stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Inaudible]. Student: [Inaudible]. Teacher: You got both of them?  [TARGET]Teacher: Looks like it.[/TARGET] Teacher: I want to see [inaudible] when you got both of them done. Teacher: Good job, Student K, you're on fire today. Teacher: Good job.
Teacher: [Inaudible]. Teacher: 1100 Teacher: What do you have left?  [TARGET]Teacher: Student D, you need to be here.[/TARGET] Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100 Teacher: Write it here.
Teacher: [Inaudible]. Teacher: And you have to write your constructive response. Student: [Inaudible].  [TARGET]Teacher: You have exactly 15 minutes for your graph.[/TARGET] Teacher: You have to write your constructive - who's doing the graph? Student: Me. Student: [Crosstalk].
Teacher: [Inaudible]. Teacher: Are we looking? Student: Yes.  [TARGET]Teacher: Are we looking?[/TARGET] Teacher: Okay. Teacher: So you draw a line. Student: That's what I did.
Teacher: [Inaudible]. Teacher: Can you see this? Teacher: If you keep playing as much as you want, we will have a test.  [TARGET]Teacher: There will be no retakes.[/TARGET] Teacher: Whatever you've learned, you need to learn while you play. Teacher: No one else has control over you but you. Teacher: What are some of the combinations you've come up with?
Teacher: [Inaudible]. Teacher: Everybody to your seat. Teacher: [Teacher yelling].  [TARGET]Teacher: Didn't I say [inaudible]?[/TARGET] Teacher: You don't know [inaudible] and you move it. Teacher: You're going to make it into one. Teacher: After you - over here.
Teacher: [Inaudible]. Teacher: Excuse me, table 4. Student: Can you be quiet?  [TARGET]Teacher: The second warning for you.[/TARGET] Teacher: You don't tell anybody to be quiet in the classroom. Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead.
Teacher: [Inaudible]. Teacher: Focus. Teacher: You go around.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Oh, [inaudible]. Teacher: [Inaudible]. Teacher: Everybody to your seat.
Teacher: [Inaudible]. Teacher: Go back further. Teacher: Okay.  [TARGET]Teacher: Do not bring the chairs.[/TARGET] Teacher: Come stand. Teacher: I need your attention in 5, 4, look at me, 3, 2, 1. Teacher: In a soft, soft voice, and I mean softer than the voice I'm talking in, I'm going to give you one minute to talk to the people in your group about why you belong together.
Teacher: [Inaudible]. Teacher: How many do you guys have? Student: [Inaudible].  [TARGET]Teacher: Don't touch that.[/TARGET] Teacher: Where's the paper that I had here? Student: What paper? Teacher: The paper I was using to check.
Teacher: [Inaudible]. Teacher: I need you guys to listen. Teacher: Look at me.  [TARGET]Teacher: I need you to be quiet when they're sharing.[/TARGET] Teacher: You need to stop talking and listen. Teacher: Okay. Teacher: I'm sorry.
Teacher: [Inaudible]. Teacher: I said [inaudible] you weren't' here, but you [inaudible]. Teacher: Why are you up, Student D?  [TARGET]Teacher: We did that part.[/TARGET] Student: I told you. Teacher: Now let's decide. Teacher: Excuse me.
Teacher: [Inaudible]. Teacher: I'll still wait. Teacher: I'm still waiting.  [TARGET]Teacher: \You should use the restroom.[/TARGET] Teacher: Clear the board in front of you. Teacher: [End of Audio]
Teacher: [Inaudible]. Teacher: Last chance. Teacher: I hate to be ugly, but that's the last chance.  [TARGET]Teacher: I'm excited that you're learning math and you're excited about it.[/TARGET] Teacher: You need to get control. Teacher: That's it. Teacher: One more time.
Teacher: [Inaudible]. Teacher: Leave it, leave it, leave it. Teacher: Now, let me see people who are paying attention to me.  [TARGET]Teacher: My students, my learners.[/TARGET] Teacher: Hold on. Teacher: [Crosstalk] Teacher: [Inaudible].
Teacher: [Inaudible]. Teacher: Let me see. Teacher: They're talking together.  [TARGET]Teacher: Student C, Student L and Student N.[/TARGET] Teacher: [Crosstalk] Teacher: One sixth. Student: That would be one five -
Teacher: [Inaudible]. Teacher: Now I get you back. Student: Yeah, you get me back.  [TARGET]Teacher: Yeah, I get you back, yes.[/TARGET] Teacher: All right. Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24. Teacher: Now, I get you.
Teacher: [Inaudible]. Teacher: Okay. Teacher: Let's do it [inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: They're asking you. Teacher: Okay. Teacher: Excuse me.
Teacher: [Inaudible]. Teacher: One of these should be on your table already. Multiple Students: [Inaudible].  [TARGET]Teacher: I didn't tell anyone to touch any [Inaudible].[/TARGET] Multiple Students: [Inaudible]. Teacher: I just said open your Everyday Math journal to Page 197 and those of you who finished, do not - can you [Inaudible]. Multiple Students: [Inaudible].
Teacher: [Inaudible]. Teacher: One. Teacher: Zero.  [TARGET]Teacher: Now watch this.[/TARGET] Teacher: There's your graph. Teacher: [Inaudible] a line under here. Teacher: Watch.
Teacher: [Inaudible]. Teacher: Plug it - plug it back in and see if it works. Teacher: All right.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Think about the fraction five-sixths. Teacher: We're going to have five-sixths, and we're going to have, plus three-sixths. Teacher: [Silence].
Teacher: [Inaudible]. Teacher: Sit down properly please. Teacher: Pick up your book.  [TARGET]Teacher: Solve this math.[/TARGET] Student: 121 Teacher: 121 Teacher: Hmm.
Teacher: [Inaudible]. Teacher: Sit down, Student A. Teacher: Come right here.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit here with me. Teacher: Listen. Teacher: Sit down.
Teacher: [Inaudible]. Teacher: Sit up enough to write. Teacher: Just stay right there.  [TARGET]Teacher: Stay against the wall.[/TARGET] Teacher: [Inaudible]. Teacher: Probably one of the rhombuses, the skinny rhombus. Teacher: How you doing, Student L?
Teacher: [Inaudible]. Teacher: So, now, how many - look. Teacher: She is not looking.  [TARGET]Teacher: She is not looking.[/TARGET] Teacher: She's - thank you. Teacher: Yes. Teacher: So one eighth, one eighth, one eighth.
Teacher: [Inaudible]. Teacher: Student E.  Student M, Student M, Student M.  Student M, you're not listening for directions. Teacher: Listen.  [TARGET]Teacher: Student L, good job.[/TARGET] Teacher: Student O, thank you. Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions.
Teacher: [Inaudible]. Teacher: That would be no problem. Teacher: Finish your work.  [TARGET]Teacher: Look up here.[/TARGET] Teacher: It says how would you explain to someone how solution two works? Teacher: Look at solution two. Teacher: What did they do in solution two?
Teacher: [Inaudible]. Teacher: There's already five at that group and two at this group. Teacher: It was you because I took Student C.  Student D, do you need to not participate?  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Herein lies the problem. Teacher: This is group one. Teacher: Are you supposed to be here?
Teacher: [Inaudible]. Teacher: This is your partner over here, right? Teacher: That's very smart.  [TARGET]Teacher: Use your ruler.[/TARGET] Teacher: I see you made your plan. Student: We made it messy. Teacher: That's okay.
Teacher: [Inaudible]. Teacher: Time. Teacher: Focus.  [TARGET]Teacher: Everybody up here.[/TARGET] Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible].
Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week. Teacher: You're going to be spending part of the time - I will.  [TARGET]Teacher: Have a seat right now.[/TARGET] Teacher: You're going to be reviewing today and part of tomorrow. Teacher: There is one skill though that I want to reintroduce. Teacher: We already covered it from the last unit.
Teacher: [Inaudible]. Teacher: When you underestimate, you will be in trouble, because you might not have enough. Teacher: Who thinks that Student I is right, underestimating?  [TARGET]Teacher: Speak up, please.[/TARGET] Teacher: Okay. Teacher: Student D, we're coming back to you. Student: I think Student I is right for underestimating, because if she doesn't have enough, she will have some more as backup.
Teacher: [Inaudible]. Teacher: You have plenty of space. Teacher: You can do the back, that way you don't have to worry about - you can see the numbers.  [TARGET]Teacher: Where's your pencil?[/TARGET] Teacher: On your desk, or in your desk? Teacher: I don't have an eraser. Teacher: So what is this called?
Teacher: [Inaudible]. Teacher: You know what the problem you all are having, right here [inaudible]. Teacher: It's sad.  [TARGET]Teacher: And I don't know what you're doing with the board up to 12.[/TARGET] Teacher: What are you doing? Teacher: That's - why are you copying something that doesn't describe your graph? Student: [Inaudible].
Teacher: [Inaudible]. Teacher: You're not fighting with it. Teacher: Can you leave him alone and do your work?  [TARGET]Teacher: We're not going to lunch until our math is done.[/TARGET] Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here. Teacher: 1100
Teacher: [Inaudible]. Teacher: [Crosstalk - excessive noise] Teacher: Write the problem down.  [TARGET]Teacher: Write the problem down.[/TARGET] Teacher: Student M, I'm talking. Teacher: [Crosstalk] Teacher: [Crosstalk]
Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Student W, can you please keep your comments to yourself.  [TARGET]Teacher: Copy the problem down.[/TARGET] Teacher: [Crosstalk] Teacher: Pay attention. Teacher: This pattern, let's say that the first number is four.
Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: We will let you do more problems, yes.  [TARGET]Teacher: We'll let you do more problems.[/TARGET] Teacher: Somebody - Teacher: [Crosstalk] Student: One more, one more.
Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible].  [TARGET]Teacher: Leave it, leave it, leave it.[/TARGET] Teacher: Now, let me see people who are paying attention to me. Teacher: My students, my learners. Teacher: Hold on.
Teacher: [Inaudible]. Teacher: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: So you're going to have two problems.[/TARGET] Teacher: There's two problems on the board. Teacher: Problem one. Teacher: Seventeen minus four in parenthesis.
Teacher: [Inaudible]. Teacher: [Students working on graphs in groups]. Teacher: All right.  [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Hurry up. Teacher: Write your [inaudible]. Teacher: It's time to share.
Teacher: [Inaudible]? Student: [Inaudible]. Teacher: All right.  [TARGET]Teacher: Now you can look.[/TARGET] Teacher: How you follow this data is this. Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention.
Teacher: [Inaudible]? Teacher: Focus. Teacher: Student L.  Student W.  Number one.  [TARGET]Teacher: I need all eyes up here.[/TARGET] Teacher: [Inaudible]. Teacher: Number one, in parenthesis. Teacher: Seventeen minus four, so [inaudible] times three.
Teacher: [Incredibly high pitched squeal] Teacher: What did you do to hurt him? Student: I didn't hurt him.  [TARGET]Teacher: What did you do to hurt him are you supposed to cheer him up?[/TARGET] Teacher: Ignore him do your work. Student: No I didn't wanna hurt him. Teacher: You're almost done.
Teacher: [Laughter]  That would be wonderful, because I know you like princesses. Teacher: Think about it. Teacher: You want to stare?  [TARGET]Teacher: I can stare back.[/TARGET] Teacher: Yes? Teacher: Make sure that you're not going to the next one. Teacher: I love these story problems so much.
Teacher: [Laughter] Teacher: No, I gave him, like six warnings, and then I finally moved him. Teacher: I gave him a chance to sit with other people, but there was one morning where I was talking, and he was still talking, and I was like, "Move, just move," and then he moved.  [TARGET]Teacher: And he does much better by himself.[/TARGET] Teacher: Uh-huh. Teacher: [Pause] Teacher: Amazing, you guys have all this done?
Teacher: [Long pause] Teacher: 30 seconds. Teacher: 20 seconds.  [TARGET]Teacher: 10 seconds.[/TARGET] Teacher: Three, two, one, drop your pencil. Teacher: [Crosstalk] Teacher: All right.
Teacher: [Long pause] Teacher: You've got one minute. Teacher: [Long pause]  [TARGET]Teacher: 30 seconds.[/TARGET] Teacher: 20 seconds. Teacher: 10 seconds. Teacher: Three, two, one, drop your pencil.
Teacher: [Long pause] Teacher: You've got two minutes. Teacher: [Long pause]  [TARGET]Teacher: You've got one minute.[/TARGET] Teacher: [Long pause] Teacher: 30 seconds. Teacher: 20 seconds.
Teacher: [Loud side conversation, someone entered the room to collect donations] Student: Really I can't see. Teacher: Student R what are you doing?  [TARGET]Teacher: Go sit down.[/TARGET] Teacher: Go sit down. Teacher: Did everyone donate their money? Teacher: Okay what was the biggest ship called?
Teacher: [Pause]. Teacher: In your Friday folder, which is going home today, on Thursday, your conference time that we've scheduled for your parent is on there, okay? Teacher: All right, are we ready?  [TARGET]Teacher: Raise your hand quietly if you need me to wait for five and six.[/TARGET] Teacher: Okay, I'm scrolling down. Teacher: Number seven and eight. Teacher: [Pause].
Teacher: [Pause]. Teacher: There we go. Teacher: Oh, my gosh.  [TARGET]Teacher: Somebody help me, please.[/TARGET] Teacher: [Crosstalk]  Teacher: Thank you. Teacher: Whew.
Teacher: [Pause]. Teacher: Yes, who is calling me? Student: [Inaudible].  [TARGET]Teacher: Student K, can you - honey, Student K, could you please get out of your seat?[/TARGET] Teacher: Since I'm having to do this manually - no, it's not going to let me move it up. Teacher: Go ahead and grab a clipboard and have a seat on the floor in the front. Teacher: Go ahead and put your privacy folders down so people can see.
Teacher: [Room noise] Student: I'm finished. Teacher: Student J, sit down.  [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Are you done? Student: Yep. Teacher: Student A, are you done?
Teacher: [Room noise] Teacher: All eyes here please. Teacher: Student C, stop.  [TARGET]Teacher: Turn around and look at the board please.[/TARGET] Student: I'm finishing my work. Teacher: He's doing something here. Teacher: Student T is warning.
Teacher: [Room noise] Teacher: Student N, sit down. Teacher: You have seven.  [TARGET]Teacher: No, you've used the bathroom.[/TARGET] Teacher: You have 17 here. Teacher: You've got a one. Teacher: What did you get from this?
Teacher: [Side comment about crayons]. Teacher: One person is doing the graph. Teacher: Now you didn't - you all are keep showing me, "I did it.  [TARGET]Teacher: I did it."  I don't see anything.[/TARGET] Teacher: I don't need six graphs. Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. Teacher: As it's stated in the graph.
Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric. Teacher: I have this whole thing copied out on a piece of paper for you to keep.  [TARGET]Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever.[/TARGET] Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this.
Teacher: [Side discussion] Teacher: Everybody should be getting out a blank sheet of paper. Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes.  [TARGET]Teacher: You need to take out your colored pencils.[/TARGET] Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half.
Teacher: [Side discussion] Teacher: Okay, we're gonna start going over the answers. Teacher: Number one.  [TARGET]Teacher: Student F, do you want to come and do number one?[/TARGET] Teacher: [End of Audio]
Teacher: [Side discussion] Teacher: Yes, you have to simplify. Teacher: Okay, you should be on three, one third times three eighths.  [TARGET]Teacher: I'm collecting this paper.[/TARGET] Teacher: Remember, I'm collecting it. Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions.
Teacher: [Sigh]. Teacher: [Silence]. Teacher: You're still doing that with your chair, and I'm waiting for you to be quiet.  [TARGET]Teacher: Sit in your chair right.[/TARGET] Teacher: Thank you. Student: [Inaudible]. Teacher: Student K, one more time.
Teacher: [Silence]. Student: [Cough]. Student: [Silence].  [TARGET]Teacher: That sound is annoying, and I can't concentrate.[/TARGET] Teacher: Put the chair down. Student: [Inaudible]. Teacher: What else do we know about one-fourth?
Teacher: [Silence]. Student: [Inaudible]. Teacher: One-fourth goes in between ... halfway between the zero ... and the one-half.  [TARGET]Teacher: If you don't stop it.[/TARGET] Teacher: [Silence]. Student: [Cough]. Student: [Silence].
Teacher: [Silence]. Teacher: So plus two. Multiple Students: Yes!  [TARGET]Teacher: Come over here.[/TARGET] Teacher: You have to move. Multiple Students: [Crosstalk]. Teacher: Okay.
Teacher: [Silence]. Teacher: Sometimes if I don't start the program right away, it sort of, freezes up. Teacher: That's all right.  [TARGET]Teacher: You guys are waiting very patiently.[/TARGET] Teacher: [Laughter]. Teacher: I have to - ah, here we go. Teacher: Can everyone hear it?
Teacher: [Sneezes] Why are you just sitting there? Teacher: 14, 15, 16. Student: We need to papers to do this.  [TARGET]Teacher: You need to sit down with your partner, I'm not giving any papers until I see you seated.[/TARGET] Teacher: 17, 18, Student R and Student J find a spot. Teacher: 19. Student: Shit
Teacher: [Sound of kids working]  What are you doing? Student: [Inaudible] Teacher: Uh-uh.  [TARGET]Teacher: Please don't do that.[/TARGET] Teacher: Pick up all that. Teacher: How are we doing over here? Student: Good.
Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her? Teacher: Put it down.  [TARGET]Teacher: If you didn't do your work yesterday you can start now.[/TARGET] Multiple Students: [Inaudible] Multiple Students: [Student humming purposely into the mic] Teacher: Look at this one what do you have here correct yourself.
Teacher: [Students loudly in groups]. Teacher: [Inaudible]. Teacher: You know what the problem you all are having, right here [inaudible].  [TARGET]Teacher: It's sad.[/TARGET] Teacher: And I don't know what you're doing with the board up to 12. Teacher: What are you doing? Teacher: That's - why are you copying something that doesn't describe your graph?
Teacher: [Students loudly working on problem]. Teacher: All right. Teacher: Shh.  [TARGET]Teacher: All right, be quiet.[/TARGET] Teacher: Focus. Teacher: [Inaudible]. Teacher: Listen up.
Teacher: [Students quieting]. Teacher: Eyes should be on the SmartBoard. Teacher: Hands should be in your lap.  [TARGET]Teacher: So she started off with - have a seat.[/TARGET] Teacher: I'd appreciate it, Student T, when I give you opportunity to learn that you take it. Teacher: Okay, did you see how many hands went up? Teacher: Student M, is the only one that didn't put his hand up, besides you.
Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading. Teacher: Who can read part two?  [TARGET]Teacher: You've already done number one.[/TARGET] Teacher: Read, and re-read. Teacher: Who can read part two? Teacher: What's our next step?
Teacher: [Students returning to seats]. Teacher: Excuse me. Teacher: Excuse me.  [TARGET]Teacher: The next group.[/TARGET] Teacher: Let's go. Teacher: The next group. Teacher: Excuse me.
Teacher: [Students saying colors] Teacher: Student J got orange and green so far. Teacher: When you're done with both bags you're gonna sit quietly with your thumb up so I know you're ready to start.  [TARGET]Teacher: Shh.[/TARGET] Student: I got mostly yellow. Student: I have no browns. Student: I only have one brown.
Teacher: [Students setting up game]. Multiple Students: [Inaudible]. Teacher: Just when you're returning it, I want it returned back to my table, not the other [inaudible].  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Okay, [inaudible] be set up like this. Teacher: I asked ... I asked you to get three boards for your table. Teacher: That's what I asked you to do.
Teacher: [Students silently working] Teacher: Everybody stop at this time. Teacher: All pencils down.  [TARGET]Teacher: I hope you have written your names.[/TARGET] Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class. Teacher: Student V, you still need some time.
Teacher: [Students talking with each other]. Teacher: No, but that's for you to figure out how to do it right. Teacher: What Student G is doing is wrong.  [TARGET]Teacher: Look.[/TARGET] Teacher: You have it over here. Teacher: Give me your books. Teacher: Student L's is right.
Teacher: [Students talking with each other]. Teacher: Okay. Teacher: All right.  [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Three. Teacher: Clap [inaudible].
Teacher: [Students talking with each other]. Teacher: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: Let's do it [inaudible].[/TARGET] Teacher: Shh. Teacher: They're asking you. Teacher: Okay.
Teacher: [Students working loudly in groups]. Teacher: [Inaudible]. Teacher: I said [inaudible] you weren't' here, but you [inaudible].  [TARGET]Teacher: Why are you up, Student D?[/TARGET] Teacher: We did that part. Student: I told you. Teacher: Now let's decide.
Teacher: [Students working on graphs in groups]. Teacher: All right. Teacher: It's time to share.  [TARGET]Teacher: Hurry up.[/TARGET] Teacher: Write your [inaudible]. Teacher: It's time to share. Teacher: Put down your crayons.
Teacher: [Students working on problem in groups]. Student: I got - Teacher: [Inaudible] in a minute, I want everybody to multiply it out.  [TARGET]Teacher: Shh.[/TARGET] Teacher: [Students working on problem in groups]. Student: I got it. Teacher: Multiply it.
Teacher: [Students working on problem]. Student: I say two-sixths. Teacher: I'm going to have to ask you leave if you can't stop talking.  [TARGET]Teacher: Go sit over there in Student A's desk.[/TARGET] Teacher: Okay, let's make sure I ... all right. Student: That's [inaudible]. Teacher: So the top lines, greatest to least.
Teacher: [Students working on problem]. Teacher: I see Student A's thinking like me. Student: Hey, you can't cheat.  [TARGET]Teacher: Why can't - well, he's not cheating.[/TARGET] Teacher: [Students working on problem]. Student: Oh, so you use the ... [inaudible] greatest to least. Teacher: That's not right.
Teacher: [Students working on problem]. Teacher: [Crosstalk]. Teacher: [Inaudible].  [TARGET]Teacher: Eyes up here.[/TARGET] Teacher: [Students loudly working on problem]. Teacher: All right. Teacher: Shh.
Teacher: [Students working on problem]. Teacher: [Crosstalk]. Teacher: [Inaudible].  [TARGET]Teacher: I'll be right there, [inaudible].[/TARGET] Multiple Students: [Students working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].
Teacher: [Students working quietly] Teacher: Weight. Teacher: Metric weight.  [TARGET]Teacher: Sh.[/TARGET] Teacher: You should be copying all these down. Teacher: So 16 ounces equals 1 pound, which is like a pair of shoes or a loaf of bread. Teacher: Those are things that weigh a pound.
Teacher: [Students working. Teacher: Inaudible] Teacher: Okay, I am expecting we are all working.  [TARGET]Teacher: Student K, you need to sit up and I need to see your work out.[/TARGET] Teacher: [Inaudible] Teacher: But how many DVDs do you have? Teacher: Okay, Student D, show us what you have done right there.