stanford-nlpxed/classroom_management_data huggingface dataset:
Multiple Students: [Inaudible]. Teacher: You know what? Teacher: I have to say - I know some of you are playing games.  [TARGET]Teacher: I'm talking now [Inaudible] to your voice.[/TARGET] Teacher: Sh! Teacher: I see a lot of improvement. Teacher: This is a hard concept, especially when you're talking about different wholes.
Multiple Students: [Inaudible]. Teacher: [Inaudible]. Teacher: Student K, show me what you do when I want your attention.  [TARGET]Teacher: Student K.  I just want to tell you something not to make you feel [Inaudible].[/TARGET] Teacher: But for you to understand. Teacher: Yesterday my other group finished all three pages. Teacher: In here, we did not finish two thirds.
Multiple Students: [Inaudible]. Teacher: [Passing out papers]. Teacher: Student C?  [TARGET]Teacher: Student L?[/TARGET] Teacher: Student A? Teacher: Student L.  [Students working on problem]. Student: [Inaudible].
Multiple Students: [Multiple Answers]  Because three feet go into a yard. Multiple Students: And 12 inches go into a foot. Teacher: Okay.  [TARGET]Teacher: Now what I would like you to do is quit trying to beat each other with the answer.[/TARGET] Teacher: That's when you start making mistakes, because you start fumbling over the words. Teacher: Okay? Teacher: It's not a competition between - you two are working together here.
Multiple Students: [Multiple answers]. Teacher: Everyone [inaudible]. Teacher: [Inaudible] guess.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Student: [Inaudible]. Student: [Inaudible].
Multiple Students: [Multiple comments.] Teacher: Now - excuse me a second. Teacher: Please don't argue with me about you don't agree with this or you think that this fry is better than that fry.  [TARGET]Teacher: That's not the point.[/TARGET] Teacher: All right? Teacher: According to this we would have one outlier because it's only got one and everybody has quite a lot of people who have agreed that they have the better fries. Teacher: So this is very different from these two columns, all right?
Multiple Students: [Multiple comments] Teacher: Okay. Teacher: Student E, turn to Student A.  [TARGET]Teacher: Student D, turn to Student B.[/TARGET] Teacher: Student C, turn to Student F.  Student F, are you listening? Teacher: First step of listening is looking. Teacher: Look at Student C.  So, Student C, Student F and Student E, tell your partner what property is it?
Multiple Students: [Multiple comments] Teacher: There's a lot of talking out. Teacher: Student E, please face front.  [TARGET]Teacher: Student D, shut the timer off, please.[/TARGET] Student: [Inaudible]. Teacher: Right, when they were the timer. Teacher: Right.
Multiple Students: [Student humming purposely into the mic] Teacher: Look at this one what do you have here correct yourself. Student: Hurry up Student J.  [TARGET]Teacher: Talk to me honey, correct yourself.[/TARGET] Student: She did it. Student: She did my work. Student: Teacher.
Multiple Students: [Students loudly working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].  [TARGET]Teacher: You done?[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Teacher: [Students loudly working on problem].
Multiple Students: [Students playing game]. Student: You got [inaudible] but she [inaudible]. Student: It doesn't' matter.  [TARGET]Teacher: Shh.[/TARGET] Multiple Students: [Crosstalk]. Student: I put my card out first. Student: [Inaudible].
Multiple Students: [Students screaming again] Teacher: 95. Teacher: 90 and 91, 92, 93, 94, 95, 95.  [TARGET]Teacher: 95 and 4 and 3, and 2, and 1, thank you for your quietness.[/TARGET] Teacher: So what would come between 50 and 60, 50 and 60 Student A? Student: 55. Teacher: Student S what comes between 70 and 80?
Multiple Students: [Students working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].  [TARGET]Teacher: All right, focus.[/TARGET] Teacher: Eyes back up here. Teacher: Student C, shh. Teacher: Eyes back up here.
Multiple Students: [Students working on project]. Teacher: Good. Student: Don't tell anybody [inaudible].  [TARGET]Teacher: I'm not telling anybody your idea.[/TARGET] Student: She doesn't even know [inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Students working on project].
Multiple Students: [inaudible chatter] Teacher: Clap three times if you hear me. Teacher: Snap twice if you can hear me.  [TARGET]Teacher: Snap six times if you can hear me.[/TARGET] Teacher: Okay. Teacher: Your eyes should be on me. Teacher: First of all, boys, put your shoes on.
Multiple Students: [inaudible chatter] Teacher: For the next -- Student: No, it's 13.  [TARGET]Teacher: Next, 15 minutes work on these right here.[/TARGET] Student: We already doing it. Teacher: Okay. Teacher: That's your work.
Multiple Students: [inaudible chatter] Teacher: I want you to copy this down, and then you can work on your own, sure. Multiple Students: [inaudible chatter]  [TARGET]Teacher: I'll wait for you guys to have your pencils down.[/TARGET] Multiple Students: [inaudible chatter] Teacher: You ready? Teacher: All right.
Multiple Students: [inaudible chatter] Teacher: I'll wait for you guys to have your pencils down. Multiple Students: [inaudible chatter]  [TARGET]Teacher: You ready?[/TARGET] Teacher: All right. Teacher: With your fingers. Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip.
Multiple Students: [inaudible chatter] Teacher: No problem, I got it. Other Adult: You gonna get it?  [TARGET]Teacher: Yeah, I'll get it.[/TARGET] Teacher: So, I'll just give it to her on Friday or Thursday? Other Adult: I'll do it tomorrow. Teacher: That's fine.
Multiple Students: [inaudible chatter] Teacher: Okay, I can make this a little clearer. Student: No, I said, not that.  [TARGET]Teacher: Where's Student C?[/TARGET] Student: I don't know. Student: [inaudible] Teacher: All right.
Multiple Students: [inaudible chatter] Teacher: Okay. Teacher: I have an extra one.  [TARGET]Teacher: If you need it, I'll give it to you.[/TARGET] Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D.  So, if you wanna scoot your chair over.
Multiple Students: [inaudible chatter] Teacher: Right now, I look at this, and this is a tough problem. Teacher: But, by next week, we'll know the strategies to solve it.  [TARGET]Teacher: Everybody, everybody on the desk should have a strip of paper, right?[/TARGET] Multiple Students: Yeah. Teacher: That's taped to it? Multiple Students: Yeah.
Multiple Students: [inaudible chatter] Teacher: What's that? Teacher: Okay, so you're 90?  [TARGET]Teacher: First of all, write it if you can.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, where's your fact family sheet? Teacher: No, no, the sheet with the facts.
Multiple Students: [inaudible chatter] Teacher: [inaudible whisper]  All right, all right. Teacher: I want to thank the people who came in quietly, that opened their notebooks up.  [TARGET]Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson.[/TARGET] Student: [inaudible] Teacher: You're gonna need it. Teacher: It shouldn't be under your seat, it should be in front of you.
Other Adult: 1 third, that's right, have blonde hair. Other Adult: That's right. Teacher: Is there anybody that doesn't have part two?  [TARGET]Teacher: Are you done with your work let's go, get it done then.[/TARGET] Student: He [Inaudible] the number line. Other Adult: How many students is that? Other Adult: So you put the number, how many students would that 1 third be?
Other Adult: Ah, ah, ah, ah, camera. Student: Oh, Student D is bad. Teacher: Please, please stop, can you please stop?  [TARGET]Teacher: Do your work.[/TARGET] Teacher: So that means that you did 24 divided by 3 times 2. Teacher: What's that? Teacher: Tell me what that is?
Other Adult: Alright come this way, alright Student J come on. Teacher: You cut them into four groups. Teacher: Now I want you to do this first.  [TARGET]Teacher: Do this half.[/TARGET] Teacher: First find out what a half is then. Other Adult: Alright here it is right here [Inaudible] Teacher: 24 divided by 8 [Inaudible] what is that?
Other Adult: Alright do the next one, do the next one. Other Adult: See what you get, put it right here, put it right here. Student: Toy cars.  [TARGET]Teacher: You know what to do?[/TARGET] Other Adult: Sit, sit, sit. Student: 34, oh that's the [Inaudible] right here. Student: 18 cars, 18 cars.
Other Adult: Cause you're gonna mess it up. Student: How am I gonna mess it up? Other Adult: You're gonna move the camera where it's not shooting in the right spot, alright put your blocks down put your blocks.  [TARGET]Teacher: I don't know where they disappeared to I don't know where.[/TARGET] Other Adult: Alright 1, 2, 3, 4, okay, which [Inaudible] your box? Student: Hm, um, this? Teacher: This is not done I want you to show me one that's done.
Other Adult: Don't throw anything in the trash you have to ask. Student: He told me to shut up! Other Adult: It isn't worth it.  [TARGET]Teacher: Student J would you sit down please?[/TARGET] Teacher: Please can you sit down? Student: She's gonna do that the same way. Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible].
Other Adult: Fair enough. Other Adult: All of those are correct. Other Adult: So now what are we doing next?  [TARGET]Teacher: Tell Principal D what your group is doing now.[/TARGET] Other Adult: [Inaudible]. Student: Each group [inaudible]. Student: One group is, "My favorite [inaudible]."  And one group is, "My favorite [inaudible]."  [Inaudible].
Other Adult: I'll do it tomorrow. Teacher: That's fine. Teacher: Thank you.  [TARGET]Teacher: And, Student C, where were you?[/TARGET] Multiple Students: [inaudible chatter] Teacher: You don't get not telling me where you are? Student: Oh, I didn't see where you was, I was writing this down.
Other Adult: Nu-huh 12, okay you need more help. Teacher: She gives three fourths of her collection to Evan, how many toy cars does she have? Student: We're doing that again.  [TARGET]Teacher: Listen along how many are shaded?[/TARGET] Teacher: 2? Teacher: You need one more. Teacher: Do one more.
Other Adult: Okay don't worry. Other Adult: Don't worry Student T has his time out. Teacher: I said 4 divided 24 is what?  [TARGET]Teacher: You can do it come on.[/TARGET] Student: Show me how since when do you when we talking. Other Adult: How many times did you get suspended? Student: A week!
Other Adult: Okay now. Other Adult: The rest is? Student: One half of the main [Inaudible] and pineapple.  [TARGET]Teacher: If you get stuck and you don't know what to do don't get frustrated.[/TARGET] Teacher: But if you get there and you don't know how to figure it out go ahead and do it. Other Adult: Okay so now you have three different fractions so they all are from the denominator because [Inaudible] goes into 8. Other Adult: 4 goes into 8 twice what goes into 8 six times?
Other Adult: Shh. Teacher: What is that? Teacher: Try to understand how to use - what is the whole?  [TARGET]Teacher: Student J you're being a mess, you're standing up, you're sitting down.[/TARGET] Teacher: I want you to stand up, stand up, sit down on your chair push it in. Teacher: You know what to do Student J? Student: Call on me.
Other Adult: That's alright just go ahead and come on back. Other Adult: Come in quick. Other Adult: Come and do it.  [TARGET]Teacher: Oh we didn't know what that was, I'm gonna erase it.[/TARGET] Student: No, no, no, no! Other Adult: Alright come on. Other Adult: Alright, alright here now do it Student T.
Other Adult: That's right. Other Adult: 1 third, that's right, have blonde hair. Other Adult: That's right.  [TARGET]Teacher: Is there anybody that doesn't have part two?[/TARGET] Teacher: Are you done with your work let's go, get it done then. Student: He [Inaudible] the number line. Other Adult: How many students is that?
Other Adult: The rest is? Student: One half of the main [Inaudible] and pineapple. Teacher: If you get stuck and you don't know what to do don't get frustrated.  [TARGET]Teacher: But if you get there and you don't know how to figure it out go ahead and do it.[/TARGET] Other Adult: Okay so now you have three different fractions so they all are from the denominator because [Inaudible] goes into 8. Other Adult: 4 goes into 8 twice what goes into 8 six times? Other Adult: So the set up with the most blocks would be?
Other Adult: This one is 2 thirds, the next one is [Inaudible] The next one is 1 whole. Teacher: Denominator Student: Denominator.  [TARGET]Teacher: Look at this we're starting together it will now help us learn.[/TARGET] Teacher: Look this way please. Student: I don't care. Student: Are you leaving?
Other Adult: Very good. Teacher: Now I want you to look at the two 1 sixth and 1 eighth, which is bigger? Student: Oh, Oh!  [TARGET]Teacher: Pay attention Student S, 1 eight and 1 sixth which is bigger?[/TARGET] Student: 1 sixth. Teacher: 1 sixth why? Student: Cause that's the smallest and that's bigger.
Other Adult: You're using two sets of - two types of graphs to - Teacher: One [inaudible]. Other Adult: You got a bar graph going that way, then you got these little [inaudible] in this direction.  [TARGET]Teacher: They're supposed to collaborate.[/TARGET] Teacher: One person does the what? Student: [Inaudible]. Teacher: And then together you do the constructive [inaudible].
Other Adult: [Inaudible] Other Adult: [Loud Mechanical noise] Teacher: There's a lot of [Inaudible] here, and what are you doing there?  [TARGET]Teacher: You gotta ask somebody to help you.[/TARGET] Student: 3, 3 marbles! Teacher: Okay look here, so, what how many parts is taken? Student: 2
Student: 0.50. Teacher: Anybody else? Teacher: What did you learn about decimals in halves?  [TARGET]Teacher: Student B, nice and loud.[/TARGET] Student: There has to be a 5 in the tenths place. Teacher: In order for what to happen? Student: For it to be a half.
Student: 1 Teacher: That is why we write 1 here, and write 1 here. Teacher: You have 1 left.  [TARGET]Teacher: Can I continue?[/TARGET] Teacher: Because I have 110 plus 9 tens here, what is it going to be? Teacher: 110 plus 9 tens. Teacher: Yes?
Student: 1 fourth. Teacher: Can you write one fourth on top? Student: 1 over 4  [TARGET]Teacher: Write it in.[/TARGET] Teacher: Sit down thank you. Teacher: Is there anybody that doesn't agree that this is 1 fourth? Student: I don't agree.
Student: 1, 2, 3 ,4, 5. Student: I need to make a number out of these 5 cards. Student: He threw a pencil at me.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Make a number out of this card that is close to - you write it here. Teacher: You write the number here, 7 cards. Teacher: 1, 2, 3, 4 - how many do you have?
Student: 1, 2, 3, 4, 5. Teacher: You don't say 5. Teacher: You say Kaboom.  [TARGET]Teacher: Then if he got one wrong, you sit down.[/TARGET] Teacher: I just want to practice and show you. Student: 6. Student: 7.
Student: 10 Teacher: 10 Teacher: [Crosstalk]  [TARGET]Teacher: Just a minute.[/TARGET] Teacher: This little strip right here is 10 and this is - Student: 2 Teacher: 2
Student: 10 divided by 5 is 2. Teacher: Excuse me. Student: [Inaudible].  [TARGET]Teacher: Last row please, Student M.[/TARGET] Student: [Inaudible]. Teacher: Excuse me. Teacher: If you have a question, you raise your hand.
Student: 100 Teacher: Write it here. Teacher: We're playing the cards.  [TARGET]Teacher: It's okay.[/TARGET] Teacher: We have to play. Teacher: When you play, we go. Teacher: Why did you hit him?
Student: 100. Teacher: Give me the paper. Teacher: Thank you.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: The beach ball is 100. Teacher: How many columns would 700 be? Teacher: Student N?
Student: 110? Teacher: Mm-hmm. Student: You got 110 because of 9 plus 2 equals [inaudible].  [TARGET]Teacher: Allow him to talk.[/TARGET] Teacher: Look up here. Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect?
Student: 12 Teacher: 12 Teacher: So, I'm gonna write 12 right here.  [TARGET]Teacher: Don't write 12 on yours, okay?[/TARGET] Teacher: I'm gonna write 12. Teacher: All right. Teacher: Look what I do with my finger, okay?
Student: 12 divided by 2 equals 6. Student: [Inaudible]. Student: 10 divided by 5 is 2.  [TARGET]Teacher: Excuse me.[/TARGET] Student: [Inaudible]. Teacher: Last row please, Student M. Student: [Inaudible].
Student: 12 times - Teacher: I'm gonna give you, actually [inaudible]  Guys, guys. Teacher: Like this.  [TARGET]Teacher: So, don't come up to me - all right, I'm working on H.  I'm working on H.  Come to the carpet.[/TARGET] Teacher: [inaudible] carpet. Teacher: You do not give it to her [inaudible] carpet. Teacher: So, Student D, what are my second steps?
Student: 12, 6 Teacher: Let's here everybody 12, 6 Multiple Students: 12, 6  [TARGET]Teacher: Student M what are you doing right now, wake up please sit up, I want my ordered pairs.[/TARGET] Teacher: 12? Multiple Students: 12, 5 Teacher: 12, 5.
Student: 12. Teacher: Pull down 4 more cookies. Teacher: [Inaudible].  [TARGET]Teacher: Pushing down too hard.[/TARGET] Teacher: Just like - all right. Teacher: Nope. Teacher: Just be gentle.
Student: 12. Teacher: Thank you. Teacher: So the answer when estimating this problem - the answer's 12.  [TARGET]Teacher: Should that be - Student S, look at me please.[/TARGET] Teacher: Should that 12 be somewhere close to the real answer? Student: Yes. Teacher: I estimated this problem.
Student: 120 Teacher: That is why we are going to write this. Teacher: Since we have 120 - Student T, can you sit down please?  [TARGET]Teacher: Please move.[/TARGET] Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. Teacher: 100 does not belong to the tens.
Student: 13. Student: Student D? Student: You copied me.  [TARGET]Teacher: Shhh.[/TARGET] Student: There's two of them missing. Student: No, I wanna do the last one. Student: Can I do the next one?
Student: 15 Teacher: Do that on your papers and tell me what our range is. Student: 22  [TARGET]Teacher: Shh, hands up when you know it.[/TARGET] Student: 22, we all know it. Teacher: Student N what's your range? Student: 22
Student: 15, 20, 25, 30, 35, 40. Teacher: 40. Teacher: Good job.  [TARGET]Teacher: Take a seat.[/TARGET] Teacher: So I gave you a factor and you showed me that you were going to land on those multiples. Teacher: Is that correct? Student: Yeah.
Student: 18 Teacher: [Inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: We will let you do more problems, yes.[/TARGET] Teacher: We'll let you do more problems. Teacher: Somebody - Teacher: [Crosstalk]
Student: 18 times 2 would equal 36. Teacher: Wonderful. Teacher: Thank you, Student B.  [TARGET]Teacher: Can you go and tap Student C on her shoulder and tell her I'd like to see her back here?[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: Student C, you shouldn't mess with her stuff anyways.
Student: 18, 18, 18, 18! Student: Why are you all copying me?! Teacher: Please stop that!  [TARGET]Teacher: Guys sit down and get to work.[/TARGET] Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her? Teacher: Put it down.
Student: 20 Teacher: Add it up and see. Teacher: What's your question?  [TARGET]Teacher: Student A, can you please stop?[/TARGET] Teacher: Stop. Teacher: Because you have started paying attention - what is that? Teacher: You don't eat peanuts?
Student: 22 Teacher: Just a minute. Student: That's 22.  [TARGET]Teacher: Okay, just a second.[/TARGET] Teacher: There's 600. Teacher: 20, 20, 20 is 60. Teacher: These 2 tens are 20, right, and then the little piece at the bottom is 2, 2, 8 6, 682.
Student: 22. Teacher: And I keep my denominator a 5. Teacher: What am I multiplying it by?  [TARGET]Teacher: Give it to me in improper, please.[/TARGET] Student: 7 over 3. Teacher: 4 times 1 is- Student: 1.
Student: 23 Teacher: Times 23. Teacher: We're gonna draw an array that shows a picture of that.  [TARGET]Teacher: Give me that paper.[/TARGET] Teacher: That's it right there. Teacher: All right, 35 times 23. Teacher: So how many rows do I need to -?
Student: 237 times 4. Student: 948. Teacher: He gets a tally mark for that one.  [TARGET]Teacher: You've got to listen.[/TARGET] Teacher: Who is supposed to have the dry erase board? Teacher: Okay. Student: [Inaudible].
Student: 24 Teacher: Now, but if I had the whole thing, it's 24. Multiple Students: Three.  [TARGET]Teacher: Look, look.[/TARGET] Teacher: We said one third is six twenty fourths, so this one must be how many pieces? Multiple Students: Eight. Teacher: So eight twenty fourths is the same equivalent to -
Student: 24. Student: [Inaudible]. Teacher: Let me stop you.  [TARGET]Teacher: You basically are not listening.[/TARGET] Teacher: She wants to know why you did that. Teacher: She doesn't even know what you're doing. Teacher: You're estimating.
Student: 26,128. Teacher: No. Teacher: [Crosstalk]  [TARGET]Teacher: One person, one person, please.[/TARGET] Teacher: Student r? Student: 25,128. Teacher: 25,128.
Student: 270. Student: 70. Teacher: Let's go slow and think.  [TARGET]Teacher: Let's not just shout out.[/TARGET] Teacher: So after - Student: [Inaudible]. Teacher: Student R, why don't we migrate up here a little bit more, okay?
Student: 29, 26, 29, 26, 29, 25. Student: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: Now does this have anything to do with math, Student K?[/TARGET] Student: Yeah. Teacher: No. Teacher: Now what we're gonna do right now is I'll have a paper for you.
Student: 3, 5 Teacher: 3 are you watching Student D? Teacher: 1, 2, 3, 4, 5.  [TARGET]Teacher: 3, 5 oh he hit me Student D give me another ordered pair that would him me.[/TARGET] Student: 3, 8 Teacher: 3, 8 let's see. Teacher: Come show me where 3, 8 is.
Student: 3. Teacher: So find three sixths. Teacher: All right.  [TARGET]Teacher: Put it down.[/TARGET] Teacher: Is 7 an even number? Student: No. Teacher: What about 8?
Student: 3. Teacher: Three fourths. Teacher: How many of you remember doing this?  [TARGET]Teacher: How many different ways do you have to be told not to be playing with your cubes right now?[/TARGET] Teacher: Seriously. Teacher: Behave for the camera. Teacher: Now how many of you remember doing this earlier?
Student: 3. Teacher: We haven't talked about multiplying decimals, boys and girls, but you would go and see how many places you have, 1, 2, 3, bam, and also 3 times 0, 0.  so you have the same answer. Teacher: So we have added, multiplied.  [TARGET]Teacher: Put it down.[/TARGET] Student: Subtract. Teacher: Subtract? Teacher: Tell us what you can subtract, Student M.  Go.
Student: 300. Teacher: Quiet. Teacher: I can't hear.  [TARGET]Teacher: There's too much talking.[/TARGET] Student: Quadrilateral for 300. Teacher: Who knows this? Teacher: Please stop talking so he can think.
Student: 35. Teacher: Point to 35. Teacher: Does that go - sorry.  [TARGET]Teacher: I almost hit you in the face with the microphone.[/TARGET] Teacher: Why don't you take your pencil? Teacher: Here's 35. Teacher: Does the bar reach that line?
Student: 36. Teacher: Then count how many little lines. Student: [Inaudible].  [TARGET]Teacher: So for this one you will not touch her sternum.[/TARGET] Teacher: However the top of her leg, that's the top of your leg. Teacher: You're at 37.8. Teacher: Remember, the more you bend over, the more-
Student: 37 Student: Number of boys. Student: After we do the numbers of boy students and girls, what are we supposed to do after that?  [TARGET]Teacher: Well, I'm giving you guys one more minute, so if you wait a minute, you'll be okay.[/TARGET] Teacher: Thank you. Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls.
Student: 4 Teacher: Okay. Student: You shut your mouth!  [TARGET]Teacher: Student L I'd like you to look here because you're a little bit confused too.[/TARGET] Student: Yes. Teacher: Draw it, I want you to draw it the way you drew it. Teacher: Draw, make it four.