stanford-nlpxed/classroom_management_data huggingface dataset:
[TARGET]Teacher: Come on.[/TARGET] Teacher: You don't have a pencil? Student: [Inaudible]. Teacher: Okay, you're working in groups.
[TARGET]Teacher: Don't walk in front, Student L.  You done with that?[/TARGET] Teacher: The mad minute. Teacher: We should have your name on the mad minute. Teacher: Right to your seat.
[TARGET]Teacher: Hello?[/TARGET] Teacher: Number 730, take three. Teacher: [Just kidding]. Teacher: Okay.
[TARGET]Teacher: I need, let's see, how about Student A.  I'm not used to having you right up front.[/TARGET] Teacher: Pass these papers out to everybody please. Student: Teacher A? Teacher: Yes.
[TARGET]Teacher: Oh, now.[/TARGET] Teacher: Don't let me be the second. Teacher: All set? Teacher: Okay.
[TARGET]Teacher: Okay, five, four, three, sh.[/TARGET] Teacher: Student T, I need you had your seat. Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera.
[TARGET]Teacher: One and two and three.[/TARGET] Teacher: We are going to begin the lesson today. Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. Teacher: So, everybody, take your -
[TARGET]Teacher: Please number your paper from 1 to 10.[/TARGET] Teacher: I said everyone number your paper 1 to 10. Teacher: I just gave you guys three slips. Teacher: Where are they?
[TARGET]Teacher: Read what you all wrote before you turn it in to me so you can take it, take it back and get mad cause I make you do it again.[/TARGET] Teacher: I don't want you to get all angry with me. Student: Yeah I do, I do. Teacher: I don't pay him no mind.
[TARGET]Teacher: Still waiting.[/TARGET] Teacher: Coat off, Student K.  I shouldn't be saying things. Teacher: What do you need? Teacher: Okay.
[TARGET]Teacher: Student J, can you come sit here?[/TARGET] Teacher: Thank you. Teacher: That's nice. Teacher: I can see you better now.
[TARGET]Teacher: We're about to start.[/TARGET] Teacher: Over here, Student A, Student K, Student O. Teacher: Put everything away now. Student: We're not even in the video.
[TARGET]Teacher: When you're done, he's going to put that away.[/TARGET] Teacher: Okay. Teacher: You need to put this away. Teacher: Hurry up.
[TARGET]Teacher: Whoever's whistling, please stop.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, thank you, Student S.  Thank you, Student C.  Thank you, Student C and Student A. Teacher: Thank you, Student W.  Student M, face forward.
Multiple Students: 1, 2, eyes on you. Teacher: Freeze. Teacher: Student K, I didn't say talk.  [TARGET]Teacher: I said freeze.[/TARGET] Teacher: Student P, Student D, Student G, and Student J where are you? Student: Me, I'm right here. Teacher: Well you are over here.
Multiple Students: 10 Teacher: Number 5, how many 7s in 42? Multiple Students: 6  [TARGET]Teacher: Nice, I heard a lot more people that time.[/TARGET] Teacher: Number 6, how many 3s in 21? Multiple Students: 7 Teacher: Good.
Multiple Students: 12. Teacher: So I'm gonna write the - Multiple Students: 2.  [TARGET]Teacher: People [inaudible] need to be participating.[/TARGET] Teacher: Good. Teacher: So 4 plus zero plus 1. Multiple Students: 5.
Multiple Students: 131. Teacher: Over what? Teacher: 24.  [TARGET]Teacher: Everything - excuse me.[/TARGET] Teacher: Everything we are doing, we have to take a step back. Teacher: Not everybody is on the same level. Teacher: So listen to me when I'm asking the questions and make sure you're answering the question, please.
Multiple Students: 14. Teacher: What would be left over? Multiple Students: 18.  [TARGET]Teacher: I know you just came from outside and you're a bit tired, so clear your head.[/TARGET] Teacher: We're gonna divide 20 into 98. Teacher: You said how many times I can do that? Student: Four.
Multiple Students: 18, 21, 24, 27, 30, 33. Teacher: I should have everyone together. Teacher: Everyone take a big deep breath.  [TARGET]Teacher: Out.[/TARGET] Teacher: And let's focus, please. Teacher: So let's do them again. Teacher: Multiples of 3 are?
Multiple Students: 2,000 milligrams. Student: equals how many grams. Teacher: Whoops.  [TARGET]Teacher: Need to put this down.[/TARGET] Teacher: Hold on. Teacher: 2,000 milligrams is how many grams? Teacher: We're gonna go down here.
Multiple Students: 2:30. Teacher: 2:30. Teacher: Very good.  [TARGET]Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning.[/TARGET] Teacher: Say, "Hey guys, we have five minutes left."  That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself. Teacher: Go ahead.
Multiple Students: 3. Teacher: So 3 out of 4 shaded in, right? Teacher: Please stop writing on that board and look this way.  [TARGET]Teacher: Sit back so you can see.[/TARGET] Teacher: Right now it's three fourths. Teacher: Now what is it? Multiple Students: Six eighths.
Multiple Students: 300. Teacher: 300. Teacher: Guys, pick it up.  [TARGET]Teacher: We're not singing them.[/TARGET] Multiple Students: 330. Teacher: 330. Multiple Students: 360.
Multiple Students: 32. Teacher: Hello? Teacher: Wait.  [TARGET]Teacher: Let's not argue.[/TARGET] Teacher: Student C, can you sit down, please. Teacher: 24 divided by 3 gives me what? Multiple Students: 8.
Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes. Teacher: We have 10 pounds total.  [TARGET]Teacher: Somebody raise your hand and walk me through.[/TARGET] Teacher: How do we solve this? Teacher: Student D. Student: [Inaudible].
Multiple Students: 5 Teacher: Okay. Teacher: These numbers should look familiar.  [TARGET]Teacher: Again, I have a few people who are having side conversations.[/TARGET] Teacher: I need your eyes up here. Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C.  Student A, I'm going to need you to turn your chair around please.
Multiple Students: 6 Multiple Students: [Crosstalk] Teacher: This one I want you to work out on your own.  [TARGET]Teacher: Do not use these numbers.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?
Multiple Students: 6 Teacher: How many halves in 3? Teacher: [Crosstalk - excessive noise]  [TARGET]Teacher: Hold on, hold on.[/TARGET] Teacher: I know that was exciting. Teacher: I do need you back with silence in 5, 4, 3, 2, 1. Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions.
Multiple Students: 70. Teacher: 70. Teacher: Okay.  [TARGET]Teacher: Hang on.[/TARGET] Teacher: Stop talking. Teacher: That was to trick you. Teacher: The height is always the straight line from the bottom to the corner.
Multiple Students: 8 Teacher: Brilliant. Teacher: My marker is running out.  [TARGET]Teacher: I'll have to get another one.[/TARGET] Teacher: Number 9 - Teacher: [Crosstalk] Teacher: This is not the signal.
Multiple Students: 8 Teacher: How many 6s in 24? Multiple Students: 4  [TARGET]Teacher: How many 10s in - don't say it before I give the signal.[/TARGET] Teacher: How many 10s in 100? Multiple Students: 10 Teacher: Number 5, how many 7s in 42?
Multiple Students: 90 Teacher: 90 Teacher: Let's do it again with our fingers.  [TARGET]Teacher: I love how Student C was doing it.[/TARGET] Teacher: And, I saw some people over there doing it. Teacher: 15 Student: 15
Multiple Students: All eyes on ... Teacher: Most groups are having a reasonable noise level. Teacher: There's a couple of groups - I'm trying not to call out names.  [TARGET]Teacher: Please don't make me have to.[/TARGET] Teacher: Okay. Teacher: To measure the length of a swimming pool. Teacher: What are kilometers similar to?
Multiple Students: Bring me down. Teacher: Oh, if you bring him down, Student C, he's not going to do this. Teacher: He's going to do this.  [TARGET]Teacher: Bring me down.[/TARGET] Teacher: Right? Teacher: Now, here's my next question, then. Teacher: And I know every hand's going to shoot up straight to the sky when I say it.
Multiple Students: Commutative property. Teacher: Commutative property. Teacher: Okay?  [TARGET]Teacher: So, now your partner - now your partner - Student F, Student B, Student A - tell your partner.[/TARGET] Teacher: What property? Multiple Students: Commutative property. Teacher: If you look on our word wall up here, it's the very first one 'cause we've talked about it for a while.
Multiple Students: Denominator. Teacher: There is always. Teacher: And what did we learn?  [TARGET]Teacher: I'm gonna pick on one person.[/TARGET] Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator.
Multiple Students: Divide. Teacher: Wow, okay. Teacher: Who was that?  [TARGET]Teacher: Daddy, you're scaring me.[/TARGET] Teacher: Dad says divide. Teacher: So, what are we going to try and divide by? Teacher: How many groups of four can go into, Student R?
Multiple Students: Eight. Teacher: [Inaudible]. Teacher: So, now, how many - look.  [TARGET]Teacher: She is not looking.[/TARGET] Teacher: She is not looking. Teacher: She's - thank you. Teacher: Yes.
Multiple Students: Equal. Teacher: Equal. Teacher: That's a great math word to use.  [TARGET]Teacher: Nice vocabulary Student E.  Let's look at this one.[/TARGET] Teacher: "Two blocks balance ten cans."  So, we know that two blocks must be what to ten cans? Teacher: Student R? Student: Equals.
Multiple Students: Fifteen. Teacher: Five, carry? Multiple Students: Seven.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Listen, guys. Teacher: Wait for the question.
Multiple Students: Forty-five. Teacher: Who's making that noise? Teacher: Okay.  [TARGET]Teacher: Can we stop that please.[/TARGET] Teacher: That's a warning. Teacher: Five goes into forty-nine? Teacher: Nine times.
Multiple Students: Four. Teacher: What would be the fraction? Student: One fourth.  [TARGET]Teacher: Let's try not to call out too much.[/TARGET] Teacher: Student N, what fraction? Student: One fourth. Teacher: One fourth.
Multiple Students: I didn't run after her she ran after us. Multiple Students: She ran after us! Teacher: Because you started running that's why she started chasing you.  [TARGET]Teacher: I was here.[/TARGET] Multiple Students: She got him, she got him first. Teacher: Ms. [Inaudible] is here. Student: She [Inaudible]
Multiple Students: I do. Teacher: All right. Teacher: [Inaudible] can read.  [TARGET]Teacher: We are not doing that.[/TARGET] Teacher: All right. Teacher: Somebody gonna have to read loud and clear, loud and clear. Teacher: All right.
Multiple Students: I eat them. Teacher: I don't like them. Teacher: [Crosstalk regarding bread types]  [TARGET]Teacher: Keep handing it.[/TARGET] Teacher: Keep passing it. Teacher: Let's go. Teacher: Student M, sh.
Multiple Students: I said 4 times 16. Multiple Students: Yeah, I know that's wrong. Multiple Students: [Inaudible]  So it has to be none of the above.  [TARGET]Teacher: I was watching.[/TARGET] Teacher: I wanted to see what you were doing. Teacher: Why is A incorrect? Student: Because it says one pound is 16 ounces.
Multiple Students: It's two times the radius. Student: Say it louder. Teacher: Thank you.  [TARGET]Teacher: Don't do that anymore, okay?[/TARGET] Teacher: Two times the radius, exactly. Student: [Inaudible] Teacher: It's not radius times radius.
Multiple Students: Labels. Teacher: Labels what? Multiple Students: X and Y.  [TARGET]Teacher: I only need on person.[/TARGET] Teacher: Student T? Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday.
Multiple Students: Multiply the sides. Teacher: Okay so what if I don't have a number on all sides raise your hands. Teacher: This was the problem with this one Student S I need you to   [TARGET]Teacher: leave cause this one was for you.[/TARGET] Teacher: Why, what happens if I don't have numbers on all the sides Student S? Teacher: What do I have to do? Teacher: What do I have to do Student S?
Multiple Students: Nine. Teacher: Five times nine is what? Multiple Students: Forty-five.  [TARGET]Teacher: Who's making that noise?[/TARGET] Teacher: Okay. Teacher: Can we stop that please. Teacher: That's a warning.
Multiple Students: No. Multiple Students: Yes. Teacher: Wait.  [TARGET]Teacher: Let's listen.[/TARGET] Teacher: I would, but why wouldn't you, Student T? Student: It's not 180 degrees. Teacher: What was the category?
Multiple Students: No. Multiple Students: [Crosstalk] Teacher: Wait.  [TARGET]Teacher: Time out.[/TARGET] Teacher: We're getting back into bits and pieces now, aren't we? Student: Yes. Teacher: Zero, decimal point -
Multiple Students: No. Teacher: Do you think they can handle it yet? Multiple Students: No.  [TARGET]Teacher: You guys are ready for it, they aren't.[/TARGET] Teacher: That's fair. Teacher: So, you would only have to worry about the zero, okay, the one for multiplication if you wanted to. Teacher: You wouldn't have - you would teach them the slogan and then you would pick one of these to actually really concentrate and teach them.
Multiple Students: No. Teacher: I can find it really quick. Teacher: Yes ma'am?  [TARGET]Teacher: You're on the floor with Student V over there.[/TARGET] Teacher: Actually, you can roll a seven digit number and just use the spinner. Teacher: What we're going to do today is I'm going to let you all take the test again, but we're going to review, so you should all have your math workshop folder out. Teacher: What I need from you is to pull out your place value chart if you have one.
Multiple Students: No. Teacher: It did not change. Teacher: Now, watch this.  [TARGET]Teacher: La, la, la, la, la, la, stop, come here.[/TARGET] Teacher: Is this still the associative property? Multiple Students: Yes. Student: No.
Multiple Students: No. Teacher: It was not in it's simplest form. Teacher: All right, now let's look at this because some of these are tricky.  [TARGET]Teacher: You've got to really pay attention.[/TARGET] Teacher: Let's look at number four. Teacher: Student M, what fraction is this? Student: Ah, fourteen-fifteenths.
Multiple Students: No. Teacher: No, why not? Student: [inaudible]  [TARGET]Teacher: I wanted Student S to answer.[/TARGET] Teacher: Hold on. Teacher: Okay, if you're right, I can't check it right now. Multiple Students: [inaudible chatter]
Multiple Students: No. Teacher: No. Teacher: Okay.  [TARGET]Teacher: So you did a very good - I'm having to stop more than I'd like.[/TARGET] Teacher: You're doing a very good job of grouping yourself. Teacher: I think you did an excellent job of grouping yourself. Teacher: Student I, you're standing.
Multiple Students: No. Teacher: No. Teacher: So I know I need to move it over to the - like that, because it's already four, okay?  [TARGET]Teacher: Does everybody understand why I had to do that?[/TARGET] Student: Yes. Teacher: Okay, I couldn't take it from that - from this first number. Teacher: All right, so then I go into - what's my next number now?
Multiple Students: No. Teacher: No. Teacher: There's nothing we can simplify by.  [TARGET]Teacher: We're gonna watch a video on multiplying a fraction by a fraction.[/TARGET] Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff. Teacher: Let me start it over. Teacher: [Video plays]
Multiple Students: No. Teacher: Okay, so remember, this is the first time we're doing this so far this year. Teacher: So when we're doing it, remember, we've got to check to make sure our remotes are working.  [TARGET]Teacher: Oh, Student F, honey, can you get the door for me, please?[/TARGET] Student: [Inaudible]. Teacher: Thanks. Teacher: [Pause].
Multiple Students: No. Teacher: When do you say 1? Teacher: Once you make a move.  [TARGET]Teacher: So why didn't I say - who is playing with their money still?[/TARGET] Teacher: Why? Teacher: Where are your 10 groups? Teacher: You had money out.
Multiple Students: Oh. Student: Jack and the Bean Stock. Teacher: Jack and the Bean Stock.  [TARGET]Teacher: "Who's crossing my bridge?" shouted the troll.[/TARGET] Teacher: "It's just Jack. Teacher: I'm bringing my poor mother some magic beans I traded for our cow."  "Beans? Teacher: You need a reality check junior," said the little man with a stamp, a stomp and a snort.
Multiple Students: One out of the four. Teacher: All right, now pick up one of the pieces, all right? Student: And put it in your mouth.  [TARGET]Teacher: Don't put it in your mouth.[/TARGET] Teacher: [Laughter]. Teacher: And tell me what it's called. Teacher: What's it called, Student V?
Multiple Students: One tenth. Teacher: Yeah. Teacher: So on your - it's already there.  [TARGET]Teacher: That's a cheater.[/TARGET] Teacher: 0.1. Teacher: What would this be? Multiple Students: 0.2, 0.3, 0.4, 0.5.
Multiple Students: One, two, eyes on you. Teacher: I'm a little disappointed with today, okay? Teacher: So students who just came in, you're sliding right in.  [TARGET]Teacher: Student S, sit up, please.[/TARGET] Teacher: Yes. Teacher: Yep. Teacher: So right now those two friends over there are keeping track about how many oranges we have and how many boxes we have.
Multiple Students: One. Teacher: Three. Teacher: Two.  [TARGET]Teacher: Looks like everybody's following the directions.[/TARGET] Teacher: Student K, you have to go back over here, remember? Teacher: And Student E, you're fine right there for now. Teacher: Okay, all right.
Multiple Students: Pieces. Teacher: Pieces, and who could tell the fraction - the fraction pieces. Teacher: See, you're not really listening.  [TARGET]Teacher: All right, next one, Student D.  Student D.  Student D.  Student D.[/TARGET] Student: That's - Teacher: Yeah. Teacher: Okay, go ahead now.
Multiple Students: Red Riding Hood. Teacher: Red Riding Hood. Teacher: And then clickety-clack, clickety-clack, clickety-clack.  [TARGET]Teacher: "Who's crossing my bridge?" shouted the troll.[/TARGET] Teacher: "It's only me, Little Red Riding Hood. Teacher: I'm on my way to grandma's house."   Teacher: "We'll you can kiss seeing your granny goodbye, unless you have bill in that basket [missy]." said the little man with stamp, a stomp and a snort.
Multiple Students: Shape. Teacher: Our whole shape. Teacher: [Crosstalk]   [TARGET]Teacher: All right, guys over there, can you separate yourselves, please?[/TARGET] Teacher: Student D, you too. Teacher: Student D and Student R.   Teacher: All right, let's look at the trapezoid.
Multiple Students: She got him, she got him first. Teacher: Ms. [Inaudible] is here. Student: She [Inaudible]  [TARGET]Teacher: What you got is, I'm here to help you.[/TARGET] Teacher: Student J stop! Teacher: Student J stop get away from her. Student: Get away she's telling you to get away.
Multiple Students: Six twenty fourths. Teacher: I have you back. Teacher: Six twenty fourths.  [TARGET]Teacher: Now, listen, this is the new question and people need to think.[/TARGET] Teacher: People need to think. Teacher: This is my sandwich. Teacher: Half of my sandwich is twelve pieces out of -
Multiple Students: Sixteen. Teacher: Doubles. Student: [Inaudible].  [TARGET]Teacher: I can stop?[/TARGET] Student: Yes. Multiple Students: [Crosstalk]. Teacher: Oops, excuse me.
Multiple Students: Soccer. Teacher: Soccer. Student: [Inaudible comment.]  [TARGET]Teacher: No, I need you all to wait.[/TARGET] Teacher: I need you all to stop chit-chatting and stop playing too. Teacher: Just a minute, please. Teacher: One minute.
Multiple Students: Three and [inaudible]. Multiple Students: [Crosstalk]. Teacher: Okay, stack them in one stack somewhere off to the side [inaudible] away from your table, and then - please don't.  [TARGET]Teacher: That's not what I asked you to do.[/TARGET] Teacher: I said stack them up to the side. Teacher: That's right. Teacher: I didn't want everybody going through their binders right now.
Multiple Students: Three fourths. Teacher: What's wrong? Student: Just pollen.  [TARGET]Teacher: You need to get your work done, because if not, I'm going to have to start sending you to Mrs. A's office to do your work.[/TARGET] Teacher: We are not going to just sit there. Teacher: You need to work. Teacher: Let's do it with five twentieths.
Multiple Students: Three sixths - Student: One half. Multiple Students: Four sixths -  [TARGET]Teacher: Do not call out [Inaudible].[/TARGET] Teacher: Four sixths. Teacher: We're talking about sixths now. Teacher: Then I'll let you answer.
Multiple Students: Three sixths, four sixths. Teacher: Am I halfway? Teacher: [Crosstalk]  [TARGET]Teacher: Listen - oh, I cannot - [inaudible].[/TARGET] Teacher: Turn around. Teacher: When we're doing it, now you're talking to someone else. Teacher: Now, look at me.
Multiple Students: Timmy got it. Multiple Students: I just don't know-Timmy got it. Teacher: Okay, can you just skip that for now and then I'll come back to it as soon as I'm done here with the group.  [TARGET]Teacher: Please don't interrupt while I'm teaching them.[/TARGET] Teacher: Okay, I'm going to give you another problem. Teacher: If you pass it, you're good to go. Teacher: Okay-dokey?
Multiple Students: Two. Teacher: So one trapezoid is going to represent what fraction of the hexagon? Multiple Students: One half.  [TARGET]Teacher: So then could I say then - please forgive my drawing.[/TARGET] Teacher: That's all right. Teacher: It's not about the drawing right now. Teacher: Two trapezoids equals one hexagon.
Multiple Students: Two. Teacher: What do we do now? Multiple Students: Bring down the nine.  [TARGET]Teacher: Okay, I don't want you to answer anymore, Student L.  I want somebody else to answer.[/TARGET] Teacher: How many times does 4 go into 29? Teacher: Student J? Teacher: Student C, honey, do you have a question?
Multiple Students: Whole. Teacher: It's one whole. Teacher: It is one whole so stop, look, and listen because we're on number three.  [TARGET]Teacher: I need you to stop, look, and listen.[/TARGET] Teacher: This is one whole, yes? Multiple Students: Yes. Teacher: This is one whole, yes?
Multiple Students: Yeah, I know that's wrong. Multiple Students: [Inaudible]  So it has to be none of the above. Teacher: I was watching.  [TARGET]Teacher: I wanted to see what you were doing.[/TARGET] Teacher: Why is A incorrect? Student: Because it says one pound is 16 ounces. Student: So if we do 2 pounds, it would be 2 ounces, so it cannot be A.
Multiple Students: Yeah. Student: That's already a rectangle. Student: [Crosstalk]  [TARGET]Teacher: Okay, guys, you should be having a conversation with your partner.[/TARGET] Teacher: Yes, ma'am. Student: [Inaudible]. Teacher: For this one or for this one?
Multiple Students: Yeah. Teacher: It's very important you follow my direction. Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay?  [TARGET]Teacher: The strip.[/TARGET] Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. Teacher: And, if you're in Just Words, you know what I'm talking about.
Multiple Students: Yeah. Teacher: That's taped to it? Multiple Students: Yeah.  [TARGET]Teacher: It's very important you follow my direction.[/TARGET] Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay? Teacher: The strip. Teacher: We think with our brains.
Multiple Students: Yeah. Teacher: Work with a partner. Student: [Inaudible]  [TARGET]Teacher: But if you work with somebody you may be able to.[/TARGET] Student: [Inaudible] Teacher: You know where my pencils are. Teacher: [Crosstalk]
Multiple Students: Yeah. Teacher: You thought I was going to jump to number 7, huh? Teacher: So we have four boxes.  [TARGET]Teacher: I'll wait till you're done talking.[/TARGET] Teacher: I'm going to give you a title for each box. Teacher: I'd like you to write the title in there. Teacher: Obviously don't write it too too big because you're going to need space to do your recording.