stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Focus. Teacher: You go around. Teacher: Excuse me.  [TARGET]Teacher: Oh, [inaudible].[/TARGET] Teacher: [Inaudible]. Teacher: Everybody to your seat. Teacher: [Teacher yelling].
Teacher: Focus. Teacher: [Inaudible]. Teacher: Listen up.  [TARGET]Teacher: Student S, look.[/TARGET] Student: Student S. Teacher: All right. Teacher: Number three.
Teacher: Focused. Teacher: Student J, I'm not expecting you to memorize the fractions and percentages. Teacher: You can use that as a reference.  [TARGET]Teacher: So don't sit there and don't give yourself a brain cramp trying to memorize these.[/TARGET] Teacher: Use the card as a reference. Teacher: That's what it's there for. Teacher: How are we doing over here?
Teacher: Foldable, we're going to start the number line, okay? Teacher: With the fraction foldable, we start with the number line. Teacher: Our first number line will be halves.  [TARGET]Teacher: Since the SMART Board is not working, bear with us, bear with me, okay?[/TARGET] Teacher: On my number line, what do you notice about the number line? Teacher: Student D, what do you notice about the number line? Teacher: Student D?
Teacher: Follow directions. Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions.  [TARGET]Teacher: Student M, [inaudible] have a seat.[/TARGET] Teacher: Student M, sit right here. Teacher: Walk around the [inaudible]. Student: [Inaudible].
Teacher: Follow directions. Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table.  [TARGET]Teacher: If you sit at this table, [inaudible].[/TARGET] Teacher: Student M,  [inaudible] sit there. Teacher: If you sit at this table, [inaudible]. Teacher: [Whistling sound].
Teacher: For Monday you need one lattice, one expanded, one expanded-in-the-box, and then three division the way we've been doing them. Teacher: Sit down please. Teacher: I'm not done.  [TARGET]Teacher: I've asked you to sit down.[/TARGET] Teacher: Tuesday you have to have three ... three multiplication. Teacher: One expanded, one expanded-in-the-box, one lattice. Student: Wait [inaudible].
Teacher: For example, I have this. Teacher: I have 903 plus 102. Teacher: I add my numbers here.  [TARGET]Teacher: For example, look here.[/TARGET] Teacher: Are you looking at me? Teacher: I'm going to add my numbers here. Teacher: For example - so I have now 903 plus 102.
Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest. Teacher: Can I do more?  [TARGET]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? Teacher: Yeah. Teacher: [End of Audio]
Teacher: For what? Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes.  [TARGET]Teacher: She's not here and you weren't [inaudible].[/TARGET] Teacher: Sit down. Student: See you Teacher B. Teacher: See you.
Teacher: For what's your range? Teacher: Yes. Teacher: That's why I said just think.  [TARGET]Teacher: Stop jumping up so fast and think for yourself.[/TARGET] Teacher: You understand? Teacher: How do you find your means? Teacher: Once you add them - we're doing one team at a time.
Teacher: Forty-seven ninety-six, right, 'cause we're not even taking away a whole dollar. Student: Oh, 'cause I was thinking about $40.00. Teacher: Yes, $47.96.  [TARGET]Teacher: Before I continue, you need to be seated.[/TARGET] Teacher: The windows are all set. Teacher: We're all set. Student: [Inaudible].
Teacher: Four dollars times 20 equals our total cost, excellent. Teacher: Solve it. Student: [Is that right there?]  [TARGET]Teacher: Student J, come to the board and do this.[/TARGET] Teacher: Student J says that 20 times 4 is 80, so our total cost is what Student K? Student: Eighty. Teacher: Just eighty?
Teacher: Four times zero is zero. Teacher: We know anything times zero is going to be zero. Teacher: [Inaudible] five.  [TARGET]Teacher: My parenthesis went away, Student W, do you want to sit  n the back?[/TARGET] Student: No. Teacher: [Inaudible]. Teacher: Now look forward.
Teacher: Four would be what I think everyone in here is definitely capable of. Teacher: Okay? Teacher: Now, there are some steps that we are going to start training ourselves to do.  [TARGET]Teacher: Please take one.[/TARGET] Teacher: That help people get a better score on these open responses. Teacher: Please put your name on this paper, also. Teacher: [Handing out papers].
Teacher: Four, 0.28 divided by 4 equals 0.07. Teacher: Five, 0.2 divided by 5 equal 0.04. Teacher: Okay, number six, 60 cents divided by 5 equals 12 cents.  [TARGET]Teacher: Put all that under your desk because I am walking around the room and I am going to trip.[/TARGET] Teacher: Number seven, 0.9 divided by 3 equals 0.3. Teacher: Number eight, 75 cents divided by 3 equals 25 cents. Teacher: Nine, 0.8 divided by 4 equals 0.2.
Teacher: Four. Teacher: Close parenthesis. Student: You said [inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Crawl to walk. Teacher: Vice versa. Teacher: D.  Where am I going to crawl?
Teacher: Four. Teacher: Three. Teacher: Shh.  [TARGET]Teacher: Two.[/TARGET] Teacher: Shh. Teacher: One. Teacher: Student A, hit the light.
Teacher: Four. Teacher: Three. Teacher: Student J's group, you guys will all get Bingo when you're done, because you've worked the quietest.  [TARGET]Teacher: Shh.[/TARGET] Teacher: We got to take it down a notch, okay? Teacher: I can hardly hear these guys. Teacher: Shh.
Teacher: Fourths, sixths, and eighths. Teacher: Anything else we know, Student D? Teacher: Hold on a second, because students are not looking at you when you speak.  [TARGET]Teacher: That means you're listening.[/TARGET] Student: We know we're dividing. Teacher: We're dividing and we're sharing, right? Student: Yes.
Teacher: Fourths. Teacher: And then what will we do? Student: Use brown.  [TARGET]Teacher: What's Student F doing, Student C?[/TARGET] Teacher: What did he just do? Student: He cut it in half again. Teacher: Half and half and he made fourths.
Teacher: Fraction of this set. Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. Teacher: So one sixth, how many pieces would that be?  [TARGET]Teacher: The smart people, let me call, see the smart people.[/TARGET] Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth. Teacher: One sixth must be - Multiple Students: Four.
Teacher: Freeze for one second. Teacher: Wrap this up. Teacher: The three extras are mine.  [TARGET]Teacher: You know what?[/TARGET] Teacher: I'm going to take them all from you, because you're not listening to me. Teacher: Stop. Teacher: Do you want to give those to me right now?
Teacher: Freeze. Teacher: I'm not done. Teacher: If you have the foam dice, I need those to come up here to Student T's desk.  [TARGET]Teacher: I'm not done.[/TARGET] Teacher: That's where the container is for that. Teacher: I need all of your base 10 pieces to be put away where they should be. Teacher: Why don't we instead of mass chaos, have these two tables put away their base 10 pieces first?
Teacher: Freeze. Teacher: Just a moment. Teacher: Freeze.  [TARGET]Teacher: Some of you are still playing instead of paying attention.[/TARGET] Teacher: You were told to take the light green out. Teacher: I shouldn't see anything else right now in your hands but the light green. Teacher: Put that away.
Teacher: Freeze. Teacher: Some of you are still playing instead of paying attention. Teacher: You were told to take the light green out.  [TARGET]Teacher: I shouldn't see anything else right now in your hands but the light green.[/TARGET] Teacher: Put that away. Teacher: Put it away somewhere. Teacher: The light green is what fraction?
Teacher: Freeze. Teacher: Student K, I didn't say talk. Teacher: I said freeze.  [TARGET]Teacher: Student P, Student D, Student G, and Student J where are you?[/TARGET] Student: Me, I'm right here. Teacher: Well you are over here. Teacher: Sit there.
Teacher: From what? Student: Least to greatest. Teacher: Mm-hmm.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Then what do you have to do? Student: I already added them. Teacher: So would this be my median?
Teacher: Garbage? Teacher: Student J is ready and getting a jump start on his reading homework. Teacher: Thank you.  [TARGET]Teacher: Student L, Student A.  I got it for him.[/TARGET] Student: I'm not supposed to be in tutoring because my mom didn't bring in the paper. Student: I don't know how that happened. Teacher: You're lucky.
Teacher: Get 36 cubes for Student A, and Student A. Student: Student A? Student: Student A.  [TARGET]Teacher: Student A, sorry.[/TARGET] Teacher: Bingo. Teacher: Student J, and Student E, and Student N.  Student D and Student N, can you work together? Teacher: Shh.
Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5? Teacher: 5 cards.  [TARGET]Teacher: Can you sit down please?[/TARGET] Teacher: I want you to finish. Teacher: Just help me with the cards please. Teacher: Are you done?
Teacher: Get a nice clean piece and draw it right there. Teacher: Just make a box. Teacher: Replicate just what you see there, okay?  [TARGET]Teacher: I hear a lot of talking when I just asked you not to talk.[/TARGET] Teacher: If I can't trust you then I'm going to have to take you off the floor. Teacher: Now do you see what I did? Teacher: Excellent, thank you.
Teacher: Get another chair. Teacher: That would be too much. Teacher: Do this one.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Do this to be 9. Teacher: Stop. Teacher: Can you stop?
Teacher: Get away from there, please. Teacher: Can you leave the computer please? Teacher: Pay attention.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: 6 plus 5 is what? Teacher: 11 Student: I already got it.
Teacher: Get away from there. Teacher: Come right here. Teacher: Your mom did not sign it.  [TARGET]Teacher: What is the problem with the camera?[/TARGET] Teacher: You know how to do math. Teacher: Where does the [inaudible] come from? Teacher: Continue.
Teacher: Get down from there now. Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today.  [TARGET]Teacher: Let's do this math, please.[/TARGET] Teacher: You know what to do. Teacher: Try and do this math. Teacher: I will show you.
Teacher: Get it really wet. Teacher: Student G, count out 36 if you need to. Teacher: If you're done, pink paper, other side.  [TARGET]Teacher: I'll take that.[/TARGET] Teacher: Things that are on my desk are not to be touched. Teacher: You don't like me going through your desk, do you? Teacher: Student Z, come get this black marker for number 10, please.
Teacher: Get out your math calendar real fast. Teacher: We have five minutes. Teacher: I don't want to hear a word.  [TARGET]Teacher: Let's see who can do this without Student A, can [inaudible] stop talking [inaudible] that back row.[/TARGET] Teacher: Shh. Teacher: Get out your math calendar. Teacher: It was homework last night, okay?
Teacher: Get out your math calendar. Teacher: It was homework last night, okay? Teacher: Just sit down.  [TARGET]Teacher: Just sit at your desk and listen.[/TARGET] Teacher: If you don't have it [inaudible]. Teacher: All right. Teacher: Student T - everybody's sitting at their seat and on task, and ready to go is how we should be.
Teacher: Get over there. Teacher: This is math. Teacher: This is not cleaning up folks.  [TARGET]Teacher: This is not throwing away paper.[/TARGET] Teacher: Go over there. Teacher: You should have already had more than one game. Teacher: Where's the paper that you had?
Teacher: Get some winners really quick before we line up. Teacher: I'm just going to call out the answers to save time. Teacher: All right.  [TARGET]Teacher: Everyone needs to be in their seat.[/TARGET] Teacher: 216. Teacher: We're not solving anymore. Teacher: I'm just calling out answers so we can get some winners because it's almost time to line up.
Teacher: Get started on letter R.  I'm not mad. Teacher: I wanted to slow down. Teacher: Do letter R.  Turn your graph paper or find a small corner, and label it letter R, and if you're still really confused, raise your hand.  [TARGET]Teacher: Student A, that doesn't sound considerate, does it?[/TARGET] Student: I did this because I didn't know the sign for the nurse. Teacher: I don't have a sign for the nurse. Teacher: Why do you need the nurse?
Teacher: Get that off your ear. Teacher: Student J has taken out his math book. Teacher: [Crosstalk]  [TARGET]Teacher: Student D and Student J.[/TARGET] Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this. Teacher: So Student K, can you step outside? Student: Okay.
Teacher: Get that off. Teacher: You don't need that on right now. Teacher: [Crosstalk]  [TARGET]Teacher: No, we have to wait till this is over.[/TARGET] Student: I can't. Teacher: All right, right now we - Teacher: [Crosstalk]
Teacher: Get that written down and I'll show you what you're going to do. Teacher: Excuse me. Teacher: Let me get back here, if I can find it.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Okay. Teacher: You want me to write them bigger? Teacher: Okay, I will.
Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand.  [TARGET]Teacher: Student O knows how to play it.[/TARGET] Teacher: Student O, if you don't know, I can explain to you. Teacher: The green cards. Teacher: Are you done so we can play?
Teacher: Get the paper towel and hold it on there, because it may help. Teacher: Look at me. Teacher: Let's go, please.  [TARGET]Teacher: We went over these two, so that means you weren't paying attention.[/TARGET] Teacher: Boys at the back, I hear a lot of non-math talk. Teacher: Expectation is that you're working on this pink paper. Teacher: This can go away, please.
Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math. Teacher: I know we haven't done this for a while, but you remember the procedure.  [TARGET]Teacher: I will say each problem twice.[/TARGET] Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers. Teacher: Please don't ask me if you didn't hear.
Teacher: Get to your workbook, this folder. Teacher: Look and see. Teacher: Go there.  [TARGET]Teacher: Go there.[/TARGET] Teacher: Go to the folder. Teacher: You see here? Teacher: Pick your work.
Teacher: Get up from there. Other Adult: [Inaudible] Student: [Inaudible]  [TARGET]Teacher: Can you finish your work?[/TARGET] Student: Ahh! Student: Ahh! Student: Stop throwing!
Teacher: Get up. Teacher: Get up. Teacher: Take a seat away from the [Inaudible] please.  [TARGET]Teacher: Step away please.[/TARGET] Teacher: Right there. Teacher: Thank you. Teacher: This is one.
Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book?  [TARGET]Teacher: Turn around straight.[/TARGET] Teacher: What are you doing, Student C? Teacher: I didn't tell anybody what to do. Student: [Inaudible].
Teacher: Get your math book. Teacher: We are here now. Teacher: When we play we cannot have - look at the game.  [TARGET]Teacher: Can you go over there and get the pencil please?[/TARGET] Teacher: Student J, can you go get a pencil? Teacher: When we finish this round one, round two you get your snack. Student: You just said when we finished round one.
Teacher: Get your name on the front of that and then everybody needs a ruler. Teacher: There are enough rulers here for everybody, if you can please grab one. Teacher: Thank you.  [TARGET]Teacher: You want to stand?[/TARGET] Teacher: We're not talking. Teacher: That's a bad habit you've gotten into the last couple of weeks and I'm not going to tolerate it. Teacher: In front of us we have a sheet on parameters and what we are going to be reviewing today and every day will be a different topic in our guided math group, is parameter, area, and volume is our review topic for today.
Teacher: Get your shadow card. Teacher: Student A? Student: Yes?  [TARGET]Teacher: Are you talking to him?[/TARGET] Student: No. Teacher: But you are engaged with him. Student: Engaged?
Teacher: Get your workbook out, let's go. Teacher: Page 85. Teacher: Do you want to call your mom and go home?  [TARGET]Teacher: Do you need to go home?[/TARGET] Teacher: Head down to the nurse and have them call your mom, go home. Teacher: Page 85. Teacher: On your desk, page 85, I want to come by and see how we're doing with...   You want to first study the graph.
Teacher: Give him his pencil. Teacher: Oh, I took it. Teacher: Here's your pencil.  [TARGET]Teacher: I don't know what is really going on there.[/TARGET] Teacher: Student C, go back to your seat please. Student: What am I doing? Teacher: Banging the desk and not working.
Teacher: Give it a try. Teacher: Good. Teacher: Yeah.  [TARGET]Teacher: Go ahead and try drawing a circle.[/TARGET] Teacher: That's the very first thing. Teacher: Just like that. Teacher: Good.
Teacher: Give it to me. Teacher: Thank you. Teacher: Do your math.  [TARGET]Teacher: Let me have it.[/TARGET] Teacher: Give it to me. Teacher: Thank you. Teacher: Sit down.
Teacher: Give it to me. Teacher: Thank you. Teacher: Sit down.  [TARGET]Teacher: Show me how you can do it.[/TARGET] Teacher: Look at this. Teacher: You were the one that was telling me the answers. Teacher: How did they get to 300?
Teacher: Give it to me. Teacher: You're not supposed to have your phones here; you know this. Teacher: They are to be turned in.  [TARGET]Teacher: Give it up.[/TARGET] Teacher: Did you turn it off? Student: Mm-hmm. Teacher: All right.
Teacher: Give me 5 for just a second now that we're organized. Teacher: One of the things that is real important in this game, Student T, and Student K, one thing that's really important, do you roll it one time and immediately get a Cuisenaire rod that works? Teacher: Then you roll it again.  [TARGET]Teacher: You do not make two rolls, Student E.  You should not have two dice.[/TARGET] Teacher: Do you guys remember how to do that? Teacher: Make sure you roll one time, then fix it, then roll another time, then fix it. Teacher: Where are your Cuisenaire rods, ladies?
Teacher: Give me 5. Teacher: I'll wait. Teacher: Somebody standing back here does not have a partner.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: Okay. Teacher: So Student G, you have 4 faces. Student: Wait, I have a partner.
Teacher: Give me a paper towel. Teacher: One person is going - excuse me. Teacher: Your data is not correct.  [TARGET]Teacher: What are you doing?[/TARGET] Teacher: One person is going to do it. Teacher: That's where the crayons come in. Teacher: Excuse me.
Teacher: Give me a second, guys. Teacher: [Silence]. Teacher: Why - why are you - I'm not [inaudible] to do [inaudible] anything.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: [Silence]. Teacher: Student M? Teacher: [Inaudible] scoot in.
Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three? Teacher: Is your group all set?  [TARGET]Teacher: Check out your group.[/TARGET] Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H.  You can move your clothespin.
Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set.  [TARGET]Teacher: Give me a thumbs-up if your group is all set, please.[/TARGET] Teacher: Who is the task manager at team three? Teacher: Is your group all set? Teacher: Check out your group.
Teacher: Give me a thumbs-up task manager, if your group is ready. Teacher: Task manager. Teacher: Team two is ready.  [TARGET]Teacher: Who is the task manager, over here?[/TARGET] Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four?
Teacher: Give me five, four. Teacher: Everyone to their seat. Student: Including me?  [TARGET]Teacher: No, Student S, you stay right there.[/TARGET] Teacher: Thank you for being so cooperative. Teacher: I appreciate it. Teacher: Put the markers, the tops back to the markers, up.
Teacher: Give me five. Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: Can you - thank you, too loud.[/TARGET] Teacher: Can you grab Student C for me? Student: Okay. Teacher: Thank you.
Teacher: Give me five. Teacher: Way too loud. Teacher: And why are we out of our seats?  [TARGET]Teacher: Sit down.[/TARGET] Student: Okay. Teacher: Just sit down. Teacher: Okay.
Teacher: Give me five. Teacher: You're doing good job today. Teacher: I'm so proud of you.  [TARGET]Teacher: So we're going to do this one.[/TARGET] Teacher: We're going to do 51 times 10 plus 51 times 2. Teacher: So? Teacher: [Inaudible].
Teacher: Give me that one back. Teacher: You need to stay out of theirs. Teacher: You have nothing to do with theirs.  [TARGET]Teacher: That's the solution.[/TARGET] Teacher: Okay. Teacher: Boys and girls, we're going to stop, okay? Teacher: Did you finish that one?
Teacher: Give me the marker, please. Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know.  [TARGET]Teacher: I do want to learn from him, please.[/TARGET] Teacher: I do want to learn from him. Student: Go on then. Teacher: He said 25 times 3 -
Teacher: Give me. Teacher: Let me give you a piece of foam. Teacher: Student C, sit down.  [TARGET]Teacher: Get to your workbook, this folder.[/TARGET] Teacher: Look and see. Teacher: Go there. Teacher: Go there.
Teacher: Give these to your family. Teacher: It tells them they can get internet for $9.95. Teacher: This should also be in your mailbox.  [TARGET]Teacher: Student A, we are not speaking.[/TARGET] Teacher: You can get internet for $9.95 a month. Teacher: Give this to your mother. Teacher: I'm sorry.
Teacher: Give your work here. Teacher: Let me give you the next one. Teacher: Get two math books there.  [TARGET]Teacher: No, you don't have to erase it.[/TARGET] Teacher: Leave it. Teacher: I like the way you did it here. Student: This one?
Teacher: Go [inaudible] please. Teacher: Everything off your table. Teacher: This table is a big 'ol mess.  [TARGET]Teacher: Put that away [inaudible].[/TARGET] Teacher: [Inaudible] good. Student: [Inaudible]. Teacher: Just put it on the floor.
Teacher: Go ahead Student J.  Nope. Teacher: Sit at Student N's seat. Teacher: That is Student N's seat.  [TARGET]Teacher: This is Student J's seat.[/TARGET] Teacher: Nope. Teacher: You three need six cards. Teacher: They need six cards.
Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper? Teacher: No.  [TARGET]Teacher: You're using this paper, right here.[/TARGET] Teacher: If you need to do any work, you can put it on this paper as well, okay? Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time. Teacher: On your real MCAS, remember, you won't have a time.
Teacher: Go ahead and label your number line. Multiple Students: [Crosstalk]. Student: [Inaudible].  [TARGET]Teacher: Student A, there's no reason to get that loud.[/TARGET] Teacher: What's the problem, Student B? Student: [Inaudible] we need another paper clip. Teacher: You have another one?
Teacher: Go ahead and multiply those. Teacher: Multiply them. Teacher: You're using a decimal.  [TARGET]Teacher: I need for you to multiply.[/TARGET] Teacher: Please put the decimal in front of those and multiply them. Teacher: You need a quick review on how to multiply with decimals. Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6.