stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Sh! Teacher: [Inaudible]. Multiple Students: [Inaudible].  [TARGET]Teacher: But I'm still waiting.[/TARGET] Teacher: That means you're ready to listen. 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: Sh. Student: Can I look at the first one? Student: I'm talking about-  [TARGET]Teacher: Student A, you should be working on this and not messing with those.[/TARGET] Teacher: You should at least already have one done because we're going to grade them in a few minutes. Teacher: Student T? Student: Yes?
Teacher: Sh. Student: I'm trying to find the common denominator but I don't know how to two to get to three. Teacher: Okay, you're gonna have to change both of them into a number-into a-excuse me.  [TARGET]Teacher: Stop talking.[/TARGET] Teacher: Into a number where they have the same denominator. Teacher: Think about when we're comparing fractions and we had to find a common denominator. Teacher: What do you need to do to-write your two-see, that's when you have to write it.
Teacher: Sh. Teacher: We're watching Student T, right? Teacher: Mm-hmm.  [TARGET]Teacher: All eyes here.[/TARGET] Teacher: You don't have homework today. Teacher: We're going to do it here. Teacher: Is Student T right?
Teacher: Sh. Teacher: [Crosstalk] Teacher: Yep.  [TARGET]Teacher: You should be copying.[/TARGET] Teacher: You should be quiet. Teacher: The faster you do this, the more time you will have. Student: [Inaudible].
Teacher: Sh. Teacher: [Room noise] Teacher: Now use your - where is your math.  [TARGET]Teacher: That's not what we're talking about now.[/TARGET] Student: [Inaudible]. Teacher: So where do you do 87 plus 87? Teacher: I gave you something to do.
Teacher: Share and help each other to write the final. Teacher: Write group four at the top, two, three, four, yep at the top. Teacher: And hold on you guys are group five who's the recorder?  [TARGET]Teacher: Shh, who's the recorder?[/TARGET] Student: Me. Teacher: Okay you're gonna write group five at the top. Student: Okay.
Teacher: Share with Student J. Teacher: Page 29. Teacher: There shouldn't be any talking over there.  [TARGET]Teacher: Student O, Student K, when you take out a math book there is not talking.[/TARGET] Teacher: [Crosstalk] Teacher: All right, both of you go outside. Student: No.
Teacher: Share. Teacher: Uh-uh. Teacher: Uh-uh.  [TARGET]Teacher: Shhh.[/TARGET] Student: No, don't open them. Teacher: Don't open them or they are mine right now. Teacher: Unfortunately I don't know where my other stuff [inaudible].
Teacher: Shark attack doo doo, doo doo, doo doo. Teacher: Shark attack doo doo, doo doo, doo doo. Teacher: Shark attack doo doo, doo doo, doo doo.  [TARGET]Teacher: Shark attack.[/TARGET] Teacher: Swam away doo doo, doo doo, doo doo. Teacher: Swam away doo doo, doo doo, doo doo. Teacher: Swam away doo doo, doo doo, doo doo.
Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer.  [TARGET]Teacher: He's the recorder, right?[/TARGET] Teacher: Come on Student R, you're the recorder. Teacher: Your group needs you now. Teacher: Okay, you didn't even have your group name on the paper, yet.
Teacher: She chose white. Teacher: Now that's a probability. Teacher: So, if that's the case, what fraction did Student B pull to prove that she chose, she pulled a white one out of this bag?  [TARGET]Teacher: I'm listening Student E.[/TARGET] Student: 4 out of 14. Teacher: 4 out of 14. Teacher: In most cases, what will we think would have been pulled?
Teacher: She did the first step with [Inaudible]. Teacher: What's in parenthesis? Teacher: Six minus two.  [TARGET]Teacher: Focus.[/TARGET] Teacher: Which is four. Student: Four times four is 16. Teacher: Then she did four times four.
Teacher: She didn't take it with her. Teacher: Why didn't you take it with you? Teacher: You left it on the table.  [TARGET]Teacher: Do not tear the bag up.[/TARGET] Teacher: You don't open it like that. Teacher: Student A, take the bag. Teacher: Get out one dollar and divide it into fifths, five equal groups.
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].  [TARGET]Teacher: Sit down.[/TARGET] Student: See you Teacher B. Teacher: See you. Teacher: [Inaudible]?
Teacher: She drew two models there. Teacher: Do you see that? Teacher: She drew one pre-simplifying, meaning before she simplified, right?  [TARGET]Teacher: Ignore that.[/TARGET] Teacher: It's not there. Teacher: We're not seeing it. Teacher: Don't see it.
Teacher: She found one sixth and that was 0.17. Teacher: All right. Teacher: At first she - did I write that right?  [TARGET]Teacher: Turn around again.[/TARGET] Teacher: Let me see it again. Teacher: Let me see. Teacher: I'll look at hers.
Teacher: She gives - okay. Student: Teacher, you got me back. Student: [Crosstalk]  [TARGET]Teacher: The sentence, sentence.[/TARGET] Teacher: Did you write a sentence? Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible].
Teacher: She got one from Student C.  Okay, all right let's go. Teacher: All right, the topic is what, everybody? Multiple Students: [Inaudible].  [TARGET]Teacher: Let's read the instructions, and we're not going to talk.[/TARGET] Teacher: We're reading and listening. Teacher: Let's read the instructions. Teacher: It says, "Tell whether the fraction is in simplest form.
Teacher: She is not even looking. Teacher: You're not even looking up there. Student: Three.  [TARGET]Teacher: Look, look, look, look.[/TARGET] Teacher: Some people are not looking. Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention.
Teacher: She needs to do her own. Teacher: I'll come around. Teacher: Stop it.  [TARGET]Teacher: Stop asking and think about what you're trying to ask and trying to do.[/TARGET] Teacher: Think about it first. Teacher: You're asking me and you're sounding out. Teacher: I said think.
Teacher: She said, oh, I can do the rest. Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today.  [TARGET]Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right?[/TARGET] Teacher: Yeah. Teacher: [End of Audio]
Teacher: She seems to be having some trouble with it. Teacher: Okay. Teacher: So just keep an eye on them.  [TARGET]Teacher: All right, sit down.[/TARGET] Teacher: Get going. Student: [Inaudible] Student: nan
Teacher: She wanted to double the 4, so she put 8, and then she did this. Teacher: Then she did this, and then she did - I want you to look at that for a second. Teacher: Can someone tell me where she made a mistake?  [TARGET]Teacher: Student E, I want you to look up here now.[/TARGET] Teacher: Student J, I want you to see where Student E made a mistake. Teacher: So this was the regular equation. Teacher: Then she was going to do one of the doubles.
Teacher: She wants to know why you did that. Teacher: She doesn't even know what you're doing. Teacher: You're estimating.  [TARGET]Teacher: Listen up, please.[/TARGET] Teacher: Student J, you were asked to estimate, and you are giving two fractions, and you looked at these two fractions in terms of percent. Teacher: It's to make a decision whether these two fractions are close to 0, or close to half, or close to a whole. Teacher: So he decided to change them to a percent and at the end of the day you got what?
Teacher: She was the Olympic gymnastics girl from Virginia Beach. Teacher: I'm gonna wait. Teacher: So that's where we're going tomorrow.  [TARGET]Teacher: We're not doing math tomorrow.[/TARGET] Teacher: That is where we're going. Teacher: Next week we're going to pick up with volume and temperature and just tying it right in together. Teacher: Next week.
Teacher: She watched them last time, because your behavior was so poor. Student: Oh. Teacher: Shh.  [TARGET]Teacher: Sit in your chair.[/TARGET] Teacher: Now listen. Teacher: The person with the white board - Student: [Inaudible].
Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set. Teacher: Good job.  [TARGET]Teacher: We're doing the second one, number two.[/TARGET] Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn. Teacher: All right, hold on.
Teacher: She's working. Teacher: She's thinking. Teacher: He's doing it.  [TARGET]Teacher: He's already done.[/TARGET] Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it. Teacher: Check it out.
Teacher: Shh just listen maybe open your ears. Student: Yeah 2 times 5 is ten. Student: You're wrong.  [TARGET]Teacher: I love the way you guys are sharing it's one of the only groups that I can hear where people are talking only one person and the rest are listening.[/TARGET] Teacher: And then- Student: Do we get to move up? Teacher: Do you get to move your clip up let's see how you do by the end of the session okay?
Teacher: Shh, back to your seat. Teacher: That way. Teacher: Clearly you can't get through that way.  [TARGET]Teacher: You're wasting your time.[/TARGET] Student: [Inaudible] our regular seats? Teacher: Nope, right where you were before. Teacher: We're almost done.
Teacher: Shh, okay you're gonna get two bags you might have one peanut one plain, two plain, two peanut it doesn't matter how it's mixed up we're just gonna call them M&Ms okay. Teacher: They must sit up at the corner of your desk not being touched. Teacher: Okay.  [TARGET]Teacher: Shh, put them up at the corner of your desk.[/TARGET] Teacher: Now all together between these two bags they're somewhere around 20 M&Ms. Teacher: There might be a little bit more there might be a little bit less but we're not gonna touch them because then you'd be able to figure it out for sure. Teacher: And then that wouldn't make our probability accurate cause we'd kinda already know something ahead of time.
Teacher: Shh. Student: No one's even talking. Teacher: You know what, guys?  [TARGET]Teacher: I will let you know whether you can talk or not or if somebody is talking and isn't supposed to, I'll take care of that.[/TARGET] Teacher: No - Student: [Inaudible] Teacher: Student K, don't worry about putting the game up.
Teacher: Shh. Student: Oh here's the other half. Teacher: That's good I was worried how we were gonna do yours I wasn't prepared for half M&Ms.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Now I see some of you are done sorting what you need to do now is come over here where it says actual results back to our prediction page and it says - - you predicted Student J said there would be 4 brown M&Ms in the bag but Student J how many brown M&Ms were there actually? Student: 1 Teacher: So he would put a 1 here.
Teacher: Shh. Student: [Inaudible]. Teacher: Plus 20, plus four.  [TARGET]Teacher: Thumbs up when you've got - put the shirt on boy.[/TARGET] Teacher: You can't be naked in front of my cameras. Teacher: Shh. Teacher: Now what do we do with 28?
Teacher: Shh. Teacher: All right. Teacher: What I want you to do is I want you - we're going to build a figure, all right?  [TARGET]Teacher: I want you to take four cubes - I'll wait until you're done talking.[/TARGET] Teacher: Be quiet. Teacher: Okay, I want you to take four cubes and I want you to put them together. Teacher: It doesn't matter what color, all right?
Teacher: Shh. Teacher: Clap once if you can hear my voice. Teacher: [Clapping].  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Okay, now you're looking. Teacher: You're not touching. Teacher: You're not feeling.
Teacher: Shh. Teacher: Get out your math calendar. Teacher: It was homework last night, okay?  [TARGET]Teacher: Just sit down.[/TARGET] Teacher: Just sit at your desk and listen. Teacher: If you don't have it [inaudible]. Teacher: All right.
Teacher: Shh. Teacher: Have a seat, please. Teacher: All right, here we go.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Teacher: All right we're going to ... we're going to - I want you to stop when you get to number ten. Student: [Inaudible].
Teacher: Shh. Teacher: I'll wait. Teacher: [Crosstalk]   [TARGET]Teacher: Hold on a second.[/TARGET] Teacher: Can we pause this, only 'cause I'm having major technical difficulties with my board? Teacher: So the kids are all silly anyway. Teacher: We can turn it back on in a second.
Teacher: Shh. Teacher: Listen to me. Teacher: I - you guys.  [TARGET]Teacher: Put your cubes down.[/TARGET] Teacher: Don't play if my hand is up. Teacher: I shouldn't hear any rattling. Teacher: How many cubes do you have between the two of you?
Teacher: Shh. Teacher: Listen. Teacher: Listen.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Student S, are you feeling okay? Student: [Inaudible]. Teacher: Okay, heads up and pay attention, okay?
Teacher: Shh. Teacher: No. Teacher: I'll come around.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen to me. Teacher: I - you guys. Teacher: Put your cubes down.
Teacher: Shh. Teacher: Okay, Student Z. Teacher: Student D.  Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: I can't see. Teacher: What would go in this place as a model?
Teacher: Shh. Teacher: Okay, watch. Teacher: Wait a minute.  [TARGET]Teacher: We're not done.[/TARGET] Teacher: Shh. Teacher: We're not done. Teacher: Shh.
Teacher: Shh. Teacher: Okay, you all need another paper? Teacher: [Inaudible] from the pile.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: What? Teacher: Oh, yes sir.
Teacher: Shh. Teacher: One. Teacher: Student A, hit the light.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Real quick, in preparation for tomorrow, guys, area and perimeter. Teacher: Area and perimeter of all figures is what we will be working on, Student E? Student: [Inaudible].
Teacher: Shh. Teacher: Refocus, please. Teacher: We're here.  [TARGET]Teacher: I don't want an answer.[/TARGET] Teacher: I want you to tell me is this- if we were to answer it, do you think ... do you think that the answer will be close to  zero, closer to one, or closer to two when we add these together? Teacher: Do you think the answer will be closer to zero, closer to one, or closer to two? Teacher: [Silence].
Teacher: Shh. Teacher: Room 20 I know we're getting excited cause we're wrapping up. Student: She had the wrong answer she had 25.  [TARGET]Teacher: Shh.[/TARGET] Teacher: It's 26 Shh. Teacher: Stop just leave it, go. Teacher: Once I have collected both of these papers so your name's on both.
Teacher: Shh. Teacher: Shh. Teacher: I'll wait.  [TARGET]Teacher: Student J, you're keeping us from our proceedings.[/TARGET] Student: [Inaudible]. Teacher: This two to the second power means two times two. Teacher: The exponent or the raised two means how many times to multiply the number, so this is two times two.
Teacher: Shh. Teacher: Shh. Teacher: Listen up.  [TARGET]Teacher: Waiting.[/TARGET] Student: Can we use - Teacher: Okay, waiting. Teacher: Just a minute.
Teacher: Shh. Teacher: Shh. Teacher: Okay, Student Z.  [TARGET]Teacher: Student D.  Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Student: I can't see.
Teacher: Shh. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible]. Teacher: This two to the second power means two times two.
Teacher: Shh. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Listen up.[/TARGET] Teacher: Waiting. Student: Can we use - Teacher: Okay, waiting.
Teacher: Shh. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Yeah, why don't you write a couple of things that are true about your picture? Teacher: Like, a couple of things you observe about - include things like, multiplying times ten. Teacher: Dividing by ten.
Teacher: Shh. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Student L, clean that up.[/TARGET] Teacher: Student L, paper on the floor. Teacher: Student D, Student T, Student R, and Student J. Teacher: Student J, and Student R, table.
Teacher: Shh. Teacher: Shh. Teacher: Student L, clean that up.  [TARGET]Teacher: Student L, paper on the floor.[/TARGET] Teacher: Student D, Student T, Student R, and Student J. Teacher: Student J, and Student R, table. Teacher: Student T, and Student D, come here.
Teacher: Shh. Teacher: Student C, you still have your five in the ten's place. Teacher: Look, when you - let me see this - when you multiply - okay, let's just - we're just going to get rid of this all together.  [TARGET]Teacher: Watch out.[/TARGET] Teacher: When you multiply I want you to put your big number on top so we have 50 times and then our five has to go in our one's place, okay? Teacher: So it's got to be like this. Teacher: We're going to do five times zero; what's that?
Teacher: Shh. Teacher: Student L, clean that up. Teacher: Student L, paper on the floor.  [TARGET]Teacher: Student D, Student T, Student R, and Student J.[/TARGET] Teacher: Student J, and Student R, table. Teacher: Student T, and Student D, come here. Teacher: Student S, come here.
Teacher: Shh. Teacher: They're asking you. Teacher: Okay.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Teacher L, can you fix your board to [inaudible] crayon. Teacher: Student D, you and Student D are not doing anything.
Teacher: Shh. Teacher: This is an exponent. Teacher: Two to the second power [inaudible].  [TARGET]Teacher: Student A.[/TARGET] Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet. Teacher: I'll wait, Student A.
Teacher: Shh. Teacher: We got to take it down a notch, okay? Teacher: I can hardly hear these guys.  [TARGET]Teacher: Shh.[/TARGET] Student: We're ready. Teacher: Okay, what did you get for number six? Student: [Inaudible].
Teacher: Shh. Teacher: We're not done. Teacher: Shh.  [TARGET]Teacher: Listen.[/TARGET] Teacher: We have a big box, that the - the volume of it is 72 what? Teacher: Feet, or no. Teacher: Inches cubed, right?
Teacher: Shh. Teacher: [Crosstalk]  Teacher: Are you copying his work or are you thinking on your own?  [TARGET]Teacher: Why are you looking over there?[/TARGET] Teacher: We're on this page. Teacher: But we're on this page. Teacher: This is Shape A, this is Shape B.
Teacher: Shh. Teacher: [Lots of talking about who got what colors.] Teacher: Okay if this is 0 and this is 2 how many more minutes do you need to finish writing down your actual results.  [TARGET]Teacher: This is 0 and this is 2 and if you're telling me 0 that means you're sitting quietly.[/TARGET] Teacher: About 30 seconds the rest of you are still sitting quietly. Teacher: And while you're sitting there cause you're done I want you to think about the first question it asked you were your predictions different from the actual number? Teacher: And if you can say yes or no I want you to justify that.
Teacher: Shhh. Teacher: And I need everybody's attention. Teacher: Stop.  [TARGET]Teacher: Stop.[/TARGET] Teacher: If this is one half and we're still thinking about halves, how much is this, Student K? Student: One half. Teacher: No.
Teacher: Shhh. Teacher: The fold in your paper is equivalent to one. Teacher: If it - no.  [TARGET]Teacher: Stop being a smart aleck.[/TARGET] Teacher: If this is one, it's also two halves and it's also - Multiple Students: One whole. Student: Four fourths.
Teacher: Shhh. Teacher: Turn this over. Student: It's a square.  [TARGET]Teacher: I need you looking at this.[/TARGET] Student: It is a square. Student: No, it is not. Teacher: Well we'll talk about it.
Teacher: Shhh. Teacher: We do. Teacher: Five.  [TARGET]Teacher: Student M, sit down, son, what are you doing?[/TARGET] Teacher: All the way. Teacher: Student I, Student I, sit [inaudible]. Teacher: Okay.
Teacher: Should everybody be trying to solve this in order to - I wanted everybody to solve this in order to agree with Student I. Teacher: Okay. Teacher: Student I, can you tell us what you did if you don't mind?  [TARGET]Teacher: Stand over here.[/TARGET] Teacher: Explain your work to us. Student: I multiplied - well, first of all, I took the whole numbers and rounded them. Student: I multiplied one third by over 8 and got eighteen fourths.
Teacher: Show me 9 numbers that's 10. Teacher: If I do it this way show me a 10 year old. Student: How did you, you shouted at me.  [TARGET]Teacher: I know, because I know when we are going.[/TARGET] Student: Okay so when are we going? Teacher: Let's finish this work. Student: What work?
Teacher: Show me how you solved your problem. Teacher: Sit down, Student T.  Student T, stop. Teacher: Sit down.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: What is the problem? Teacher: Go back and sit down. Student: [Inaudible].
Teacher: Show me the work. Student: On what? Teacher: On your graph paper.  [TARGET]Teacher: No, based on that, on the graph.[/TARGET] Teacher: And to answer your question from that graph - this question right here from that graph. Teacher: Don't talk out loud. Teacher: That's not a percentage.
Teacher: Show me. Teacher: Don't yell at me. Teacher: Show me.  [TARGET]Teacher: Show me.[/TARGET] Teacher: Would you take the deal or not? Student: [Inaudible]. Teacher: Sh!
Teacher: Show me. Teacher: Show that this is 100. Student: Can I use brown?  [TARGET]Teacher: I don't care.[/TARGET] Teacher: You can use brown if you want to. Teacher: 100, 100, good job. Student: I get this.
Teacher: Show me. Teacher: Would you take the deal or not? Student: [Inaudible].  [TARGET]Teacher: Sh![/TARGET] Teacher: I'm gonna take half of this pizza. Teacher: And I'm gonna give you half of this pizza. Teacher: Okay?
Teacher: Show that this is 100. Student: Can I use brown? Teacher: I don't care.  [TARGET]Teacher: You can use brown if you want to.[/TARGET] Teacher: 100, 100, good job. Student: I get this. Teacher: Okay.
Teacher: Show your answer. Teacher: I'm not laughing 'cause there's nothing that's funny right now. Teacher: Thank you.  [TARGET]Teacher: Put it down.[/TARGET] Multiple Students: [Inaudible] Teacher: All right. Teacher: Can I have one last volunteer?
Teacher: Show your solution using clear and concise notation. Teacher: I want you to do it here. Teacher: Student A, let's solve this math.  [TARGET]Teacher: Do it here.[/TARGET] Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here. Teacher: Look at the solutions.
Teacher: Show your work. Teacher: And label all your steps. Teacher: I am going to give you - let's see.  [TARGET]Teacher: I'll give you ten minutes, now, to work on this question by yourself.[/TARGET] Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair.
Teacher: Show, or explain how you got your answer. Teacher: You can start thinking. Teacher: We're not doing the work, yet.  [TARGET]Teacher: No writing yet.[/TARGET] Teacher: Pencils down. Teacher: Part B says, "What is the total number of blocks needed to balanced six balls?"  So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer.
Teacher: Sides. Student: Sides, 8 - [inaudible]. Student: I got 8 sides Ms. H.    [TARGET]Teacher: Okay, you're not telling me.[/TARGET] Teacher: You're telling your group. Teacher: You need to follow directions. Student: [Inaudible].
Teacher: Simon says parallel lines. Teacher: Simon says intersecting lines. Teacher: Perpendicular lines.  [TARGET]Teacher: Student B, you've been out, like, five times.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: We're gonna stop there.
Teacher: Simplest form. Teacher: Okay, good. Student: Yes.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Simplest form. Teacher: Good. Teacher: Good.