stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: And we want to make it where it's kind of difficult for you to do it. Teacher: Listen. Teacher: Excuse me, 'cause I want you to think.  [TARGET]Teacher: Stop, listen.[/TARGET] Teacher: You can be under 1,000. Teacher: You can be at 1,000. Teacher: You can be a little over 1,000.
Teacher: And we're gonna do a little chart here to see what groups have similar things between their shapes and what things are different within your shapes. Teacher: So whatever shape you have, leave it. Teacher: We're not changing them.  [TARGET]Teacher: You're not changing them.[/TARGET] Teacher: So right now, I want you to share your shapes with your group members and talk about what's similar and what's difference. Student: [Inaudible] - this one looks like a - [inaudible] - triangle - [inaudible]. Student: I made a heart.
Teacher: And we're gonna used ordered pairs to tell. Teacher: So there's - - it's really not that hard. Teacher: There's one thing you always have to remember.  [TARGET]Teacher: Can you put that away Student H?[/TARGET] Teacher: Let's say I wanted to know where the Davis school was, here's the map here's the Davis school. Teacher: I wanna know where it is. Teacher: Well I can see where it is on the map but I have to give Student T the ordered pairs so he can find it on this map okay.
Teacher: And what was the game you had to play? Teacher: [Inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: You have the pages right now what you're supposed to do.[/TARGET] Teacher: [Crosstalk] Student: Teacher? Student: [Crosstalk]
Teacher: And what would it equal, point 125 - excuse me - what would it stand for in thousandths, 125 over 1,000? Teacher: That's about it on that one. Teacher: [Crosstalk]  [TARGET]Teacher: Student C, please stop.[/TARGET] Teacher: Now on the next one that's got in each square, how many would you shade in for that one? Teacher: How many would you shade in, Student P, for this one right here, 0.125? Teacher: Again, this is thousandths.
Teacher: And why are we out of our seats? Teacher: Sit down. Student: Okay.  [TARGET]Teacher: Just sit down.[/TARGET] Teacher: Okay. Teacher: Now, another student got 3,024 as their answer for this problem. Teacher: You told me that it wasn't correct, right, because the answer should be in the hundreds, right?
Teacher: And you come next to Student K.  Do we have 11 pairs right now? Teacher: [Crosstalk] Teacher: Do we?  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right, Student H and Student S, get busy please. Teacher: I want you working on unit 6, page 9. Teacher: See if you can figure out the decimal, the fraction, the percent.
Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday. Teacher: Write it down.  [TARGET]Teacher: No calling out - just write it down.[/TARGET] Teacher: Just write it down. Student: So we can use the [inaudible] graph there? Student: Four plus six plus, two, two, plus five -
Teacher: And you have to write your constructive response. Student: [Inaudible]. Teacher: You have exactly 15 minutes for your graph.  [TARGET]Teacher: You have to write your constructive - who's doing the graph?[/TARGET] Student: Me. Student: [Crosstalk]. Teacher: One graph.
Teacher: And you have yours, Student R, right? Teacher: This is a pretty quick one this morning so it should not take us that long. Teacher: Yes, go right ahead.  [TARGET]Teacher: Student P, go with him quickly please.[/TARGET] Teacher: Mrs. T, can you check the sharpener over there? Teacher: Student G, go ahead. Teacher: There's the regular hand one too if the electric one isn't working.
Teacher: And you will be able to tell if what I have is also an improper fraction. Teacher: So we have to be able to follow the steps. Student: [Inaudible].  [TARGET]Teacher: I think you will come back around 10:10, because I'm temporary right now.[/TARGET] Teacher: The second step is [inaudible]. Teacher: So the first step is being able to determine the actual fraction. Teacher: The second step is to rewrite the fractions with a multiplication sign.
Teacher: And you will probably need a marker. Teacher: Here you go. Teacher: [Crosstalk]  [TARGET]Teacher: Student M would like your undivided attention.[/TARGET] Teacher: Okay. Student: I just took this part away and I put it over here, and then I counted. Teacher: Okay.
Teacher: And you'll be sorry if you drop it. Teacher: Thank you. Teacher: Student A and Student M.  And I haven't called your side yet.  [TARGET]Teacher: That's because you need to push your chair up, Student S.  [/TARGET] Student: I can't see the board. Teacher: There's nothing on the board yet. Teacher: Student V and Student J.
Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is.  [TARGET]Teacher: Put it like at the corner of your desk.[/TARGET] Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. Teacher: Student B, please move your clothespin down, I don't like the way -
Teacher: And you'll be yellow, so circle yellow. Teacher: You circle blue. Teacher: Alright, so I would like for my white hat to please just come sit on the floor right over here - my white hat leader.  [TARGET]Teacher: You guys need to pay attention now.[/TARGET] Teacher: You'll have a chance to talk in just a second. Teacher: So let's do this quickly so we have plenty of time. Teacher: White hat.
Teacher: And you're blue hat? Student: I'm blue. Teacher: Okay.  [TARGET]Teacher: Why don't you just sit right here, okay?[/TARGET] Teacher: Alright, white. Teacher: If you're white raise your hand. Teacher: Okay, you've got Student A.
Teacher: And you're gonna answer the same questions but as we just saw, the answers are not gonna be the same. Teacher: When you get to the bottom 16, Student S, read Question 16 really loudly and slowly. Student: Cover Shape C completely -  [TARGET]Teacher: Stop, stop.[/TARGET] Teacher: Everyone look where she's reading. Teacher: This is kind of confusing. Student: Cover Shape C completely using one or more trapezoids or triangles or hexagons.
Teacher: And you're gonna get a decimal answer. Student: 6 - Teacher: Are you done with H?  [TARGET]Teacher: Do this then.[/TARGET] Teacher: Do this. Teacher: You didn't do this yet, there's no way. Teacher: When you are done read it before you answer - read it.
Teacher: And you're looking for 4 8ths here. Student: Ahhhh! Teacher: That's what you're doing.  [TARGET]Teacher: I want you to sit.[/TARGET] Student: Would you like that? Student: So now from angles? Teacher: So how many are in this?
Teacher: And - close my door, sweetie. Teacher: Stop when you get to number ten. Teacher: I'm about to turn the light on, so I need you to adjust your focus, because I'm turning on the light.  [TARGET]Teacher: Turn on the light, hon.[/TARGET] Student: Now, now, now, now? Student: It's [inaudible]. Student: I'm going to -
Teacher: And, I think after Student D we're going to let Student J do letter Q. Teacher: Student A? Student: [Inaudible]  [TARGET]Teacher: Your hand is up, what can I do for you dear?[/TARGET] Student: [Inaudible] Teacher: Oh. Teacher: Is O located at 4, 1?
Teacher: And, Student D, can you step outside? Teacher: I'm busy right now. Teacher: You have to raise your hand.  [TARGET]Teacher: Student A, step outside.[/TARGET] Student: But I'm telling you I don't see what's the [inaudible]. Teacher: All right, keep it quiet, guys. Teacher: Student D.
Teacher: And, Student M only. Teacher: Which one's the divisor? Student: [inaudible]  [TARGET]Teacher: I can't hear you.[/TARGET] Teacher: You have to say it, you can't point. Teacher: You have to say it? Teacher: What?
Teacher: And, by the way, that was page 77, so I want everyone to turn to that now. Teacher: Not only should you have your workbook on your desk, but I also want to see your composition book opened up to your homework, because I told you guys I want you to show your work. Student: I forgot to do mine, so I [inaudible].  [TARGET]Teacher: Stop talking out, sweetie.[/TARGET] Teacher: We talk about this constantly. Teacher: So everybody's should be out, composition books open, workbooks open. Student: I didn't get my workbook.
Teacher: And, notice where I put the 75. Teacher: I'm not putting it right here. Teacher: I put it right here.  [TARGET]Teacher: And, I'll erase this, so it's easier.[/TARGET] Teacher: Okay, and this requires regrouping. Student: [inaudible] Teacher: Okay, because there's more on the floor in both cases.
Teacher: And, repeat it after me. Teacher: I'll wait a second. Teacher: I'm going a little too fast.  [TARGET]Teacher: Let me wait.[/TARGET] Student: Let everybody copy. Teacher: Yeah, let everybody copy. Teacher: When you're ready, just put your pencils down.
Teacher: And, what am I gonna put right here? Student: 101 Teacher: 101  [TARGET]Teacher: Thank you, Student A, let's do it together.[/TARGET] Teacher: You guys are great. Teacher: 75 Multiple Students: 75
Teacher: And? Multiple Students: One. Teacher: Okay, your decimal is right here.  [TARGET]Teacher: Pay attention, please.[/TARGET] Teacher: You're decimal is right there. Teacher: You're decimal goes right there. Teacher: It moves down.
Teacher: Another classroom at the end doesn't have any heat. Teacher: It's very cold in there, so we don't want them to be cold, so we'll open our door and our windows. Teacher: We don't want to be hot.  [TARGET]Teacher: We don't want them to be cold[/TARGET] Student: Maybe we should switch rooms. Student: We need to switch. Student: Yeah.
Teacher: Another way to do it is using this. Teacher: 12 multiplied by what number is equal to, close to, but not past 13? Teacher: Look at your - yeah, you can write it really lightly.  [TARGET]Teacher: Write it really lightly.[/TARGET] Student: Times one. Teacher: 12 times 1? Teacher: You're correct.
Teacher: Another way we can solve the math using the traditional algorithm is this. Teacher: We're going to do 196 plus 625. Teacher: Okay.  [TARGET]Teacher: Get away from there, please.[/TARGET] Teacher: Can you leave the computer please? Teacher: Pay attention. Teacher: Thank you.
Teacher: Any other fourths anywhere? Teacher: When did we get them all? Teacher: You need to be careful right here.  [TARGET]Teacher: Somebody's not paying any attention.[/TARGET] Student: Three eighths. Teacher: Get a piece of tape. Teacher: Eighths we need.
Teacher: Any other timers give their group a warning? Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up.  [TARGET]Teacher: I'll let everyone know you have about three, four minutes.[/TARGET] Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds. Teacher: You have to tell me how you figured that out.
Teacher: Any questions about Mental Math? Multiple Students: No. Teacher: All right.  [TARGET]Teacher: Everyone has a pencil and is ready to go?[/TARGET] Multiple Students: Yes. Multiple Students: [Crosstalk] Teacher: Show me you're ready by closing your mouths and opening your ears.
Teacher: Any questions about math? Teacher: Those of you that go to math lab you will be going this afternoon. Teacher: I need kids sitting up, fifth-grade style.  [TARGET]Teacher: You don't lounge in fifth grade.[/TARGET] Teacher: I'm gonna call you by table to line up, and you're gonna take your bathroom break. Teacher: Table two, you are sitting nicely. Teacher: Quietly walk.
Teacher: Any questions, guys? Student: No. Teacher: Let me show you tonight's homework.  [TARGET]Teacher: I shouldn't hear you.[/TARGET] Teacher: I actually just asked for people who come in here, do not interact with my math students. Teacher: All right, let's see. Teacher: Student D, erase that for me, please.
Teacher: Any questions? Multiple Students: No. Teacher: All right.  [TARGET]Teacher: The next thing we're gonna do - look up here.[/TARGET] Teacher: [Crosstalk] Teacher: Listen up please. Teacher: Can you see, Student M?
Teacher: Any questions? Teacher: Sure? Student: [Inaudible].  [TARGET]Teacher: It's about this.[/TARGET] Teacher: Okay. Teacher: Any questions about this? Student: [Inaudible].
Teacher: Any smaller digits that would be equivalent? Teacher: No. Teacher: You shouldn't be playing with this stuff.  [TARGET]Teacher: Excuse me so I can fix this.[/TARGET] Teacher: Tearing paper, playing and not listening, this is what happens. Teacher: I'm sorry. Teacher: That frustrates me.
Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk] Teacher: Why doesn't Student D just read the question?  [TARGET]Teacher: [Inaudible] he's not supposed to go step-by-step.[/TARGET] Teacher: [Crosstalk] Teacher: Then you wait. Teacher: That is the essence of working together, so the two of you can share ideas.
Teacher: Anybody else? Teacher: Number 2, how many 3s in 24? Teacher: [Crosstalk and background noise]  [TARGET]Teacher: He joined us late, huh.[/TARGET] Teacher: Number 3, how many 6s in 24? Teacher: [Excessive background noise] Teacher: [Inaudible] we've got to move on without you.
Teacher: Anybody having any questions? Teacher: Still moving along? Teacher: What's this?  [TARGET]Teacher: You don't want that there.[/TARGET] Teacher: Then obviously if you look at it, Student A, that's six divided by12. Teacher: This has to be here. Teacher: Okay, what did you get?
Teacher: Anyone else? Teacher: Student D.   Student: [Inaudible]  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: I can't hear you. Student: Working. Teacher: Working?
Teacher: Anyone here? Teacher: Sit down. Teacher: Was there any other problem in this math that anybody had any challenges solving.  [TARGET]Teacher: Sit.[/TARGET] Student: No. Student: [Crosstalk] Teacher: Okay, I'm going to give another example.
Teacher: Anything else? Teacher: Is that it? Teacher: We did 6 times 4.  [TARGET]Teacher: You've got to watch.[/TARGET] Teacher: What's 6 times 2? Teacher: We're not doing that. Teacher: This was already given to us.
Teacher: Anything you could think of. Teacher: There's not really a way to go wrong with estimating, as long as you're looking at the right information. Teacher: Let's try another one.  [TARGET]Teacher: We're not writing anything, because we're not solving it.[/TARGET] Teacher: I want to know - Student: Oh. Teacher: - where you think this answer is going to fall.
Teacher: Are we going to have a solution? Teacher: I see a problem. Teacher: "Stop."  [TARGET]Teacher: Screamed the littlest ant.[/TARGET] Teacher: "We're moving way too slow. Teacher: Lots of food will be gone unless we hurry up." Teacher: We just broke up into 4 lines and they want to go faster, so what do you think will be faster than 4?
Teacher: Are we good? Student: Yep. Student: Teacher, Doctor Old is a silly name.  [TARGET]Teacher: Doctor Old is on permanent vacation.[/TARGET] Teacher: Okay, couple of paperclips. Teacher: You do not have any homework tonight. Teacher: Happy Thanksgiving.
Teacher: Are we ready to continue? Multiple Students: Yes. Teacher: Okay.  [TARGET]Teacher: Before we move on let's look at our objectives for today.[/TARGET] Teacher: Our content objective. Teacher: Who can read what we are doing today? Teacher: Nice and loud.
Teacher: Are we working it out? Teacher: Student G, I hope you're not using what I think you're using. Student: [Inaudible].  [TARGET]Teacher: What were you playing with?[/TARGET] Student: Nothing. Teacher: You're supposed to be figuring out what 19 times 2 is. Teacher: Figure out what 19 times 2 is.
Teacher: Are you doing both steps? Student: Uh-huh. Teacher: You're being - I can hear you humming a little bit.  [TARGET]Teacher: So, sit up just like Student C is.[/TARGET] Teacher: Thank you. Teacher: So, here are our sides. Teacher: Thirty, thirty, fifteen, fifteen.
Teacher: Are you don't with your math? Teacher: [Room noise] Student: I'm finished.  [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Student J, sit down. Teacher: Are you done? Student: Yep.
Teacher: Are you done so we can play? Student: Yes. Teacher: Let me see what you did here.  [TARGET]Teacher: We're looking right here.[/TARGET] Teacher: How did they get to 1 here? Teacher: Stop yelling. Teacher: What did they do?
Teacher: Are you done with H? Teacher: Do this then. Teacher: Do this.  [TARGET]Teacher: You didn't do this yet, there's no way.[/TARGET] Teacher: When you are done read it before you answer - read it. Student: [inaudible] Teacher: Right here - 6 divided by 13.
Teacher: Are you done with this? Teacher: You can use a wild card. Teacher: You can turn it into another number you like.  [TARGET]Teacher: Leave that deck alone.[/TARGET] Teacher: Come sit down. Teacher: Finish your math. Teacher: Spread your cards.
Teacher: Are you done? Student: Yep. Teacher: Student A, are you done?  [TARGET]Teacher: Where are you?[/TARGET] Student: On six. Teacher: What do you want? Teacher: [Room noise]
Teacher: Are you done? Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math?  [TARGET]Teacher: I know you can do it.[/TARGET] Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible]. Teacher: Sit down, Student A.
Teacher: Are you finished? Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that.  [TARGET]Teacher: That's fine.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Oh.
Teacher: Are you following the steps here? Teacher: Is A reading the steps? Teacher: Are you reading the steps and making sure that everybody follows?  [TARGET]Teacher: Any time you are doing a question you go back to the steps.[/TARGET] Teacher: [Crosstalk] Teacher: Why doesn't Student D just read the question? Teacher: [Inaudible] he's not supposed to go step-by-step.
Teacher: Are you guys working? Teacher: Where's your desk? Student: It's right there.  [TARGET]Teacher: Well get it.[/TARGET] Student: Wow, seriously? Student: You said I was all the way over there? Student: This is big paper.
Teacher: Are you left-handed? Student: Yes. Teacher: Oh, okay.  [TARGET]Teacher: You can kneel down if you need to.[/TARGET] Teacher: Thank you. Teacher: Thank you, Student E.  Do you agree with this answer so far? Multiple Students: Yes.
Teacher: Are you listening? Teacher: Student S, hand me the spray for my board. Teacher: Excuse me.  [TARGET]Teacher: And that's not how you do it.[/TARGET] Teacher: Now part two. Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data.
Teacher: Are you reading the steps and making sure that everybody follows? Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk]  [TARGET]Teacher: Why doesn't Student D just read the question?[/TARGET] Teacher: [Inaudible] he's not supposed to go step-by-step. Teacher: [Crosstalk] Teacher: Then you wait.
Teacher: Are you talking about how to do this? Multiple Students: Yes. Teacher: Excellent.  [TARGET]Teacher: Did you find it, Student T?[/TARGET] Teacher: Let me see how you found it. Teacher: Let me come over there. Teacher: Let me see.
Teacher: Are you talking about this? Student: Yes. Teacher: Because it's all on videotape.  [TARGET]Teacher: Student K, go sit down and don't walk across the front.[/TARGET] Teacher: Walk in the back of this, okay, of the camera. Teacher: I'm not doing the videotaping. Teacher: [Crosstalk]
Teacher: Are you the noise monitor, Student B? Teacher: Go move your clothespin, please. Teacher: That's Student J's job.  [TARGET]Teacher: She can handle that herself.[/TARGET] 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. Teacher: He's the recorder, right?
Teacher: Are you with me? Teacher: All right. Teacher: Come on.  [TARGET]Teacher: I need you with me.[/TARGET] Teacher: Kilometers. Teacher: What did we say those are like? Teacher: Kilometers are in which system?
Teacher: Are you working together, or are you working and telling her? Teacher: Seriously, I need you all to understand what's happening. Teacher: Does that mean that you can't work with a partner?  [TARGET]Teacher: I don't appreciate that way of thinking.[/TARGET] Teacher: Right there. Teacher: Think about it. Teacher: I don't have the first page.
Teacher: Are you working with Student B? Teacher: Because I'm pretty sure Student B understands this. Teacher: Wait.  [TARGET]Teacher: Wait.[/TARGET] Teacher: Stop. Teacher: I put the two of you together for a reason, okay? Teacher: And you're really not working together.
Teacher: As a matter of fact, bring your work with you. Teacher: No, you guys go to the computers. Teacher: Wait, Student S.  Go ahead.  [TARGET]Teacher: Get up.[/TARGET] Teacher: I'll wait. Teacher: All right. Teacher: Erase it, and I need one.
Teacher: As soon as I know why somebody's standing up, I'll know what to say. Teacher: Very good, Student S.  Still waiting. Teacher: Wait a minute.  [TARGET]Teacher: Can you wait Student S for one minute?[/TARGET] Teacher: Still waiting. Teacher: Group two is at the computer. Teacher: Group three, you're at the back table.
Teacher: As soon as you're done cleaning up you're gonna move your chair over here. Teacher: The only thing, boys, that you will need is the directions and your fraction percent equivalent strips. Teacher: Student N I need you to stand up.  [TARGET]Teacher: Student A needs to move her chair.[/TARGET] Teacher: Thank you. Student: [Inaudible] cards up there. Teacher: There are some cards right on the floor.
Teacher: Ask Miss - Student: [Inaudible] telling people what they should do. Student: [Inaudible] supposed to do 'cause they won't tell me.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We're doing exactly what we did yesterday at this group. Student: I got the [inaudible]. Teacher: And we're all doing whatever page you were on.
Teacher: At the bottom, because it's 8 rows or 10. Teacher: I'll show you in a minute. Teacher: Let's try this one.  [TARGET]Teacher: Look up here.[/TARGET] Teacher: This one was a little tricky because I put 1 and that gets kind of crowded. Teacher: It's 10, 22 times 10, 20, 31. Teacher: So I've got to complete my rectangle.
Teacher: At the top of your paper, Student H - thanks Student H.  I appreciate you sharing. Teacher: At the top of your paper please write this as your title. Teacher: Thank you.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: The title needs to be a question. Teacher: Here's what we're going to do today. Teacher: Please write this as your title please.
Teacher: At this point, you know what? Teacher: I just want you focused on your math. Teacher: This is not worth arguing over.  [TARGET]Teacher: Student F, if you can't handle it, go back to your seat.[/TARGET] Student: Good. Teacher: If we're having a problem and we can no longer focus on our math, then we need to move and find a different situation to sit in 'cause this, we could easily move on from and continue to focus. Teacher: But if we can't continue to focus - so go ahead and keep working then.
Teacher: At this table. Student: [Inaudible]. Teacher: I know [inaudible].  [TARGET]Teacher: Student M, [inaudible].[/TARGET] Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. Teacher: Follow directions.
Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time. Teacher: You look at the time.  [TARGET]Teacher: You should stop me at 15 minutes.[/TARGET] Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction. Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator.
Teacher: At your seat. Teacher: All right, let's move to where we're supposed to go. Student: [Inaudible].  [TARGET]Teacher: You should - you should stay there.[/TARGET] Teacher: You guys work on your homework. Teacher: I want group three. Teacher: I want Student E.  Student P, you're right here.