stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Crosstalk] Teacher: Table 3, the conversation is over. Student: [Inaudible]  [TARGET]Teacher: Okay, but no more talking.[/TARGET] Teacher: All right, table 1, what's your answer? Student: Two-eighths. Teacher: Okay.
Teacher: [Crosstalk] Teacher: Thank you for ignoring him. Teacher: Thank you so much.  [TARGET]Teacher: I appreciate the way you ignored him.[/TARGET] Teacher: Thank you so much. Teacher: Let's all look here again. Teacher: Look at what Student C did.
Teacher: [Crosstalk] Teacher: Thank you. Teacher: Student C, thank you.  [TARGET]Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one -[/TARGET] Teacher: [Crosstalk] Teacher: Listen. Teacher: I'll tell you what page.
Teacher: [Crosstalk] Teacher: That was really, really good, and you can see that she followed all the steps. Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right.  [TARGET]Teacher: Now, everybody, we go back now to the first question that I put on the board.[/TARGET] Teacher: I know some of you got it right and we'll just quickly do that. Teacher: Excuse me. Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody.
Teacher: [Crosstalk] Teacher: That's right. Teacher: It always has to be smaller than the divisor.  [TARGET]Teacher: Looking at this number, let's work through it.[/TARGET] Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient?
Teacher: [Crosstalk] Teacher: The back row, go to your seats. Teacher: [Crosstalk]  [TARGET]Teacher: The fifth row, go back to your seats.[/TARGET] Teacher: [Crosstalk] Teacher: The fourth row, go back to your seats. Teacher: Third row, go back to your seats.
Teacher: [Crosstalk] Teacher: The fifth row, go back to your seats. Teacher: [Crosstalk]  [TARGET]Teacher: The fourth row, go back to your seats.[/TARGET] Teacher: Third row, go back to your seats. Teacher: [Crosstalk - excessive noise] Teacher: When you finish, copy it down.
Teacher: [Crosstalk] Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Okay.  [TARGET]Teacher: All right, let me see yours, honey.[/TARGET] Teacher: Okay, so you get it. Teacher: That's right. Teacher: Do you see how some of those -?
Teacher: [Crosstalk] Teacher: This is your second [inaudible]. Teacher: Copy the chart down.  [TARGET]Teacher: Use this chart [inaudible].[/TARGET] Teacher: Do step one, then go to step two. Teacher: [Crosstalk] Teacher: Follow the steps.
Teacher: [Crosstalk] Teacher: Try and draw a picture, folks. Teacher: [Crosstalk]  [TARGET]Teacher: The conversations I'm hearing should be about this problem.[/TARGET] Teacher: I know we're not talking about other things. Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them.
Teacher: [Crosstalk] Teacher: Turn around please. Teacher: Turn around please.  [TARGET]Teacher: Face front.[/TARGET] Teacher: Are you two working together? Teacher: I want people working together. Teacher: Two heads are better than one.
Teacher: [Crosstalk] Teacher: Very good. Teacher: Then you flip.  [TARGET]Teacher: Excuse me, Student D.  Excuse me.[/TARGET] Teacher: [Inaudible]. Teacher: What does number three say? Student: Rewrite the fractions -
Teacher: [Crosstalk] Teacher: Very good. Teacher: What does step two say, C?  [TARGET]Teacher: Are you C?[/TARGET] Student: Yes. Teacher: What does step C say? Student: [Inaudible].
Teacher: [Crosstalk] Teacher: We need people to think first. Teacher: See, if you start shouting, it's not good.  [TARGET]Teacher: See, now he is talking.[/TARGET] Teacher: One sixth - now, see, we have one third. Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible].
Teacher: [Crosstalk] Teacher: Were you talking about that? Teacher: [Crosstalk]  [TARGET]Teacher: I know.[/TARGET] Teacher: Student A, I know you weren't, so I will need you guys to be quiet. Student: Teacher, do I do it like this or do I do it a different way? Teacher: Doing good.
Teacher: [Crosstalk] Teacher: What are we having a problem with here? Student: [Inaudible].  [TARGET]Teacher: Then take it back.[/TARGET] Teacher: [Crosstalk - excessive noise] Teacher: Ashley swam 15 laps each day for 7 days. Teacher: How many laps did she swim for that 7 days?
Teacher: [Crosstalk] Teacher: What does that mean? Teacher: [Crosstalk]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: What does step two say you should do? Student: [Inaudible]. Student: [Crosstalk]
Teacher: [Crosstalk] Teacher: What is your answer to question number six? Teacher: [Crosstalk]  [TARGET]Teacher: Did everybody get that answer here?[/TARGET] Student: Yep. Student: Yeah. Teacher: Did you get it?
Teacher: [Crosstalk] Teacher: What is your statement? Student: [Inaudible]  [TARGET]Teacher: Okay, you're not saying anything.[/TARGET] Teacher: I don't hear any talking. Teacher: What is your statement? Student: Because you can't find a half with an odd number.
Teacher: [Crosstalk] Teacher: What? Student: Are you gonna [inaudible] this group?  [TARGET]Teacher: Don't worry about it right now.[/TARGET] Student: Can I ask you a question? Student: I want to do that. Teacher: Go to [inaudible].
Teacher: [Crosstalk] Teacher: What? Student: They're gonna play around [inaudible].  [TARGET]Teacher: Okay, Student J, could you shut that door correctly?[/TARGET] Teacher: Now - Student D, no, not right now. Teacher: Let's look at this page, page 29. Teacher: Student C, over here.
Teacher: [Crosstalk] Teacher: Who's is this? Teacher: Student J, you got them all right.  [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: This is the eight times four sheet. Teacher: Please - you are not writing answers, are you? Teacher: Because that would be considered cheating.
Teacher: [Crosstalk] Teacher: Yeah, because we've done that before. Teacher: We've done page one.  [TARGET]Teacher: You did page one.[/TARGET] Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute. Teacher: We did page one.
Teacher: [Crosstalk] Teacher: Yep. Teacher: You should be copying.  [TARGET]Teacher: You should be quiet.[/TARGET] Teacher: The faster you do this, the more time you will have. Student: [Inaudible]. Teacher: Pound.
Teacher: [Crosstalk] Teacher: Yes. Teacher: Right.  [TARGET]Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes.[/TARGET] Teacher: All right, now, what was the answer? Teacher: How many pieces would it be and what fraction - numerator and denominator. Teacher: Now, let me wait for Student C.  Student C, how many pieces?
Teacher: [Crosstalk] Teacher: You can [write] on the back. Teacher: [Crosstalk]  [TARGET]Teacher: Computer.[/TARGET] Teacher: You're about to shut the computer and go back and do some seat work. Teacher: If you're doing guided math, you're on a computer and you are quiet. Student: Do we have to do [inaudible]?
Teacher: [Crosstalk] Teacher: You have 6 minutes to figure it out. Teacher: Someone needs to give.  [TARGET]Teacher: No, Student W, you need to stop.[/TARGET] Teacher: Just because you own it doesn't mean that you - you can't always get your way. Teacher: You know what? Teacher: Do whatever you want, as long as you can tell me you understand.
Teacher: [Crosstalk] Teacher: You know where they are. Teacher: Student T, you're not supposed to go in front of that.  [TARGET]Teacher: No, I'll bring them to you.[/TARGET] Teacher: Get up. Teacher: [Crosstalk] Teacher: Are you talking about this?
Teacher: [Crosstalk] Teacher: You made the same mistake Student W did. Student: Wait, it's my turn.  [TARGET]Teacher: Student C, did you already meet with me yesterday?[/TARGET] Student: Yeah. Teacher: You met with me yesterday? Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: You may work with a partner. Teacher: Listen to this though.  [TARGET]Teacher: Please show me - excuse me.[/TARGET] Teacher: Student H, hold on. Teacher: You must be showing your work here. Teacher: I should see shows happening in the work here.
Teacher: [Crosstalk] Teacher: You need to be listening and you need to be focused on your work. Teacher: Student J, you're not getting out of your seat without permission.  [TARGET]Teacher: Enough.[/TARGET] Teacher: Let's have Student A's group sit over there. Teacher: Let's have Student A's group sit here. Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: Go on.  [TARGET]Teacher: Write the problem down quickly.[/TARGET] Student: I'm trying to. Student: Student J, hurry up. Student: Student W, go to your desk over there please.
Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: [Inaudible].  [TARGET]Teacher: Excuse me, table 4.[/TARGET] Student: Can you be quiet? Teacher: The second warning for you. Teacher: You don't tell anybody to be quiet in the classroom.
Teacher: [Crosstalk] Teacher: [Inaudible] said it. Teacher: They [inaudible] the sentence.  [TARGET]Teacher: Let me see the sentence.[/TARGET] Teacher: Let me see the sentence. Teacher: Let me see - [inaudible] how many. Teacher: She gives - okay.
Teacher: [Crosstalk] Teacher: [Inaudible] too loud. Teacher: Now, let's see.  [TARGET]Teacher: He's working.[/TARGET] Teacher: She's working. Teacher: She's thinking. Teacher: He's doing it.
Teacher: [Crosstalk] Teacher: [Inaudible], powers of 10. Teacher: It would help us with a lot of things, yes.  [TARGET]Teacher: On your mark, get set, flip.[/TARGET] Teacher: Go. Teacher: [Long pause] Teacher: You've got two minutes.
Teacher: [Crosstalk] Teacher: [Inaudible]. Student: You got me back, Teacher.  [TARGET]Teacher: I got you back?[/TARGET] Student: You got me back. Teacher: I got you back. Teacher: Yeah, I got you back.
Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Last chance.  [TARGET]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. Teacher: You need to get control. Teacher: That's it.
Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Leave it, leave it, leave it.  [TARGET]Teacher: Now, let me see people who are paying attention to me.[/TARGET] Teacher: My students, my learners. Teacher: Hold on. Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Student E.  Student M, Student M, Student M.  Student M, you're not listening for directions.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Student L, good job. Teacher: Student O, thank you. Teacher: Leave it, because we need this.
Teacher: [Crosstalk]. Teacher: [Inaudible] Student: Oh, say can -  [TARGET]Teacher: Shh.[/TARGET] Student: - you see? Teacher: So these two are what? Student: Um, half?
Teacher: [Excessive background noise] Teacher: [Inaudible] we've got to move on without you. Teacher: How many halves in 3?  [TARGET]Teacher: No, let me get you a new pencil 'cause we need to keep moving.[/TARGET] Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1.
Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever. Teacher: Shh.  [TARGET]Teacher: So, please take one and read it to yourself silently.[/TARGET] Teacher: Student C? Student: Should we write our names on - Teacher: I've already said put your name on it.
Teacher: [Inaudible, students working in background] Teacher: Ok, so tell me what you drew over here. Student: This is a plain cone and -  [TARGET]Teacher: Honey, I'm like so close to you and I can't even hear you.[/TARGET] Student: This is a plain cone and this is strawberry. Teacher: Ok, so you took one flavor and you put it on the plain. Teacher: You took the other flavor - ok, and then what did you do over here?
Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see. Teacher: [Inaudible] my pattern.  [TARGET]Teacher: I want my paper to go the other way.[/TARGET] Teacher: All right, here we go. Teacher: Student C? Student: Why do they all start with P?
Teacher: [Inaudible] Multiple Students: [Inaudible] Teacher: All right.  [TARGET]Teacher: So, excuse me.[/TARGET] Teacher: Excuse me. Teacher: Five, four, three, two, one - it is [Inaudible]. Teacher: Zero.
Teacher: [Inaudible] Multiple Students: [Inaudible] Teacher: Student A, sit down.  [TARGET]Teacher: Student A, sit down.[/TARGET] Multiple Students: [Inaudible] Teacher: Boys and girls. Teacher: Three, two, one, zero.
Teacher: [Inaudible] Student: Why does Student T not sit there anymore? Teacher: I don't know.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right, let me get- Student: There is something on the tangrams. Teacher: Well, they have never been opened before, was it out?
Teacher: [Inaudible] Teacher: Lay them out and separate them. Teacher: Student K, is that necessary?  [TARGET]Teacher: You all move out.[/TARGET] Teacher: That's not necessary. Teacher: Okay, you are going to have to go look at that and figure it out. Teacher: [Inaudible].
Teacher: [Inaudible] a few more. Teacher: Shh. Teacher: [Cubes rattling].  [TARGET]Teacher: I did not tell you talk out.[/TARGET] Student: Twenty-four. Teacher: How many cubes do you have? Student: Twenty-seven.
Teacher: [Inaudible] change your card. Student: Yes. Teacher: Another brilliant answer.  [TARGET]Teacher: Say it again, because Student E wasn't listening.[/TARGET] Teacher: Listen, Student E, while explains this when you change your card. Teacher: Hold on. Teacher: Give her a minute.
Teacher: [Inaudible] chart [inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Multiple Students: [Students loudly working on problem].
Teacher: [Inaudible] chart [inaudible]. Teacher: After you finish the chart, do the problems. Student: Okay.  [TARGET]Teacher: Write down the title.[/TARGET] Teacher: [Inaudible]. Teacher: [Students working on problem]. Multiple Students: [Students loudly working on problem].
Teacher: [Inaudible] crayons. Teacher: No. Teacher: You always do the [inaudible] one.  [TARGET]Teacher: Teacher L, get the [inaudible].[/TARGET] Teacher: Excuse me. Teacher: Let them share. Student: Okay.
Teacher: [Inaudible] disappeared. Teacher: Hold on. Teacher: I need to be able to write on the board.  [TARGET]Teacher: Shh.[/TARGET] Teacher: They're coming up. Teacher: I promise. Student: [Inaudible].
Teacher: [Inaudible] he's not supposed to go step-by-step. Teacher: [Crosstalk] Teacher: Then you wait.  [TARGET]Teacher: That is the essence of working together, so the two of you can share ideas.[/TARGET] Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven? Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps.
Teacher: [Inaudible] if you need more time. Teacher: Okay. Teacher: Everyone.  [TARGET]Teacher: I'm going to give you a bonus five minutes.[/TARGET] Teacher: Use those five minutes wisely. Teacher: Student A? Student: [Inaudible].
Teacher: [Inaudible] in a [inaudible]. Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay? Teacher: You're on your own?  [TARGET]Teacher: You ready to go?[/TARGET] Teacher: Okay. Teacher: Boys and girls, how much is that first square? Teacher: How much is this one worth?
Teacher: [Inaudible] is talking. Teacher: It's about respect. Teacher: She's talking.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: She's talking. Teacher: Thank you. Student: We're learning how to add fractions.
Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves. Teacher: Listen.  [TARGET]Teacher: What are you doing?[/TARGET] Teacher: For what? Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes.
Teacher: [Inaudible] no. Student: It's not. Teacher: Let's try.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, voices off, please. Teacher: Thank you. Teacher: All right, let's get to number twelve.
Teacher: [Inaudible] not talking. Teacher: Three are talking. Teacher: Good job.  [TARGET]Teacher: Let me see.[/TARGET] Teacher: Let me see. Teacher: [Crosstalk] Teacher: Student L is talking over there.
Teacher: [Inaudible] problem. Teacher: [Inaudible] problem. Teacher: [Inaudible] two of them, together.  [TARGET]Teacher: I want to see number one and number two.[/TARGET] Student: Number one and number two. Student: I don't get it. Teacher: What don't you get?
Teacher: [Inaudible] said it. Teacher: They [inaudible] the sentence. Teacher: Let me see the sentence.  [TARGET]Teacher: Let me see the sentence.[/TARGET] Teacher: Let me see - [inaudible] how many. Teacher: She gives - okay. Student: Teacher, you got me back.
Teacher: [Inaudible] side groups. Teacher: This group has, "My favorite foods."  This group has, "My favorite ice cream."  So that should be the name of your graph. Teacher: This group has, "My favorite desserts."  You got to have that on there.  [TARGET]Teacher: This group has, "My favorite fruits."  So you have to get up.[/TARGET] Teacher: Gather information from each other, what? Teacher: Quietly. Teacher: You pick three things.
Teacher: [Inaudible] stand, okay? Teacher: Write down - Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen. Teacher: Write down how many ones you had to glue in the ten's column to make a ten. Teacher: Talk about how you had to split up that one unit to make a tenth and a hundredth.
Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible]. Teacher: Student M,  [inaudible] sit there.  [TARGET]Teacher: If you sit at this table, [inaudible].[/TARGET] Teacher: [Whistling sound]. Teacher: At this table. Student: [Inaudible].
Teacher: [Inaudible] too loud. Teacher: Now, let's see. Teacher: He's working.  [TARGET]Teacher: She's working.[/TARGET] Teacher: She's thinking. Teacher: He's doing it. Teacher: He's already done.
Teacher: [Inaudible] up. Student: Freeze. Student: Freeze.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Freeze and listen. Teacher: Just put it down and listen. Teacher: Tell me if you started seeing patterns in your head to where it helped you that you didn't even have to write the fraction down.
Teacher: [Inaudible] we've got to move on without you. Teacher: How many halves in 3? Teacher: No, let me get you a new pencil 'cause we need to keep moving.  [TARGET]Teacher: All right, boys and girls, please remember the procedure for going over - shh.[/TARGET] Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1. Teacher: Thank you.
Teacher: [Inaudible] what, a roller coaster? Teacher: [Inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: Everybody ready?[/TARGET] Teacher: [Crosstalk] Multiple Students: Clickety-clack, clickety-clack [inaudible], whoo. Teacher: Thank you.
Teacher: [Inaudible] wrong. Teacher: What makes it wrong? Teacher: Hold on.  [TARGET]Teacher: Sh![/TARGET] Teacher: Hey, Student J, since you think you're wrong, let's start with you. Student: [Inaudible]. Teacher: [Inaudible], if you're too far away to pay attention, you really need to come up.
Teacher: [Inaudible] your gloves. Teacher: Listen. Teacher: What are you doing?  [TARGET]Teacher: For what?[/TARGET] Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes. Teacher: She's not here and you weren't [inaudible].
Teacher: [Inaudible], I am. Teacher: Are you - so what - so I've asked you to think about two questions, okay? Teacher: So Mr.  [TARGET]Teacher: Teacher, if people are done, right before, right before that, they need to be recording their number to the nearest ten - so StudentK, please sit down; I don't see a hand up.[/TARGET] Teacher: So for example, 467, please find 467. Teacher: Did you write what's the nearest ten to 467? Student: The nearest ten to [inaudible].
Teacher: [Inaudible], powers of 10. Teacher: It would help us with a lot of things, yes. Teacher: On your mark, get set, flip.  [TARGET]Teacher: Go.[/TARGET] Teacher: [Long pause] Teacher: You've got two minutes. Teacher: [Long pause]
Teacher: [Inaudible], why don't you come, sit around here. Teacher: All right, so you're zero, one, and two, is not for people to see. Teacher: [Students preparing to play game].  [TARGET]Teacher: [Inaudible] going to wait for everybody to be here, to start.[/TARGET] Student: [Inaudible]. Teacher: Are you serious, right now? Teacher: I guess I'm going to have to show this video to Teacher A.
Teacher: [Inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].  [TARGET]Teacher: All right, I want you to have - shh.[/TARGET] Teacher: If you sit at this first table, [inaudible], if you sit at the first table. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].
Teacher: [Inaudible]. Multiple Students: [Inaudible]. Teacher: But I'm still waiting.  [TARGET]Teacher: That means you're ready to listen.[/TARGET] Teacher: It's the 70th day of school and it's taken me five, ten seconds to get your attention. Teacher: I'm giving you about a - five minutes more. Teacher: Maybe I'll give you six or seven.
Teacher: [Inaudible]. Multiple Students: [Inaudible]. Teacher: Go on to the next one.  [TARGET]Teacher: Sh![/TARGET] Teacher: [Inaudible]. Multiple Students: [Inaudible]. Teacher: But I'm still waiting.
Teacher: [Inaudible]. Student: I got 1.626. Teacher: Very close.  [TARGET]Teacher: Student T and Student E, this is my warning before I separate you.[/TARGET] Teacher: You all should be standing up measuring. Teacher: Everyone in the class is up measuring except you all. Teacher: Stand up.
Teacher: [Inaudible]. Student: I was gonna say two out of four are wearing [inaudible]. Teacher: I can't hear anyone.  [TARGET]Teacher: Student M, put the chair down.[/TARGET] Teacher: Student T, put your pen down if you don't want to pay attention. Teacher: So two out of four are wearing gray, which equals what? Student: 50 percent.
Teacher: [Inaudible]. Student: We didn't work [inaudible]. Student: We didn't work [inaudible].  [TARGET]Teacher: Yes, you had.[/TARGET] Student: I forgot how to do it. Teacher: Yes, [inaudible] for me. Student: Oh, [inaudible].
Teacher: [Inaudible]. Student: You, you, you. Teacher: That camera is on now so I'm gonna ask all silliness to stop which means if you're chewing gum, candy or anything of that nature please put it in the trash.  [TARGET]Teacher: And I need your math hard book, your math note book out of your desk please.[/TARGET] Teacher: No Student A and D are demerits. Student: I'll say whatever I wanted to. Teacher: Go sit down in your seat please.
Teacher: [Inaudible]. Student: [Crosstalk]. Teacher: And you know what?  [TARGET]Teacher: [Inaudible] doesn't mean she was cheating.[/TARGET] Teacher: It could've been [inaudible]. Multiple Students: [Crosstalk while working on activity]. Multiple Students: [From 0:35:25 to 35:55]
Teacher: [Inaudible]. Student: [Inaudible]. Student: What?  [TARGET]Teacher: I said you need to sit down and write down your problem next to her.[/TARGET] Teacher: You need to write your word problem down. Student: What do you put [inaudible]? Teacher: I'm sorry, but they're waiting on me next.
Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Excuse me.  [TARGET]Teacher: I have to ask the class not to be rude.[/TARGET] Teacher: All right. Teacher: Go on. Student: First I multiplied [inaudible].
Teacher: [Inaudible]. Student: [Inaudible]. Teacher: So you're going to have two problems.  [TARGET]Teacher: There's two problems on the board.[/TARGET] Teacher: Problem one. Teacher: Seventeen minus four in parenthesis. Teacher: [Inaudible] three.
Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Watch what I do.  [TARGET]Teacher: Student R, you need to watch.[/TARGET] Teacher: [Inaudible]. Teacher: Five. Teacher: Six.