the quiz and import them. This one is showing you the next step. I thought this was the coolest thing that was doing this. So I grabbed the screen immediately. It's saying that this was last imported at 432 p.m. And then right over here, Zoe's grade has now appeared. It's in draft, meaning I haven't returned it to it. When I click on return, then that draft will disappear. All right. These are the tips on review, the things we have looked at. Use topics to guide your students, demonstrate the navigation used to do for you and your students, use forms to make the attendance sheet for your online class, or any of your classes, create a profile so that you gather that information your boss is wanting to know. And use quizzes. These can be quizzes that are formative all through your class, all through your day, where students really, really like these, or the quizzes at the end. And that one you will assign only to the student that's taking the quiz. Require emails on your quizzes. Check out the responses on the quizzes so you can evaluate your quiz and see if the questions are good. Use rubrics. This is new. If you're new to this whole process, you may not start here, but I think you're going to like it. And then template assignments are really great. Be sure that you mark them, make a copy, and then click on import grades inside the assignments. I love to end with this screen, and it's just because it's kind of an attitude. It shows a little kid who's saying, I just updated my Facebook, my space, and Twitter. Texted a homework reminder to you. Googled the answer to last night's bonus assignment, and now I'm uploading. Oops, gotta go. My teacher's coming in and my phone is supposed to be off in my locker. Maybe someday the school will provide us with the technology that is already in our pockets. I was cemented into Google Classroom some years back when a lot of these really cool features like archiving, so you could reuse a class, and all of these things, they weren't there. And so it was much, much harder. And I was really, really grappling whether I was going to continue with Google Classroom because it was labor-intensive. For me, we were coming on to quarter two, and I needed to create a new class.  And I was stunned. The other thing that made it so that I am a real Google Classroom advocate is we have open entry. So I have students that come in in the middle of the quarter. So they haven't seen all the assignments that happened in week one through four. And unless I'm going to dig them all out and find them all for him, they're not going to get to do them. They'll just have to wait till they come back. With Google Classroom, I have students that come in the middle of the quarter, they back up, they catch up on everything. And so they have accomplished all the work. That made it so that I am a fan of Google Classroom. And now that we are teaching online, this is incredible. It makes it so that you can truly do the work that the districts and the country are asking us as teachers to do. We need to teach online and with Google Classroom, we can do it. Thank you for joining us today. And Debbie, thank you for doing this video. I just wanted to piggyback on something that you mentioned earlier, and I didn't want to interrupt that you talked about Google changing and way back when, when you started four years ago, Google Classroom looked much different than it does now, as do all of the Google tools. Yes. So that's the joy and pain of working with Google or with any application online really. They might change at the drop of a hat and one day the blue button that used to be on the right is a red button that's on the left. So you got to be prepared, right? Absolutely.  And the first time that happened, I was horrified, you know, because I'm just stumbling all over the place. Now I just shrug it off and I'll say, well, that's okay. That's my assignment for this afternoon. There you go. There you go. We're going to learn together class. All right. I want to thank you again. This will be posted as soon as we can get it up.


What do you think it means to have self-love? Would you say that you love yourself? And if so, do you think your actions reflect a self-love? Some people might feel guilty about practicing self-love, mistaking it for selfishness or narcissism. But self-love is anything but selfish. In fact, famous psychologists such as Eric Rom and Alfred Alder believed self-love to be necessary for a healthy sense of self-esteem, self-worth, and self-enhancement. According to licensed psychotherapist Sharon Martin, self-love means accepting yourself fully, treating yourself with kindness and respect, and nurturing your own growth and well-being. Oh, does that sound like a bad thing to do? Well, if you're still on the fence about it, here are five psychology-backed signs from experts that what you're doing isn't selfish. It's self-love. Positivity versus superiority. Just because self-love is about taking care of yourself doesn't mean it should come at the expense of others. This is one of the most common misconceptions people have and why they sometimes mistake self-love for selfishness. Self-love isn't about ignoring everyone else's needs, explain self-help author, Susanna Newsonen. Rather, it's about having a more positive relationship with yourself and supporting yourself as much as you do those around you. That's why one of the most telling signs you're practicing self-love and not selfishness is if it brings more positivity into your life. Your actions and choices need to balance loving and respecting yourself just as much as you do everyone else. According to psychology researcher and Courtney E. Ackerman, some benefits of self-love include more peace of mind, greater authenticity, less anxiety and stress, and better overall life satisfaction. Self-confidence versus narcissism. The ironic thing about narcissism, according to licensed clinical social worker Jill Daino, is that it's actually rooted in a lack of self-confidence, not an overabundance of it. People who are selfish and narcissistic put themselves above everyone else because they lack a sense of security in their own worth and value. So they feel they need to be as competitive and show-offish as possible to convince everyone else of it. But the ones who do things that come from a place of self-love don't feel the need to boast about their accomplishments or tear other people down, just to feel good about themselves. They're able to accept praise and compliments for a job well done without being too high and mighty about it, because they know they're not desperate to prove anything. They know their own positive deeds and qualities and they celebrate it. They don't rub everybody else's face in it. If you find this video relatable and helpful, please give the video a thumbs up and subscribe to the channel. Now, moving on to the next point. Self-compassion versus self-criticism. According to psychologist Dr. Nicole Siegfried, most of us are often raised to believe that we need to criticize ourselves in order to push ourselves to be better. But what most people fail to understand is that it can do a lot more harm than good to our ego, because it may keep us from treating ourselves with compassion. So the next time you make a mistake, observe how you react and talk to yourself about it. Are you quick to blame yourself and say harsh things to yourself about it? Or do you try to show yourself some understanding and compassion? It's not selfish to do the latter instead. Resilience versus self-sabotage. When you focus on yourself and your own growth, that self-love can pave the way for more happiness and peace to come into your life. Practicing self-love and treating yourself with kindness even in the face of hardship cultivates hope, optimism, and emotional resilience, says psychologist Sharon Martin. So the next time you're struggling with something, know that it's self-love to ask for help when you need it, not selfishness. According to therapist Dr. Sherry Jacobson, this is because self-love encourages self-awareness and self-improvement. While selfishness encourages self-destruction, it's a form of self-love to know your limits, respect the limits of others, and communicate what you need clearly. Setting versus overstepping boundaries. According to psychologist Dr. Christina Gomez, self-love in action can look a lot like taking initiative and being more assertive. That's because when you love yourself, you prioritize your well-being and strive to meet your own needs, not just leave it up to everybody else. You make healthy choices most of the time and set healthy boundaries for yourself. You understand that you don't need to sacrifice your own happiness just to give other people theirs and that thinking that way is harmful. Self-love is about knowing what truly matters, says Dr. Gomez. So it's not selfish to take care of your own needs. What selfish is taking from others and using them for your own gain without any consideration for their well-being, which is what you would be letting other people do by not setting healthy boundaries. To quote American self-help author Wilfred Allen Peterson, be gentle with yourself, learn to love yourself, to forgive yourself, for only as we have the right attitude towards ourselves can we have the right attitude towards others. Let us know in the comments down below what are some ways that you practice self-love in your life. Till next time Psych2Goers and remember, you matter.


Hey Bears! This is Priscilla Hong with CalTV Sports, nearby Haas Pavilion where the second official Cal Men's basketball home game just concluded. This game took place on Tuesday, November 12th as our Golden Bears took on UNLV. It was an exciting game from start to finish as each team took turns leading the match. Stars for the Golden Bears was Matt Bradley, a sophomore out of San Bernardino. He led the team in points and rebounds with 23 points and 5 rebounds. UNLV had its biggest lead in the night at 63-50 with 7 minutes left in the game. However, Cal didn't back down and came back with a 6-0 run of its own with 3 minutes left. Joelle Brown was the vital part of this portion of the match as he scored 9 points keeping us within striking distance of the Rebels. As the final seconds of the game counted down, every Golden Bear in Haas Pavilion was on the edge of their seats as Paris Austin went in for the final layup, missing it only by inches. You could feel the tension in the air as the buzzer went off signifying overtime. In the final three minutes of the game, Andre Kelly came in for the Bears with two major scores that put us up and set the vibe for the remainder of overtime. This newfound confidence propelled our Golden Bears to victory with a final score of 79-75. Signing off, this is Priscilla Huang for CalTV Sports. Go Bears!


Well, these are days of pride and accomplishment and great hope for Cheryl Orgus, Nigel Reichards, and Timothy Walsh, along with millions of other Americans this spring that are earning college degrees, certificates of learning that can be tickets to opportunities. But unlike most of their fellow students, these three outstanding young people have read the books, absorbed the charts, and conducted the experiments without being able to see. They've completed without sight in a sighted world, and they have excelled. We all congratulate you. Cheryl, Nigel, and Timothy, you have much to be proud of. You've brought honor to your families and are an inspiration to your countrymen. Looking over your records, certain shared qualities stand out—integrity, determination, and drive. Your professors talk of your competitive spirit and say they expect great things. Well, so do I. Those who've had the privilege to know you and we who are here to honor you want you to know, we believe in you. We're relying on you to continue to lead your generation, to improve the quality of life in your communities, your country, and in the world. You live with a handicap, yes, but because of your strengths and your personal courage, you've proven you're more than equal to the challenge. And you also have the great blessing of having been born Americans. Thousands of your countrymen volunteered their time and resources through recording for the blind so that you would have a better chance to reach your potential. Since the organizations founding 31 years ago, more than 55,000 students have been helped as you were. The volunteers who've made this program work are just one small part of a nation that's known for volunteers, charitable organizations, neighborly cooperation, and friends. It's been estimated that 84 million Americans work in their spare time at some worthy cause or contribute to it. Success like yours and statistics like these make me absolutely sure America's future is ours to shape, that no problem is beyond our ability to solve. The accomplishments of Cheryl August, Nigel Rijkaard's and Timothy Walsh should make all Americans very proud and the fact that they are about to begin their lives in the working world should fill each one of us with great hope. And that's why it's a special privilege for me to congratulate them today and to present their Scholastic Achievement Awards. I think I ought to tell you that this is sort of odd casting for me to be here recognizing you for Scholastic Awards. I have just been back to the commencement ceremonies of my own college in Illinois where I got my degree 50 years ago and then some years later they gave me an honorary degree and that made me feel doubly guilty because I always figured that the first one they'd given me was honorary. But now this Scholastic Achievement Award to Cheryl Marie August in recognition of the extraordinary scholarship determination and intellectual vigor displayed in earning the degree of Bachelor of Arts from Lawrence University. This Scholastic Achievement Award and for the same reasons earning the degree of Bachelor of Science from the University of Florida to Nigel Bruce Rijkaard's and to Timothy Allen Walsh for recognition of the same qualities the degree of Bachelor of Arts from the University of the South. Well I'm more than delighted to do this. We have to feel that in the mainstream that they put themselves they're really going down the white water aren't they? Yes, yes they are. Not just mainstreaming. You'll make it. I learned one thing in school and that is you've learned it. You know it's a the world can look very frightening when you're just coming out of school but then you stop to think you've been living in a kind of a community there in school. If you made it there you can make it outside too. God bless you all. Thank all of you. Thank you. Back in that outside world go to work. We thank you for taking the time. I'm very much pleased. Thank all of you. Bye bye.


We continue today with Chapter 20, The Consistency of Means and End. We have said much about the discrepancies of means and end and how these must be brought in line before your holy relationship can bring you only joy. But we have also said the means to meet the Holy Spirit's goal will come from the same source as does His purpose. Being so simple and direct, this Course has nothing in it that is not consistent. The seeming inconsistencies or parts you find more difficult than others are merely indications of areas where means and end are still discrepant. And this produces great discomfort. This need not be. This Course requires almost nothing of you. It is impossible to imagine one that asks so little or could offer more. The period of discomfort that follows the sudden change in a relationship from sin to holiness may now be almost over. To the extent you still experience it, you are refusing to leave the means to Him who changed the purpose. You recognize you want the goal. Are you not also willing to accept the means? If you are not, let us admit that you are inconsistent. A purpose is attained by means. And if you want a purpose, you must be willing to want the means as well. How can one be sincere and say, I want this above all else and yet I do not want to learn the means to get it? To obtain the goal of the Holy Spirit indeed asks little. He has no more to give the means as well. The means are second to the goal. And when you hesitate it is because the purpose frightens you and not the means. Remember this, for otherwise you will make the error of believing that means are difficult. Yet how can they be difficult if they are merely given you? They guarantee the goal and they are perfectly in line with it. Before we look at them a little closer, remember that if you think they are impossible, your wanting of the purpose has been shaken. For if a goal is possible to reach, the means to do so must be possible as well. It is impossible to see your brother as sinless and yet to look upon him as a body. Is this not perfectly consistent with the goal of holiness? For holiness is merely the result of letting the effects of sin be lifted, so what was always true is recognized. To see a sinless body is impossible, for holiness is positive and the body is merely neutral. It is not sinful, but neither is it sinless. As nothing, which it is, the body cannot meaningfully be invested with attributes of Christ or of the ego. Either must be an error, for both would place the attributes where they cannot be. And both must be undone for purposes of truth. The body is the means by which the ego tries to make the unholy relationship seem real. The unholy instant is the time of bodies. But the purpose here is sin. It cannot be attained but an illusion, and so the illusion of a brother as a body is quite in keeping with the purpose of unholyness. Because of this consistency, the means remain unquestioned while the end is cherished. Seeing adapts to wish for sight is always secondary to desire. And if you see the body, you have chosen judgment and not vision. For vision, like relationships, has no order. You either see or not. Who sees a brother's body has laid a judgment on him and sees him not. He does not really see him as sinful. He does not see him at all. In darkness of sin, he is invisible. He can be but imagined in the darkness. And it is here that the illusions you hold about him are not held up to his reality. Here our illusions and reality kept separated. Here our illusions never brought to truth and always hidden from it. And here in darkness is your brother's reality imagined as a body, in unholy relationships with other bodies serving the cause of sin an instant before he dies. There is indeed a difference between this vain imagining and vision. The difference lies not in them but in their purpose. Both are but means, each one appropriate to the end for which it is employed. Neither can serve the purpose of the other for each one is a choice of purpose employed on its behalf. Either is meaningless without the end for which it was intended nor is it valued as a separate thing apart from the intention. The means seem real because the goal is valued and judgment has no value unless the goal is sin. The body cannot be looked upon except through judgment. To see the body is the sign that you lack vision and have denied the means the Holy Spirit offers you to serve his purpose. How can a holy relationship achieve its purpose through the means of sin? Judgment, you taught yourself. Vision is learned from him who would undo your teaching. His vision cannot see the body because it cannot look on sin. And thus it leads you to reality.  Attempt to see him not in darkness for your imaginings about him will seem real there.  Such was your purpose. And while this purpose seems to have a meaning, the means for its attainment will be evaluated as worth the seeing. And so you will not see. Your question should not be, how can I see my brother without the body? Ask only, do I really wish to see him sinless? And as you ask, forget not that his sinlessness is your escape from fear. Salvation is the Holy Spirit's goal. The means is vision. For what the seeing look upon is sinless. No one who loves can judge. And what he sees is free of condemnation. And what he sees he did not make. For it was given him to see, as was the vision that made his seeing possible. And from the workbook, lesson 164, now are we one with him who is our source. What time but now can truth be known? The present is the only time there is. And so today, this instant, now, we come to look upon what is forever there. Not in our sight, but in the eyes of Christ. He looks past time and sees eternity as represented there. He hears the sounds, the senseless, busy world and genders. Yet he hears them faintly. For beyond them all he hears the song of heaven and the voice for God more clear, more meaningful, more near. The world fades easily away before his sight. Its sounds grow dim. A melody from far beyond the world increasingly is more and more distant, distinct. An ancient call to which he gives an ancient answer. You will recognize them both, for they are but your answer to your father's call to you. Christ answers for you, echoing yourself, using your voice to give his glad consent, accepting your deliverance for you. How holy is your practicing today? As Christ gives you his sight and hears for you, and answers in your name the call he hears.  How easily are all your seeming sins for God and all your sorrows unremembered. On this day is grief laid by for sights and sounds that come from nearer and the world are clear to you who will today accept the gifts he gives. There is a silence into which the world cannot intrude. There is an ancient peace you carry in your heart and have not lost. There is a sense of holiness in you, the thought of sin has never touched. All this today you will remember. Faithfulness in practicing today will bring rewards so great and so completely different from all things you saw before that you will know that here your treasure is and here your rest. This is the day when vain imaginings part like a curtain to reveal what lies beyond them. Now is what is really there made visible while all the shadows which appeared to hide it merely sink away. Now is the balance righted and the scale of judgment left to him who judges true and in his judgment will a world unfold in perfect innocence before your eyes. Now will you see it with the eyes of Christ. Now is its transformation clear to you. Brother, this day is sacred to the world. Your vision, given you from far beyond all things within the world, looks back on them in a new light and what you see becomes the healing and salvation of the world. The valuable and valueless are both perceived and recognized for what they are and what is worthy of your love receives your love while nothing to be feared remains. We will not judge today. We will receive but is given as from judgment made beyond the world. Our practicing today becomes our gift of thankfulness for our release from blindness and from misery. All that we see will but increase our joy because its holiness reflects our own. We stand forgiven in the sight of Christ with all the world forgiven in our time. We bless the world as we behold it in the light in which our Savior looks on us and offer it the freedom given us through his forgiving vision, not our own. Open the curtain in your practicing by merely letting go all things you think you want. Your trifling treasures put away and leave a clean and open space within your mind where Christ can come and offer you the treasure of salvation. He has need of your most holy mind to save the world. Is not this purpose worthy to be yours? Is not Christ vision worthy to be sought above the world's unsatisfying goals? Let not today slip by without the gifts it holds for you receiving your consent and your acceptance. We can change the world if you acknowledge them. You may not see the value of your acceptance. It gives to the world. But this you surely want. You can exchange all suffering for joy this very day. Practice in earnest and give the gift. Is yours. Would God deceive you? Can his promise fail?  Amen.


subscribe now guys let's go subscribe now guys let's get into a topic of discussion today you see we've been seen on social media when people break up they get back to another relationship now you all know the term kuoga na kurudi soko but we're just here wondering is it actually a good thing kuoga na kurudi soko immediately or is it okay to wait just a little bit what do you guys think when when you come on we talk a long-term relationship and then you're immediate looming you're carrying that baggage from what you've left you're carrying it near to this new one trust and believe because you haven't healed you haven't you haven't taken time to discover really what what happened between you two I'm at the the I would say triggers yeah oh a bit okay so you haven't even taken time to learn how you guys woke up because he cheated and now you're entering in this other relationship right now with insecurities immediately so anything he does walk or to your brain your baggage from that relationship to this new one I have a question do you believe that rebounds help sometimes I mean yeah they do I feel like they do I feel like rebounds actually really help but it is quite an unfortunate thing if you're in a relationship with someone as your rebound and they don't know yeah because for them they might be investing in that relationship like someone who really wants to be in long-term thing yeah it's just a way to heal you know you don't even view them as someone you can spend the rest of your life with you you're just healing so I feel like a rebound is good to the person who is doing it but also it's a bad thing for the person that you're using as a rebound well for me I feel it depends on the nature of the relationship that's one and then sometimes I feel like time okay sometimes what on a semanga all heal take your time but there's some people who made immediately after the end the previous relationship and it works like for example Franky just Jimmett he broke up with Maureen and I still think that together they're just playing with us but I feel that together for them immediately they fell in love with Corazon and they had two children and I still believe that together is just that they are not posting me I feel it it depends it may depend sometimes we may get out of a relationship then immediately get into another one and it works so I don't believe time really matters you are watching friends by all feelings are represented all right guys we are back with a gang and my name is Miski Thinge and I'm joined by Naisa Abdi Rich girl is Jackson all right guys welcome to friends vibe if you haven't subscribed make sure you do because I mean why not single yeah subscribe now guys let's get into a topic of discussion today you see we've been seeing on social media when people break up they get back to another relationship now you all know the term but we're just here wondering is it actually a good thing or is it okay to wait just a little bit what do you guys think um wait kogan akurudis I feel like kogan akurudis should be for those two relationships you've been having you know it's not a really long relationship like it's like a coupling if you if I mean if you're in a relationship with someone for like three months that was literally just talking stage to me but if you guys have been dating for like let's say two years uh-huh I mean take I feel like it's a bit you should take a bit of time to yourself yeah and just trying to figure out because also when you're coming out of a relationship it's like it's like you're a new person if you're coming out of a long-term relationship it's like you're a new person so you you you you are with somebody like most of your life was attached to him and then now you are you're no longer with him yeah so you you have to take time to figure out yourself but if you are with someone for like two three months five months well for me I feel um it it depends on the nature of the relationship that's one and then sometimes I feel like uh time okay sometimes what on a semanga all heal take your time but there's some people who meet immediately after the end the previous relationship and it works like for example uh Frankie just jimmied um he broke up with Maureen and I still think they're together they're just playing with us but I feel they're together for them immediately they fell in love with Corazon and they had two children and I still believe they're together it's just that they're not posting so for me I I feel it it it depends it may depend sometimes you may get out of a relationship then immediately get into another one and it works so me I don't believe time really matters yeah well it it also depends with the nature of the relationship according to me as well but as Naisa mentions again it depends with the kind of bond that you had with this person so if your bond was not that tight then I mean you can just move on come on look what I made it for one month clearly you guys had not even gotten to know each other much yeah so there's really nothing much to even hold onto there's no attachments really but if it was a long-term kind of relationship I feel like you need some time to heal you need some time to reflect on you know what had happened if you were heartbroken or even had someone yeah you need time to think you need to time to just look at your environment I don't know because you know when when you come on we talk a long-term relationship and then your immediate what you left you're carrying it to this new one trust and believe because you haven't healed you haven't you haven't taken time to discover really what what happened between you two I'm at the I would say triggers yeah oh yeah you haven't taken time taken time to learn how you guys woke up because he cheated and now you're entering in this other relationship right now with insecurities immediately so anything he does walk or two you're bringing your baggage from that relationship to this new one yeah um I have a question do you guys believe uh that rebounds help sometimes I mean yeah they do I feel like they do I feel like rebounds actually really help but it is quite an unfortunate thing if you're in a relationship with someone as your rebound and they don't know yeah because for them they might be investing in that relationship like someone who really wants to be in long-term thing it's just a way to heal you know you don't even view them as someone you can spend the rest of your life with yeah I feel like you you're just healing so I feel like a rebound is good to the person who is doing it but also it's a bad thing for the person that you're using as a rebound yeah another thing is you could you could probably tell the other person it's a rebound and then they end up falling in love yeah and now you're not on the same page yeah I mean that's their own problem because I really told you but yeah rebound it's supposed to be not at Schmingi a relationship in a fact you're playing the field so I think that's why I feel like it's literally you are back to playing the field so you're not really attaching yourself to anyone you get yeah immediately you're not yeah so you're just enjoying yourself enjoying enjoying joe enjoying monster you know yeah enjoying everyone yeah wow so okay is there difference between dating and being in a relationship because I remember Murugi Mouniel sometimes back yeah I hope I don't miss code her but I was viewing her stories and she was saying like sometimes you can be you know be with different men like going on dates you're not dating any of them but you're trying to see who yeah you can fall in love with yeah that's but you see I mean is that really dating or is that going on dates because I feel like there's I I feel like if you're dating someone you are in a relationship with him but if you're going on dates you're probably meeting them in restaurants you're probably going for like outdoor kind of activities yeah you're probably just that's dating around if you're if you're going on dates that's it's dating around because you're not just going on dates you're trying to get to know different people but that's talking to people talking stages yeah I feel like that's talking do we call that dating I don't think that's dating I don't think that's dating I feel like that's talking to someone because the when you're talking to someone you're getting to know them to see if you are you can spend a long-term kind of relationship with them yeah so it's it's it's it can be if you're seeing someone again it is not exclusive yeah but if you're if you're talking to someone it is kind of exclusive because you're getting to know them but you haven't really committed to a long-term relationship yeah so I think dating is not really going on dates no I think dates are something different like that's you're just literally playing the field and trying to see yeah and I don't think I feel like for most people it shouldn't be when I talk out from one relationship you're jumping to the other even for your own mental health or anything it's not good yeah yeah and also it's not good for the other person you're going to date you get because hey you're from a very let me say if you're from a marriage yeah yeah like we said long-term to make an am to four years to make an am to three years that is a long time to be with someone and then immediately like some people do but before you break up with them like let's say four months prior you break up with this one you're ready in another one you're ready to know your next target even your next target already knows you both are dating already yeah so and then when you enter that relationship in most cases it doesn't work yeah and I feel actually feel like people who jump from one relationship to the other I feel like you're just lonely you do not ensure your company yeah so you want someone to take up that space of that other person that was in your life yeah and that is dangerous it means you don't even enjoy your company so when you move to one relationship to the other you're putting that other person in a place to make you happy so you are and that's not fair and if they fail you you're disappointed yeah and probably they're just probably going through something it's not like they don't like you or they're not in a position to make you happy but you're just expecting a lot because you've come out of a relationship and you're expecting this other person to fill this vacuum yeah what are the disadvantages do you guys think you also don't understand you don't know yourself yeah if you keep jumping from relationships to relationship you do not know yourself you're with let's say amazing I'll say Fred you're with Fred and then you're moving to this other person when you're with Fred you used to act a certain way just because you're with him and this is how he likes certain things and then when you move on to another person you also what he likes and what he does yeah you you're in tune to his life again so you actually don't get to know yourself sometimes it's good to actually stay by yourself single for a while just to understand yourself and know you will discover so many things about yourself you will you'll even discover since you feel like you most people do most people do this like they feel like they'll be lonely now they want somebody to be with them you'll discover you're not lonely you actually enjoy yourself you actually enjoy your company yeah you get but if you're jumping from one relationship to another I don't think you'll ever understand yourself yeah you will not learn about yourself any I don't know and I also feel like it may make you look promiscuous okay I don't know because for me as as much as if I am not in a serious relationship maybe probably definitely just build someone for a destruction but if you keep on doing it like damn especially for me when it gets to like the intimate part so what happened you keep on changing yeah I'll give you an example like not so many people what's her name um I'm very yeah like the way she she you can really tell she's a relationship person yeah but what's her people branded her a bad yeah people are branding her to be a whole but she's not it's just that she's moving things yeah and I feel and she's as you can tell she's I don't I don't know if anyone has ever come out to say she's cheated on them no yeah she's faithful to whoever she is with at the moment yeah but just no she will live yeah she will live if you mess up and she's finding another person real quick yeah and I feel is just that her she's a public figure that's what happened with very many people yeah it's only that the business of other people is not out there like her yeah you can tell she flourishes when she's in a relationship yeah okay but what now can you guys advise someone who is in a long-term relationship name Asia to share to share a greasy water if it was a fling or something that you didn't bond it's you can move on but what about this other person now they've been in a long-term relationship and you know what are they doing before sasawa okay you're cool guy you're before I would be so cool what can they do according to you what do you guys think I mean I would think take time to yourself take time to figure out yourself because you coming from that relationship and now you alone there's some growth happening there's some changes happening in your life like so many things are happening it's good if you take time to yourself and just understand whatever is happening to you whatever is the changes get to know them get to even know yourself a bit more intimate be selfish with yourself you know so that the next man who's coming is not at the trash bag you left behind you get you are with now you understand yourself you know what you want you know your what you know so it will be better for the next person and also for you in the next relationship yeah yeah but your final thoughts actually um so my final thoughts for me one thing about relationship after a breakup my one goal not one goal something that helps me heal is immediately you break up with someone let's go of the hope of getting back together they're now heal because the moment you're like I am at Nezah Rudiana Matu Nezah Rudiana like you will keep on going through the same circle over and over again then now after you've let go of that thought now be selfish with your time travel do things that you love don't rush into another relationship if the previous one was long-term yeah but if it shows shots yeah well personally I feel like when you when you break up with someone and it was long-term you need to allow yourself to feel those mixed feelings because you kind of hate them you kind of of course you had good memories allow yourself to feel those mixed emotions because now if you move on to the next one uta pelika masi dazako to the next relationship allow yourself to feel that then also set up boundaries because sometimes we find that we get into these problems and we end up breaking up because we didn't have these boundaries so set allow yourself to set up these boundaries and know when you get to your next what is it that you'd like what is it that you'd not like another thing self-care you know when you're in a relationship sometimes you don't think about yourself you think about the other person and it's okay but right about now you're alone take care of yourself you know go for a massage workout do some things you know just take care of yourself so that you know they say when you show people how to love you so if you don't even know how to love yourself how are they gonna love you you need to show people how to love you so love yourself and above all connect with other people around you so you never know and they're probably not even the right person maybe you've been looking at the same qualities your ex had interact with other people you might find even better and that's my final word naysay do you have something else to add no no no i feel like yeah i already said my final word yeah so you so yeah unless it was a fling i feel like if it's long term you really need time to heal but let us know down on the comments section what are your thoughts from the apple and make sure you subscribe but thank you so much for watching this episode of friends vibe until next time it's goodbye from us