stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Okay. Teacher: I'll be there in a minute. Teacher: You need to think about your multiples of three and your multiples of two and find-what are you doing?  [TARGET]Teacher: No, sit down.[/TARGET] Teacher: Hold on. Teacher: And find-say or write your multiples of three and your multiples of two here or like Mrs. M taught you, you could do three times one, three times two, three-until you find one that's the same or you could just look at it- Student: I know it off the top of my head.
Teacher: Okay. Teacher: I'm not saying anybody's right. Teacher: Okay just means I see it.  [TARGET]Teacher: Put it down.[/TARGET] Teacher: Okay means I see it. Teacher: It doesn't mean it's right. Teacher: I saw yours Student C.  I did.
Teacher: Okay. Teacher: Just a minute. Teacher: There is something really important going on up here.  [TARGET]Teacher: Stop your talking.[/TARGET] Teacher: Okay. Teacher: Please look. Teacher: I want to hear all of you.
Teacher: Okay. Teacher: Keep it down in here, okay? Teacher: That's your job.  [TARGET]Teacher: Motivator.[/TARGET] Teacher: Rah. Teacher: Rah. Teacher: Rah.
Teacher: Okay. Teacher: Last night on homework you were adding mixed numbers. Teacher: Okay.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Red pens, guys. Teacher: Student F and Student G are going to put up a tent. Teacher: Eyes on the board.
Teacher: Okay. Teacher: Let's go back to - Student: Wait.  [TARGET]Teacher: No, hold on.[/TARGET] Teacher: I want to go back to our three attributes that we came up with so far, closed, line segments and vertices. Teacher: Does it have corners where it meets? Multiple Students: Yes.
Teacher: Okay. Teacher: Let's go. Teacher: Write your name.  [TARGET]Teacher: Somebody sit here.[/TARGET] Teacher: Turn this way. Teacher: Okay. Teacher: Student A, what are you doing with pencils?
Teacher: Okay. Teacher: Let's [inaudible]. Student: I got four.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You have six people already for cookies. Teacher: You have two people already - you have two people already for what? Teacher: Ice cream.
Teacher: Okay. Teacher: Let's get a piece of paper and start listening. Teacher: Keep it together.  [TARGET]Teacher: We're not dividing them.[/TARGET] Teacher: That's not what we want to do. Teacher: Go ahead and roll and start. Teacher: Tell me about it.
Teacher: Okay. Teacher: Let's stop there. Teacher: Okay?  [TARGET]Teacher: Now, I'm gonna - please stop that.[/TARGET] Teacher: Student N is going to collect your boards. Teacher: Student S is gonna collect your markers. Student: Can I collect the markers?
Teacher: Okay. Teacher: Listening, looking. Teacher: Listening, looking.  [TARGET]Teacher: Student c and Student F, if you're listening, you're looking.[/TARGET] Teacher: The commutative property is when you have the same factors - so five and four - if you switch the order. Teacher: It's telling you that the order does not matter, you will get the same product. Teacher: So, five times four equals twenty.
Teacher: Okay. Teacher: Look at what you have here. Teacher: You have 300, and that's 3.  [TARGET]Teacher: Can you sit down please?[/TARGET] Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300? Student: No. Student: I'm adding this.
Teacher: Okay. Teacher: No, I don't, 'cause I know who I'm matching up. Teacher: I need Student E with Student R.  No, Student E with Student B.  I need Student N with Student R.  Okay.  [TARGET]Teacher: I need Student V with Student L.[/TARGET] Student: I knew it. Student: [Inaudible]. Teacher: I need Student Z and Student R.  I need Student C and Student K.  Student V, you can be with Student J.
Teacher: Okay. Teacher: No. Teacher: Thank you.  [TARGET]Teacher: You can go have a seat.[/TARGET] Teacher: Oh, sorry Student D.  I didn't see you there. Student: I was saying when he had like, the four on the line and the eight [inaudible]. Teacher: Yeah, remember we talked about that, earlier.
Teacher: Okay. Teacher: Now I need everybody looking at me. Teacher: All right.  [TARGET]Teacher: There's a little bit too much talking.[/TARGET] Teacher: Student K.  Anybody who's talking now will get a mark and they will not have free time Friday. Teacher: I don't want anything on your laps, now. Student: There's nothing on my lap.
Teacher: Okay. Teacher: Now I see. Teacher: I can't see what you took off.  [TARGET]Teacher: Then take it off.[/TARGET] Teacher: [Crosstalk] Student: Do we count the squares on inside or do we multiply [inaudible]? Teacher: You could do it either way 'cause you'll still get to the right answer.
Teacher: Okay. Teacher: Now does this have anything to do with math, Student K? Student: Yeah.  [TARGET]Teacher: No.[/TARGET] Teacher: Now what we're gonna do right now is I'll have a paper for you. Teacher: This is something we are gonna work on a lot next week. Teacher: Next week you will have some cubes so that you can really figure this out.
Teacher: Okay. Teacher: Now this is a mathematical tool. Teacher: It's not a toy.  [TARGET]Teacher: It's a tool.[/TARGET] Teacher: Be very careful with it. Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next.
Teacher: Okay. Teacher: Now today what we're gonna start to do is to look at fractions again. Teacher: There's no talking.  [TARGET]Teacher: Put that away now.[/TARGET] Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole?
Teacher: Okay. Teacher: Now we need a fraction. Student: One team.  [TARGET]Teacher: Don't call out.[/TARGET] Teacher: We're not figuring out teams, are we? Student: No. Teacher: Were we figuring out teams?
Teacher: Okay. Teacher: Now you get to divide them on a calculator. Student: The pupil's right here, inside.  [TARGET]Teacher: He's going to have to close his eye.[/TARGET] Teacher: You're going for the pupil to the nose? Student: Nose to- Teacher: Pupil to nose, 3.8.
Teacher: Okay. Teacher: Now you're gonna go back to your seats with your slates. Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps.  [TARGET]Teacher: You must follow all the steps.[/TARGET] Teacher: A will read all the steps before you proceed into answering the questions. Student: I'm working by myself. Student: [Crosstalk]
Teacher: Okay. Teacher: Now, look, what would it have to be for that to be 1? Teacher: You need to pay attention.  [TARGET]Teacher: Student H, you're not with me at all.[/TARGET] Teacher: You weren't with me yesterday. Teacher: You were drawing yesterday. Teacher: You're not gonna do well if you do not pay attention.
Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. Teacher: These are going to be your role cards that tell you what your job is, today.  [TARGET]Teacher: Take out one.[/TARGET] Teacher: You only have one job, okay? Teacher: Put it on your desk. Teacher: That's your job today.
Teacher: Okay. Teacher: Number three, please. Teacher: Student A, read me number three.  [TARGET]Teacher: Stop.[/TARGET] Teacher: I'm going to wait for all attention. Teacher: Playing with pencils is not appropriate. Teacher: If it continues, name will go in the book.
Teacher: Okay. Teacher: Oh, that one half is twelve twenty fourths. Teacher: All right, another fraction we learned for the set?  [TARGET]Teacher: Now I have you back.[/TARGET] Teacher: Okay. Teacher: Yes? Student: One fourth.
Teacher: Okay. Teacher: Okay, so tell them what to do. Teacher: Who's the recorder?  [TARGET]Teacher: You got to listen carefully, okay?[/TARGET] Teacher: And they'll let you know when to write something. Student: [Inaudible]. Teacher: That's up to you.
Teacher: Okay. Teacher: Okay. Student: Teacher M, do we get our original papers back, or [inaudible].  [TARGET]Teacher: We got to stop.[/TARGET] Teacher: [Break in audio]. Teacher: All right, after the tornado drill we're going to continue with this, so only one person per group. Teacher: If you didn't get the card said, just one person per group.
Teacher: Okay. Teacher: Okay. Teacher: Just a minute.  [TARGET]Teacher: There is something really important going on up here.[/TARGET] Teacher: Stop your talking. Teacher: Okay. Teacher: Please look.
Teacher: Okay. Teacher: On both timers. Teacher: Where should your body be?  [TARGET]Teacher: This was distracting for you, so go sit down.[/TARGET] Student: I think we have about 11 minutes left. Teacher: We started math late today, remember, Student F? Teacher: Okay.
Teacher: Okay. Teacher: On this side, it's right here. Teacher: Don't hit that.  [TARGET]Teacher: Close the door please, guys.[/TARGET] Teacher: Student C, go with your group and they can help you. Teacher: Student P, do you know how to do that? Teacher: You're making arrays.
Teacher: Okay. Teacher: One. Teacher: Two.  [TARGET]Teacher: Three.[/TARGET] Teacher: Crayons up. Teacher: First group come up, please. Teacher: Over here.
Teacher: Okay. Teacher: Please go back to your seats and put your heads down. Teacher: Okay.  [TARGET]Teacher: You're going to knock that camera over.[/TARGET] Teacher: Sit down. Teacher: Waiting for everybody to get in their seats. Teacher: Yes, you can.
Teacher: Okay. Teacher: Please sit up, Student A.  That's inappropriate. Teacher: All right, here we go.  [TARGET]Teacher: No, we're going to groups.[/TARGET] Teacher: Sorry. Teacher: [Crosstalk] Teacher: So this group, we're on rotation three.
Teacher: Okay. Teacher: Plus 33. Teacher: All right.  [TARGET]Teacher: Last one, Student L.  Go.[/TARGET] Teacher: I know we can be here all day because you say numbers all day. Teacher: I just said Student L is the last one, tell me later. Student: 9 times 9.
Teacher: Okay. Teacher: See what other colors will go under there evenly. Teacher: Girls, you all are working individually.  [TARGET]Teacher: Student T, you should be over here, not beside them.[/TARGET] Teacher: Let me see your sheet. Teacher: Are you understanding? Teacher: Move over here.
Teacher: Okay. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen up. Teacher: Waiting. Student: Can we use -
Teacher: Okay. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. 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: Okay. Teacher: So I'm going to give you guys a minute for this, and you may begin. Teacher: Okay.  [TARGET]Teacher: Time is up.[/TARGET] Teacher: So we're going to have Student B. Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time? Student: [Inaudible].
Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here. Teacher: I don't think Student S is by herself, is she?  [TARGET]Teacher: You have 15 minutes.[/TARGET] Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here. Teacher: You might want to look up there first, right?
Teacher: Okay. Teacher: So from greatest to least, I -  Student: [Inaudible].  [TARGET]Teacher: Student L, I do not want people calling my name and holding a book up, like that.[/TARGET] Teacher: I don't want that. Teacher: Okay, do not do that, please. Teacher: If I come around and I check on somebody that doesn't mean that I want other people to run over to me and show me.
Teacher: Okay. Teacher: So if you look here at what Student M did, we could say that one-sixth plus one-sixth plus one-sixth plus one-sixth plus one-half equals one whole. Teacher: What would be an easier way for me to write this, an easier way?  [TARGET]Teacher: Somebody over here, Student J.[/TARGET] Student: Six-sixths plus one-half. Student: [Crosstalk] Student: One whole.
Teacher: Okay. Teacher: So just keep an eye on them. Teacher: All right, sit down.  [TARGET]Teacher: Get going.[/TARGET] Student: [Inaudible] Student: nan Teacher: [Inaudible]  Come on, let's go.
Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7. Teacher: Do not go there.  [TARGET]Teacher: Go sit down.[/TARGET] Teacher: So one-eighth would be this. Teacher: Do you see what I'm saying? Teacher: [Crosstalk]
Teacher: Okay. Teacher: So the answer is five eighths. Teacher: Would you raise your hand if you got five eighths?  [TARGET]Teacher: Hands down.[/TARGET] Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths? Teacher: Good.
Teacher: Okay. Teacher: So what did Student B do? Student: He switched the parentheses.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Okay. Teacher: What did Student B do Student I? Student: Well, he changed the parentheses and [inaudible].
Teacher: Okay. Teacher: So when the time comes and I watch this, I can hear everything that you're talking about. Student: [Inaudible]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You can just take my reminder. Teacher: [Crosstalk] Teacher: Do a different number.
Teacher: Okay. Teacher: So with there being different denominators - move that up, move your chair so that you can see - so with there being different denominators, what? Teacher: What is it that you know that you can or cannot do?  [TARGET]Teacher: Move those crutches and come sit over here.[/TARGET] Student: You cannot add two fractions because they don't have the same denominator. Teacher: All right. Teacher: So what is it that you have to do?
Teacher: Okay. Teacher: So you decide. Teacher: One person.  [TARGET]Teacher: Student C, stay focused.[/TARGET] Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do. Teacher: Make your graph [inaudible].
Teacher: Okay. Teacher: So you're saying - okay so make it. Teacher: What are you saying?  [TARGET]Teacher: [Inaudible] is talking.[/TARGET] Teacher: It's about respect. Teacher: She's talking. Teacher: Excuse me.
Teacher: Okay. Teacher: So, watch this, let us try dividing the 12 chocolates among zero people, how much does each person get? Multiple Students: Zero.  [TARGET]Teacher: No, no, wait.[/TARGET] Teacher: There's nobody there. Student: Nobody's there. Student: Nobody's there.
Teacher: Okay. Teacher: Sorry, it looked like a 5 'cause it's written so small. Teacher: [Crosstalk]  [TARGET]Teacher: Just hang on to it for just a minute.[/TARGET] Teacher: Wait, something's gone wrong because, look, this is a row of 10 here, too. Teacher: The 10 is only that much and that's the extra column right there. Teacher: So that's another row of 10.
Teacher: Okay. Teacher: Student A, can you come over and sit next to Student B? Teacher: Student J, bring your things to come work over here.  [TARGET]Teacher: Sit in between Student M and Student N.  Student F, you're with me on the rug.[/TARGET] Student: There's three-eighths. Student: [Crosstalk among students] Teacher: That's fine, okay.
Teacher: Okay. Teacher: Student A, the directions were [inaudible]. Teacher: All right, [inaudible], I'll wait.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board. Teacher: You are going to count the number of students, number of boys, number of girls.
Teacher: Okay. Teacher: Student A, what are you doing with pencils? Student: The pencils broke.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: Let's go. Teacher: Okay. Teacher: It says here solve this problem.
Teacher: Okay. Teacher: Student C, Student B, and Student E - that's warning number two before worksheet island. Teacher: My floor group, they're taking a test.  [TARGET]Teacher: You all need to whisper please.[/TARGET] Teacher: Math workshop folders. Teacher: You need your math workshop folder. Teacher: Student B has made our number.
Teacher: Okay. Teacher: Student C, is there [inaudible]? Teacher: Okay.  [TARGET]Teacher: We're just waiting for Student F to finish.[/TARGET] Teacher: You are gonna take your math - your fact of the day quiz. Student: [Inaudible]. Teacher: I'm sorry, what?
Teacher: Okay. Teacher: Student D, will you move over here to this table behind you? Teacher: Honey, you'll be just fine.  [TARGET]Teacher: Student R, I want you and Student C to switch places, please.[/TARGET] Teacher: Then I think we're okay. Teacher: Would you stay and work with this group, Ms. S? Teacher: I will call out and tell you what you are to be doing at each table.
Teacher: Okay. Teacher: Student D.  I'm sorry. Student: I put -  [TARGET]Teacher: Stop moving around.[/TARGET] Teacher: You're listening. Teacher: You had plenty of time to do this. Student: At the top I did 5 [inaudible] and I put 4 people next to them, so 5 times 4.
Teacher: Okay. Teacher: Student E, turn to Student A. Teacher: Student D, turn to Student B.  [TARGET]Teacher: Student C, turn to Student F.  Student F, are you listening?[/TARGET] Teacher: First step of listening is looking. Teacher: Look at Student C.  So, Student C, Student F and Student E, tell your partner what property is it? Teacher: The -
Teacher: Okay. Teacher: Student H? Student: I want to add on -  [TARGET]Teacher: Sh.[/TARGET] Student: Remember what you said yesterday about looking at the two numbers and just get close? Teacher: Yes. Student: And I know that 3 because it's a 90 - because 3 goes into 9.
Teacher: Okay. Teacher: Student I, sit down sweetie. Student: I'm thirsty.  [TARGET]Teacher: Sit right there.[/TARGET] Teacher: Okay. Teacher: You guys, look up here. Student: I'm friends with everybody.
Teacher: Okay. Teacher: Student J, can you share the statement your table came up with? Teacher: You're listening now.  [TARGET]Teacher: You had a chance to discuss and now you're listening.[/TARGET] Teacher: Student E, up here. Student: If you are multiplying two numbers you'll have 6 and 9, and if you double one and halve one, then the other problem you name will be the same number. Teacher: Does this make sense to everybody?
Teacher: Okay. Teacher: Student K, sit beside Student E.  Okay. Teacher: Student E, if you can move to the other side of Student E and Student R, if you can fit beside - right there at the corner.  [TARGET]Teacher: Sit on the other side of Student E.  You're fine.[/TARGET] Teacher: Tell me your name again? Student: Student M. Teacher: Okay.
Teacher: Okay. Teacher: Student N is going up there and going to explain to us why she's picking certain numbers, and why she's not. Teacher: Listen and make sure that she did it right, because we want to get them all right this time, right?  [TARGET]Teacher: So pay attention.[/TARGET] Teacher: Sit down on your bottom please, Student A. Student: [Inaudible]. Teacher: Did you hear that?
Teacher: Okay. Teacher: Student T, move over here. Teacher: Give me the whole card.  [TARGET]Teacher: Stop whistling please.[/TARGET] Teacher: You have used it two times. Student: No, one time. Teacher: You used bathroom in the morning.
Teacher: Okay. Teacher: Student Z - Student D where'd I get Blake. Teacher: Student D, you're gonna find out in just a second, I promise.  [TARGET]Teacher: Sit down please.[/TARGET] Teacher: Student B, what's the problem? Student: My tissue. Teacher: I think Student Z borrowed it.
Teacher: Okay. Teacher: Tell me your problem. Teacher: Maybe your classmate knows how to solve it.  [TARGET]Teacher: Student C, could you walk quietly?[/TARGET] Teacher: What's the problem that you're finding? Teacher: Is it with this equation? Student: [Inaudible]
Teacher: Okay. Teacher: That would be 1. Teacher: That would be 2.  [TARGET]Teacher: Student J, your attention needs to be on the board.[/TARGET] Teacher: Hand down. Teacher: All right. Teacher: Student B and I were both wondering if perhaps in addition to having that very acute angle that it might have a right angle.
Teacher: Okay. Teacher: That - let's get back. Teacher: Good job.  [TARGET]Teacher: I'm back.[/TARGET] Teacher: [Crosstalk] Teacher: No, no, no. Teacher: Let them - let them.
Teacher: Okay. Teacher: That's you not paying attention. Teacher: Come on, Student A.  I'll get you a tissue.  [TARGET]Teacher: Sit down.[/TARGET] Student: [Inaudible] Teacher: Not yet. Student: [Inaudible]
Teacher: Okay. Teacher: That's where we have our fourths. Teacher: Now we found out that one half is equivalent to what?  [TARGET]Teacher: Please raise your hand.[/TARGET] Teacher: Student A? Student: Two fourths. Teacher: Very good.
Teacher: Okay. Teacher: That's your fraction, right? Teacher: Okay.  [TARGET]Teacher: I don't want to sneeze on you.[/TARGET] Teacher: Thank you. Teacher: Okay. Teacher: [Inaudible].
Teacher: Okay. Teacher: That's your work. Teacher: I'm gonna be walking around.  [TARGET]Teacher: This is math.[/TARGET] Teacher: No, until we're done with this in 10 minutes. Student: And, then we do some more math. Teacher: Do something else.
Teacher: Okay. Teacher: Then we were good. Teacher: Is there another pattern?  [TARGET]Teacher: Student J, hold up, Student J, hold up.[/TARGET] Teacher: I want to hear from some new people. Teacher: Don't be afraid to suggest a pattern that you think is happening, but you're not sure. Teacher: Let's see.
Teacher: Okay. Teacher: There you go. Teacher: Hold on, Student J.  I'll re-focus it for you.  [TARGET]Teacher: Go ahead and start talking.[/TARGET] Student: What I did was, at first I added two and one-fourth plus two and two-eighths. Student: But before I started adding, I [inaudible] I got two and two-eighths plus [inaudible]. Student: Then I got four and four-eighths, and I simplified it to four and one-half.
Teacher: Okay. Teacher: These numbers should look familiar. Teacher: Again, I have a few people who are having side conversations.  [TARGET]Teacher: I need your eyes up here.[/TARGET] Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C.  Student A, I'm going to need you to turn your chair around please. Teacher: Thank you.
Teacher: Okay. Teacher: Thumbs up if you say this is a polygon. Teacher: Student F, you're not participating.  [TARGET]Teacher: Thumbs up if you say it's a polygon.[/TARGET] Teacher: Thumbs down if you say it's not. Teacher: Student A, I need to see thumbs up, or thumbs down. Teacher: Not arms waving back here.
Teacher: Okay. Teacher: Uh. Teacher: I don't know if I want to put that.  [TARGET]Teacher: I really need to talk to her too.[/TARGET] Teacher: Ouch. Teacher: I really need to talk to her. Teacher: I need to talk to you.
Teacher: Okay. Teacher: Unknown, right? Teacher: Student T, do you understand this?  [TARGET]Teacher: Have a seat.[/TARGET] Student: I need the mode. Teacher: Mode means what? Teacher: Let me go over this again.
Teacher: Okay. Teacher: Upside down. Teacher: Okay.  [TARGET]Teacher: So look right here, Student T.  You've got to pay attention.[/TARGET] Teacher: Okay. Teacher: 35, but then do you see those little lines? Teacher: How many lines are there?
Teacher: Okay. Teacher: Very good. Teacher: Number two, Student S, can y'all come up and explain number two?  [TARGET]Teacher: I need everybody's attention at the board.[/TARGET] Teacher: And I want you to estimate and then tell us - use your estimate and your actual. Student: [Inaudible] number two the question was Susan walked to Jonah's house and back home twice. Student: How far did she walk in all?
Teacher: Okay. Teacher: Water boils - check this. Teacher: If you get them both right, take them off, or turn them over.  [TARGET]Teacher: If you didn't, the other partner - I mean, leave them.[/TARGET] Teacher: Don't take them off. Teacher: If you didn't get them both right, leave them. Teacher: So water boils at 212 Fahrenheit.
Teacher: Okay. Teacher: We do understand that we're being filmed and that you have a microphone actually very close to you. Teacher: So we have a choice to actually turn around and participate in the lesson or I'm gonna have to ask you to leave.  [TARGET]Teacher: We have to make a choice.[/TARGET] Teacher: So we shouldn't be turned around to the people behind us to see what's going on. Teacher: Okay? Teacher: We're gonna make good choices.