stanford-nlpxed/classroom_management_data huggingface dataset:
Student: [Inaudible]. Teacher: But you have to turn it into a graph. Teacher: It's 18 people.  [TARGET]Teacher: So now you may get up, and move, and gather information quietly.[/TARGET] Teacher: [Students talking with each other]. Teacher: [Inaudible]. Teacher: Okay.
Student: [Inaudible]. Teacher: Can you sit still? Teacher: Now speak.  [TARGET]Teacher: Look up.[/TARGET] Student: I think she should underestimate, because if she overestimates, she might have less than she thinks. Teacher: You think she should underestimate? Teacher: Why?
Student: [Inaudible]. Teacher: Did they vote you? Student: No.  [TARGET]Teacher: Who's doing it?[/TARGET] Student: She was - Teacher: Student C. Student: She was writing it.
Student: [Inaudible]. Teacher: Distance. Student: [Inaudible].  [TARGET]Teacher: Student F, [inaudible] off the chair.[/TARGET] Student: [Inaudible]. Teacher: This distance around the object or the sum of all the sides. Teacher: Do you know what sum is?
Student: [Inaudible]. Teacher: Don't - don't. Teacher: I'm gonna give you another hint and then you can guess again.  [TARGET]Teacher: You can't call out.[/TARGET] Student: [Inaudible]. Teacher: Thank you. Teacher: Can you take your seat now.
Student: [Inaudible]. Teacher: Excuse me. Student: [Inaudible] - shapes - [inaudible] - is a trapezoid.  [TARGET]Teacher: Okay, Student B.  I'm sorry.[/TARGET] Teacher: When I'm talking to one group, I'm hearing a lot of other little conversations. Teacher: I need your voices off. Teacher: Okay so Student S was saying that Student A and Student S, their shapes have parallel sides.
Student: [Inaudible]. Teacher: Excuse me. Teacher: All eyes here.  [TARGET]Teacher: Mouths are closed.[/TARGET] Student: What we did was we - Teacher: Sh. Teacher: Sh.
Student: [Inaudible]. Teacher: Five plus five equals ten. Teacher: Okay.  [TARGET]Teacher: Go on to part B, now.[/TARGET] Teacher: Let's go. Teacher: Yes? Teacher: Hurry up.
Student: [Inaudible]. Teacher: Five, four, three. Teacher: I still have people walking around.  [TARGET]Teacher: You need to be in your seat.[/TARGET] Teacher: Can I help you? Student: [Inaudible]. Teacher: No.
Student: [Inaudible]. Teacher: Great job. Teacher: It's important that they're telling you, show or explain how you got your answer.  [TARGET]Teacher: Let's move on to part B.[/TARGET] Teacher: Part B says, "What is the total number of blocks needed to balance six balls?"  Show, or explain how you got your answer. Teacher: What's important in that statement? Teacher: Let's have some new hands.
Student: [Inaudible]. Teacher: Hmm? Student: [Inaudible].  [TARGET]Teacher: I don't know.[/TARGET] Teacher: They - I had nothing to do with any of this. Teacher: And I'm not saying that to be mean. Teacher: I'm saying, I just didn't - she made this promise to people.
Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. Teacher: Student M, stop talking while he's talking.  [TARGET]Teacher: Can you turn around completely with your back off the wall?[/TARGET] Teacher: Move to the side so you can see. Student: [Inaudible]. Teacher: I can do this in my head.
Student: [Inaudible]. Teacher: Huh? Student: [Inaudible].  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: I just need right now how many people chose [inaudible]. Student: Six. Student: Seven.
Student: [Inaudible]. Teacher: I can't hear him. Teacher: Student R, would you repeat that?  [TARGET]Teacher: Student J, go back to your seat.[/TARGET] Teacher: It's not working. Teacher: Student R, what did you use here, what attribute? Student: An obtuse, right, and an acute angle.
Student: [Inaudible]. Teacher: I can't see what you took off because everything is still there. Student: I put these three there.  [TARGET]Teacher: Okay, so take it off.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Now I see.
Student: [Inaudible]. Teacher: I don't know. Teacher: Find out what it is.  [TARGET]Teacher: We're going to do this one now.[/TARGET] Student: It's 87. Teacher: Did you solve that? Student: It's 87.
Student: [Inaudible]. Teacher: I don't know. Teacher: They - I had nothing to do with any of this.  [TARGET]Teacher: And I'm not saying that to be mean.[/TARGET] Teacher: I'm saying, I just didn't - she made this promise to people. Teacher: They made the passes out. Teacher: They never told us what to do with them when you came in.
Student: [Inaudible]. Teacher: I gave you that sheet. Teacher: [Students working on problem].  [TARGET]Teacher: I see Student A's thinking like me.[/TARGET] Student: Hey, you can't cheat. Teacher: Why can't - well, he's not cheating. Teacher: [Students working on problem].
Student: [Inaudible]. Teacher: I need Student Z and Student R.  I need Student C and Student K.  Student V, you can be with Student J. Student: I'm right here.  [TARGET]Teacher: And, Student K, you will be with Student L.  You're with Student L.[/TARGET] Teacher: All right. Student: Could you cut this off? Teacher: Nope.
Student: [Inaudible]. Teacher: I will take questions at the end. Teacher: How many 7s in 42?  [TARGET]Teacher: Just join us for the [inaudible].[/TARGET] Teacher: Number 8 - excuse me, number 6, how many 3s in 21? Teacher: Number 6, how many 3s in 21? Teacher: Join us at number 6, and if you need some repeated we'll go back at the end.
Student: [Inaudible]. Teacher: I'm going to look for those that need to come up. Teacher: Remember, we have one lap.  [TARGET]Teacher: Don't make it any more.[/TARGET] Teacher: There sure is a lot of talking going on. Teacher: All right. Teacher: 414 times 10.
Student: [Inaudible]. Teacher: Is it because I'm over there or because I moved? Student: [Inaudible].  [TARGET]Teacher: You blocked your ears.[/TARGET] Teacher: Okay. Teacher: So, what I said, Student B - this says you're gonna be able to take a number. Teacher: If the number is, say, 90, you're gonna be able to look at a rectangle that has numbers around it and match it to the 90.
Student: [Inaudible]. Teacher: It's okay, Student C.  Just start as soon as you're ready. Multiple Students: [Multiple comments]  [TARGET]Teacher: If you finish, do not shout out [inaudible].[/TARGET] Teacher: Just turn your paper over. Teacher: If you finish, just turn your paper over. Multiple Students: [Multiple comments]
Student: [Inaudible]. Teacher: It's a decimal. Student: Eight doesn't have a right answer.  [TARGET]Teacher: Can you talk it out?[/TARGET] Teacher: Keep talking it out. Student: It's thousandths. Student: It's supposed to be a decimal.
Student: [Inaudible]. Teacher: It's actually another kind of scale. Teacher: [Crosstalk]  [TARGET]Teacher: I'm gonna wait.[/TARGET] Teacher: I'm gonna wait. Teacher: You're on camera, by the way, just to let you know. Teacher: This is a balance scale.
Student: [Inaudible]. Teacher: It's now ten-twelfths. Student: Oh.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Ten and twelve-ninths. Student: And then you got to - Teacher: Okay, let's look at it one more time before we keep on.
Student: [Inaudible]. Teacher: It's time to share. Teacher: Excuse me.  [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Student C, we're not doing that. Teacher: We're sharing. Teacher: One.
Student: [Inaudible]. Teacher: I'll wait. Teacher: Listen.  [TARGET]Teacher: You already - student R and Student B, stop.[/TARGET] Teacher: Everybody stop. Teacher: I'm ready to tell - now stop. Teacher: You already gathered your information, right?
Student: [Inaudible]. Teacher: I'm asking. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Student: Teacher M? Teacher: What is it that you say? Teacher: You said they were equal.
Student: [Inaudible]. Teacher: Just put it on the floor. Teacher: [Cough].  [TARGET]Teacher: You three, sit over here.[/TARGET] Teacher: Student J, come sit right here. Teacher: Student A sit in Student R's seat, and Student M come sit right here, please. Teacher: It's just easier if I've got three tables instead of two.
Student: [Inaudible]. Teacher: Last row please, Student M. Student: [Inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: If you have a question, you raise your hand. Student: 2 divided by 14 is 2. Student: I mean 7.
Student: [Inaudible]. Teacher: Look out, Student A. Teacher: Teacher H is going to come sit on top of you.  [TARGET]Teacher: It's going to be improper.[/TARGET] Teacher: Okay, it's an improper fraction when the big guys is on top of the little guy. Teacher: "Here's a fraction where the top number is larger than the bottom number. Teacher: It's called an improper fraction.
Student: [Inaudible]. Teacher: Markers and boards. Teacher: We've already gone over do not call me if you want to tattle tale.  [TARGET]Teacher: If the person is doing something to you that you have to go to the nurse for, let me know.[/TARGET] Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes?
Student: [Inaudible]. Teacher: Mm? Teacher: [Silence].  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Anybody else [inaudible]? Teacher: [Inaudible] last [inaudible]. Teacher: Number.
Student: [Inaudible]. Teacher: No, not yet. Student: Nine hundred?  [TARGET]Teacher: No, continue what you're doing please.[/TARGET] Teacher: Student J, sit down. Teacher: Student J, sit down. Teacher: Everybody look at the board and see what he's doing.
Student: [Inaudible]. Teacher: No, you're not. Teacher: I'm assigning who the person it.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Then that's how you check and you figure out who is right. Teacher: You don't just argue over who, "I think this one's right. Teacher: I think this one's right."  Okay?
Student: [Inaudible]. Teacher: No. Teacher: You're interested in one of the five groups.  [TARGET]Teacher: Don't touch the other ones.[/TARGET] Teacher: How many are in one of the five groups? Student: Seven. Student: [Crosstalk]
Student: [Inaudible]. Teacher: Not yet. Teacher: Just wait.  [TARGET]Teacher: Wait please.[/TARGET] Student: What's number eleven? Teacher: They can wait. Teacher: What is -
Student: [Inaudible]. Teacher: Oh, that's cool. Teacher: Yeah, that's really nice.  [TARGET]Teacher: All right let's lay it back.[/TARGET] Teacher: I am keeping it. Teacher: Okay, so - Student: [Inaudible].
Student: [Inaudible]. Teacher: Oh. Teacher: I thought you said Student M.  Go ahead.  [TARGET]Teacher: Student A, Student D, go stand behind the chair.[/TARGET] Teacher: Student C, Student S, why aren't you up here? Student: Because I have a clock. Student: You told me to go sit down.
Student: [Inaudible]. Teacher: Oh. Teacher: That would be good.  [TARGET]Teacher: You might want to suggest that to Ms. T.  Let me ask again as we wrap this up, when do you think you will ever use this in your own life?[/TARGET] Teacher: Give me an example, please. Teacher: On your pizzas? Teacher: Very good.
Student: [Inaudible]. Teacher: Okay, I want to see - I know there's a group of three. Teacher: That's it.  [TARGET]Teacher: I think - [cough].[/TARGET] Teacher: Hold on a minute. Teacher: Can I get your attention so you know what is it that you're going to do? Teacher: Student A?
Student: [Inaudible]. Teacher: Okay, do you think two-thirds is bigger? Student: No, four-sixths and two-thirds -  [TARGET]Teacher: Shh.[/TARGET] Student: Shh. Student: Shh. Student: Shh.
Student: [Inaudible]. Teacher: Okay, so what you need to do is stop goofing around and start paying attention, okay? Teacher: Because this is about five times that I've noticed you talking to Student S and you know what?  [TARGET]Teacher: She probably didn't hear what I said either because you were disturbing her.[/TARGET] Teacher: So it doesn't just affect you. Teacher: It affects people around you. Teacher: Alright, good.
Student: [Inaudible]. Teacher: Okay, that's - you cannot do that. Teacher: Do you understand me?  [TARGET]Teacher: That's cheating.[/TARGET] Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six. Multiple Students: Yes. Teacher: Here we go.
Student: [Inaudible]. Teacher: Okay, what's the easy way? Teacher: Hold on.  [TARGET]Teacher: Student E, don't pack up.[/TARGET] Student: Like I do ten times eight is 80, and then seven times twelve is 84, so that one's bigger. Student: Oh, he's cross-multiplying. Teacher: Okay, so ... explain this.
Student: [Inaudible]. Teacher: Okay, you're working in groups. Teacher: I need you all two to move down.  [TARGET]Teacher: You're working in groups.[/TARGET] Teacher: Student S, move up. Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S?
Student: [Inaudible]. Teacher: Okay. Student: Nothing's erased because you did it and I wrote it back.  [TARGET]Teacher: Let's sit down.[/TARGET] Teacher: I'm pretty sure if we're getting up at al - let's just stay focused on our math. Teacher: There should be no reason to even stand up and see what's happening. Student: You're believing the liars?
Student: [Inaudible]. Teacher: Okay. Teacher: Do you have it done, Student J?  [TARGET]Teacher: Don't touch that.[/TARGET] Teacher: [Whispering]. Teacher: Put your name on it. Teacher: [Inaudible] already.
Student: [Inaudible]. Teacher: Okay. Teacher: I'm going to give you your own balance, and some pawns.  [TARGET]Teacher: In your baggie of pawns you're going to find some green numbered cubes - Student W, this is the time for you to stop drawing, so you can listen, because this is the instructions.[/TARGET] Teacher: These are the instructions. Teacher: You're going to have some green cubes, and some red cubes. Teacher: And you're going to have some blue pawns and some white pawns.
Student: [Inaudible]. Teacher: Okay. Teacher: So you decide.  [TARGET]Teacher: One person.[/TARGET] Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do.
Student: [Inaudible]. Teacher: Okay. Teacher: We do understand that we're being filmed and that you have a microphone actually very close to you.  [TARGET]Teacher: So we have a choice to actually turn around and participate in the lesson or I'm gonna have to ask you to leave.[/TARGET] Teacher: We have to make a choice. Teacher: So we shouldn't be turned around to the people behind us to see what's going on. Teacher: Okay?
Student: [Inaudible]. Teacher: Okay. Teacher: What did you think?  [TARGET]Teacher: Why are you not in a chair, hon?[/TARGET] Student: I don't want to be in one. Teacher: All right. Teacher: So what are you doing to help him?
Student: [Inaudible]. Teacher: Perfect. Teacher: Absolutely perfect.  [TARGET]Teacher: Go on to part B.[/TARGET] Teacher: Perfect. Teacher: Perfect. Student: [Inaudible].
Student: [Inaudible]. Teacher: Plus 20, plus four. Teacher: Thumbs up when you've got - put the shirt on boy.  [TARGET]Teacher: You can't be naked in front of my cameras.[/TARGET] Teacher: Shh. Teacher: Now what do we do with 28? Teacher: Where does 28 go?
Student: [Inaudible]. Teacher: Right here. Teacher: Stop fooling around please.  [TARGET]Teacher: I want you to sit here.[/TARGET] Teacher: You can get that chair if you want to. Teacher: Let's go. Teacher: You don't have to do this [inaudible].
Student: [Inaudible]. Teacher: Same thing. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: So what do we do, now? Teacher: Student E, what do I do? Student: Add them.
Student: [Inaudible]. Teacher: Seventy-five times two, what is it? Teacher: Is it - let Student X help.  [TARGET]Teacher: You sit down.[/TARGET] Teacher: [Crosstalk] Teacher: Sit down. Teacher: Sit down please.
Student: [Inaudible]. Teacher: Sh! Teacher: I don't care where you put it.  [TARGET]Teacher: Just put it now.[/TARGET] Teacher: Student J, you're taking too long doing that. Teacher: I'm not waiting. Teacher: I need to see everyone with that number in a box.
Student: [Inaudible]. Teacher: Shh. Teacher: Don't be impolite.  [TARGET]Teacher: Stop making noises.[/TARGET] Teacher: Okay. Teacher: What is my formula for a triangle, Student B? Student: Base times height.
Student: [Inaudible]. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible].
Student: [Inaudible]. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student L, clean that up. Teacher: Student L, paper on the floor. Teacher: Student D, Student T, Student R, and Student J.
Student: [Inaudible]. Teacher: Shh. Teacher: Student L, hang on.  [TARGET]Teacher: Hang on.[/TARGET] Student: [Inaudible]. Teacher: Shh. Teacher: I've got - I found glue that works, so your glue works on here.
Student: [Inaudible]. Teacher: So this is the whole [Inaudible]. Multiple Students: [Inaudible].  [TARGET]Teacher: Sh![/TARGET] Teacher: Lower the volume. Teacher: Lower the volume. Teacher: All right.
Student: [Inaudible]. Teacher: So watch this. Teacher: [Inaudible] we do.  [TARGET]Teacher: I'm going to give you two problems.[/TARGET] Teacher: I want you to write it down. Teacher: Follow the steps in this order. Teacher: Parenthesis.
Student: [Inaudible]. Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now. Student: But he keeps [inaudible] at me.  [TARGET]Teacher: Give me a thumbs-up task manager, if your group is ready.[/TARGET] Teacher: Task manager. Teacher: Team two is ready. Teacher: Who is the task manager, over here?
Student: [Inaudible]. Teacher: Student C, [inaudible]. Teacher: [Inaudible] camera [inaudible].  [TARGET]Teacher: Student M, [inaudible].[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Multiple Students: [Whistling sound].
Student: [Inaudible]. Teacher: Student D, what are you doing? Student: [Inaudible].  [TARGET]Teacher: Well, it doesn't start.[/TARGET] Teacher: It's a group [inaudible]. Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong.
Student: [Inaudible]. Teacher: Student L, I do not want people calling my name and holding a book up, like that. Teacher: I don't want that.  [TARGET]Teacher: Okay, do not do that, please.[/TARGET] Teacher: If I come around and I check on somebody that doesn't mean that I want other people to run over to me and show me. Teacher: If you want to know if you did this right, you'll pay attention when we talk about it, okay? Teacher: That's where you'll get confirmation about what you did.
Student: [Inaudible]. Teacher: Student P, we don't laugh. Teacher: Flip your card.  [TARGET]Teacher: We don't laugh at other people.[/TARGET] Teacher: It's absolutely okay to make mistakes or say they don't know. Teacher: Teacher doesn't know anything. Teacher: Look at all these hands.
Student: [Inaudible]. Teacher: Student R knows more than me lately in terms of absences in this classroom. Student: She told me.  [TARGET]Teacher: You should have told me, Student K, because then I could have given you some work so that you didn't have so much work coming back to school.[/TARGET] Teacher: You've got to make that up over the weekend for me, okay. Teacher: You have a long weekend. Teacher: So do you think you'll have time to do it?
Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong. Teacher: [Inaudible] and you were not here.  [TARGET]Teacher: They already got the data.[/TARGET] Teacher: How many people chose cakes? Teacher: Cookies? Teacher: And all of that.
Student: [Inaudible]. Teacher: Student S is speaking. Teacher: You need to be listening.  [TARGET]Teacher: Go ahead, please.[/TARGET] Student: Um, we [inaudible] form, dividing it like, into it's smallest number to make it like, smaller. Student: And that's how it's in it's simplest form, is to make it smaller by dividing it. Teacher: Okay.
Student: [Inaudible]. Teacher: Student S.  Hold on a second. Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated.  [TARGET]Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation.[/TARGET] Teacher: Stop the talking, and if you see someone  breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule.
Student: [Inaudible]. Teacher: Student S.  Okay, let's think about this. Teacher: Wait.  [TARGET]Teacher: Girls, don't glue anything.[/TARGET] Student: [Inaudible]. Teacher: Okay, shh. Teacher: Everybody look up here.
Student: [Inaudible]. Teacher: Supposed to have had it. Student: I don't want to do homework now.  [TARGET]Teacher: Let's do it now since you finished your math.[/TARGET] Teacher: Did you write 172 here? Teacher: Did you? Teacher: How do we break this number, 29 times 6?
Student: [Inaudible]. Teacher: Teacher P is not in there? Teacher: Okay, go ahead and go to Teacher G.  Close the door.  [TARGET]Teacher: Student I, honey, can you please put your reading book away?[/TARGET] Teacher: I don't know why that is out right now. Teacher: Come on, you can do it. Teacher: All right, number one.
Student: [Inaudible]. Teacher: Ten is in one group. Teacher: How many is in two groups?  [TARGET]Teacher: Didn't I say not to play with them like that?[/TARGET] Teacher: We're not gonna stack them and we're not gonna flip them or twirl them, okay. Student: Got it. Teacher: If there's ten in one group then there's ten in another group.
Student: [Inaudible]. Teacher: That's rude. Teacher: Student J, your common denominator's ten.  [TARGET]Teacher: Student J, stop.[/TARGET] Teacher: Your common denominator's ten. Teacher: I'm telling you that so you don't have to do the multiples. Teacher: Erase that.
Student: [Inaudible]. Teacher: The bank does it. Teacher: Banks are the ones that's using the decimals.  [TARGET]Teacher: Okay, shh.[/TARGET] Teacher: All right. Teacher: Listen up. Teacher: Listen up so we can get started.
Student: [Inaudible]. Teacher: The whole number or the bigger number inside. Teacher: Shh.  [TARGET]Teacher: Student A, [inaudible].[/TARGET] Student: What? Student: [Inaudible]. Teacher: Student A, [inaudible].
Student: [Inaudible]. Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number. Teacher: How many agree with that?  [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: You can leave it there. Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number? Teacher: Raise your hand.
Student: [Inaudible]. Teacher: To Student K. Student: Angle S.  [TARGET]Teacher: Angle S, not even listening.[/TARGET] Student: [Inaudible]. Teacher: What? Student: [Inaudible].
Student: [Inaudible]. Teacher: Twelve is what? Student: [Inaudible].  [TARGET]Teacher: Please stop playing with markers.[/TARGET] Teacher: What's the 12? Teacher: Can somebody, Student R is thinking about it, can anyone help? Teacher: What does the 12 represent?
Student: [Inaudible]. Teacher: Use the back. Teacher: Good.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Thank you. Teacher: Go around this way, please. Teacher: You do that for a reason.
Student: [Inaudible]. Teacher: Very good. Teacher: And let's see if we can do that.  [TARGET]Teacher: Part A says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  Who can turn that into an answer?[/TARGET] Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after. Teacher: Who can turn this around?
Student: [Inaudible]. Teacher: Wait a minute. Teacher: Go back to four eighths 'cause I can't hear you.  [TARGET]Teacher: You're not talking loud enough.[/TARGET] Student: [Inaudible]. Teacher: Is less than what? Student: Three fourths.
Student: [Inaudible]. Teacher: We are - the videotape is on and this is how you're acting. Teacher: Everything off your table.  [TARGET]Teacher: Go [inaudible] please.[/TARGET] Teacher: Everything off your table. Teacher: This table is a big 'ol mess. Teacher: Put that away [inaudible].