stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Just do me a favor, go back and write in your answers, Student C.  You have all of yours? Teacher: 21.1. Teacher: Okay, good.  [TARGET]Teacher: Okay, Okay, Student A, okay, put that away and get your math materials out.[/TARGET] Teacher: Student N, you will need to turn around and put your feet under your desk. Teacher: You are going to need to get the homework and do it tonight, so you keep up to date with us. Teacher: Have all of it?
Teacher: Just focus on this for now, all right? Teacher: And like I already I told Teacher M that you were a little upset and I said, okay, and I told her that you wanted to check in with her. Student: The only reason why I'm mad is that -  [TARGET]Teacher: Ow.[/TARGET] Student: Sorry, sorry. Teacher: It's okay. Teacher: It's okay.
Teacher: Just help me with the cards please. Teacher: Are you done? Teacher: Bring out the card.  [TARGET]Teacher: You play with me.[/TARGET] Teacher: It's not 7 cards. Teacher: It's 5. Teacher: See what is done.
Teacher: Just join us for the [inaudible]. Teacher: Number 8 - excuse me, number 6, how many 3s in 21? Teacher: Number 6, how many 3s in 21?  [TARGET]Teacher: Join us at number 6, and if you need some repeated we'll go back at the end.[/TARGET] Teacher: Number 6, how many 3s in 21? Teacher: Number 7, how many 5s in 30? Teacher: How many 5s in 30?
Teacher: Just leave them. Student: Put a fraction on them? Teacher: No.  [TARGET]Teacher: Take that back to your seat.[/TARGET] Teacher: You don't need that. Student: I'm freezing. Teacher: If you were freezing you would have it on.
Teacher: Just leave them. Teacher: Go ahead. Teacher: Student S, they're not doing this for you.  [TARGET]Teacher: They're doing this with you.[/TARGET] Teacher: Pay attention to what Student H is doing. Teacher: So then how many total are in the scoop? Teacher: Why are you adding 1?
Teacher: Just like a Jack-in-the-Box, right? Teacher: Expanded-in-the-Box is what I like to call it. Teacher: You ... when you start Algebra in middle school, Teacher M told me her daughter goes to Blair.  [TARGET]Teacher: She's taking - shh.[/TARGET] Teacher: She's taking Algebra, and they do Algebra-in-the-box, okay? Teacher: So those of you that like to frown upon my different ways of multiplication and division, you will not be learning Algebra the traditional way. Teacher: You will be learning it many ways.
Teacher: Just listen to me for a second. Student: I don't know what you're talking about. Teacher: Okay, listen to me for a second.  [TARGET]Teacher: If I have got a six - Student A, look here.[/TARGET] Teacher: This is six. Teacher: This would be 30 because this 30 plus 6 is 36. Teacher: So if this is 6 and this is 30.
Teacher: Just make a box. Teacher: Replicate just what you see there, okay? 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.[/TARGET] Teacher: Now do you see what I did? Teacher: Excellent, thank you. Teacher: It should look just like that.
Teacher: Just make sure that's what you're doing on that paper. Teacher: Student G, are you ready? Student: No.  [TARGET]Teacher: Okay, we'll wait.[/TARGET] Teacher: You have several strategies you can use; mental math, paper and pencil, or use your manipulatives. Teacher: You all can put your hands down while we wait on Student G.  Student G, are the denominators already the same? Student: [Inaudible].
Teacher: Just make that assumption. Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line?  [TARGET]Teacher: I'll give you guys one minute to do that.[/TARGET] Teacher: Everybody is doing it. Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well.
Teacher: Just make your best guess. Teacher: Sometimes you just have to make your best guess. Teacher: I think that's your Kleenex too.  [TARGET]Teacher: Can you throw that away for me?[/TARGET] Teacher: Thank you. Teacher: You two almost finished? Student: Yes.
Teacher: Just one equation in the rectangle is okay. Teacher: I like what you're doing though. Teacher: In another game that would work very well.  [TARGET]Teacher: Student M, I need you up here, please.[/TARGET] Teacher: I like the way you guys are figuring it out. Teacher: You can only roll once. Teacher: You haven't done anything.
Teacher: Just point it at that. Teacher: It's on. Teacher: No.  [TARGET]Teacher: Look down.[/TARGET] Student: It's not on. Teacher: You point it at that, not at that. Teacher: [Inaudible].
Teacher: Just put it on the floor. Teacher: [Cough]. Teacher: You three, sit over here.  [TARGET]Teacher: Student J, come sit right here.[/TARGET] Teacher: Student A sit in Student R's seat, and Student M come sit right here, please. Teacher: It's just easier if I've got three tables instead of two. Teacher: Just point it at that.
Teacher: Just put the whole number underneath the whole number. Student: That's easy enough. Teacher: Yes, but I'm happy that you were able to get through this with the borrowing.  [TARGET]Teacher: Go ahead and put away your morning work.[/TARGET] Teacher: We are going to check our - Student: Math homework. Teacher: Math homework.
Teacher: Just put those in the back please, for right now. Teacher: We're going to - first let's review our first polygons which we measured yesterday or the day before. Teacher: Student D, please look at me.  [TARGET]Teacher: I'd like you to put your pencil down.[/TARGET] Teacher: We're going to listen, and then you can go ahead and do that. Teacher: What can you tell me about triangle N? Teacher: Tell me as many details as you can about triangle N.
Teacher: Just put your cards up here. Teacher: Let me help you to make the first one. Teacher: This is - stop.  [TARGET]Teacher: Student T, I don't appreciate you calling me half a monkey.[/TARGET] Teacher: [Inaudible]. Teacher: Ignore him. Teacher: You're doing a good job.
Teacher: Just scoot them aside on your desk. Teacher: We're going to talk about what to do with them, but the play time with them are over - is over. Teacher: Four, three, two, one.  [TARGET]Teacher: Hands off.[/TARGET] Teacher: Wherever they are, let them sit. Teacher: Okay, so earlier in the week, we talked about how - we looked at our place value charts, our flexible whiteboards, and we talked about how that hundred grid is no longer a hundred grid. Teacher: It's a hundredth grid, and those little sticks are no longer tens, they are -
Teacher: Just set it down. Teacher: I'll fix it later. Teacher: It's okay.  [TARGET]Teacher: Guys, do not focus on that.[/TARGET] Teacher: We're in math. Teacher: We'll look at it before lunch. Teacher: Problem on the board.
Teacher: Just try it. Teacher: Typical division problem. Teacher: It's a little trickier.  [TARGET]Teacher: Please do not play with the colored tiles.[/TARGET] Teacher: Excuse me. Teacher: You need you have your desk the way I have it. Teacher: You don't need to be facing my desk.
Teacher: Just wait. Teacher: Wait please. Student: What's number eleven?  [TARGET]Teacher: They can wait.[/TARGET] Teacher: What is - Student: I know [inaudible], what is ten times seven? Student: Seventy.
Teacher: Just whatever it is that you normally do in Math, do it. Teacher: Don't stare at the camera. Teacher: Don't wave, hey Mom.  [TARGET]Teacher: You know, just chill out.[/TARGET] Teacher: [Background talking] Teacher: [Inaudible] is going to think I'm silly. Student: Is it watching us right now?
Teacher: Just write down your answer. Teacher: Number 3, how many 6s are in 24? Teacher: How many 6s are in 24?  [TARGET]Teacher: What are you doing?[/TARGET] Teacher: How many 6s are in 24? Teacher: Number 4, how many 10s in 100? Teacher: How many 10s in 100?
Teacher: Just zipping it up. Teacher: Zipping it up. Teacher: Okay, I'm looking for good things from you right now.  [TARGET]Teacher: Student C, we're working and not eating right now.[/TARGET] Student: [Inaudible] Teacher: There's thousandths. Teacher: There's thousandths.
Teacher: Keep following it. Teacher: You're doing all three groups. Teacher: You don't have a choice.  [TARGET]Teacher: Stop saying that.[/TARGET] Teacher: Stop doubting yourself like that. Teacher: Please move on. Teacher: Ms. W don't got no more?
Teacher: Keep handing it. Teacher: Keep passing it. Teacher: Let's go.  [TARGET]Teacher: Student M, sh.[/TARGET] Student: This is heavier. Teacher: What? Teacher: The bread?
Teacher: Keep in touch, please. Teacher: Add up these. Teacher: You have your own.  [TARGET]Teacher: It's here.[/TARGET] Teacher: But this is not what you're doing now. Student: Thirty times six and I do - Teacher: Thirty times six, uh-huh.
Teacher: Keep it down in here, okay? Teacher: That's your job. Teacher: Motivator.  [TARGET]Teacher: Rah.[/TARGET] Teacher: Rah. Teacher: Rah. Teacher: Who's my rah-rah person?
Teacher: Keep setting them up, Student L, for me. Teacher: Make sure - they're kind of hard to separate, so make sure you only have one under each. Student: [Inaudible].  [TARGET]Teacher: Student T, you need to be over here.[/TARGET] Teacher: Yes. Student: Okay. Teacher: Okay, you have to take turns.
Teacher: Keep that thought and keep going with that. Teacher: That figures, that since we were recording I would have to do this. Student: I think it's already on.  [TARGET]Teacher: It is, but it's not responding to me.[/TARGET] Teacher: Let me click a quick button. Teacher: There we go. Teacher: All right, I want you to make a place on your notes for capacity and volume, and what we're going to start with today is, what is capacity and volume?
Teacher: Keep writing. Teacher: How many - there's a period here, then you write your question sentence. Teacher: Beautiful.  [TARGET]Teacher: I'll take that.[/TARGET] Teacher: Thank you. Teacher: You can have a seat. Teacher: Thank you.
Teacher: Label those. Teacher: Get you an eraser. Teacher: [Inaudible].  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Where are your fourths? Teacher: Do you have an eraser? Student: No.
Teacher: Labels what? Multiple Students: X and Y. Teacher: I only need on person.  [TARGET]Teacher: Student T?[/TARGET] Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday. Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4.
Teacher: Ladies. Teacher: Young girls. Teacher: Okay.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Are you listening? Teacher: Student S, hand me the spray for my board. Teacher: Excuse me.
Teacher: Last chance. Teacher: I hate to be ugly, but that's the last chance. Teacher: I'm excited that you're learning math and you're excited about it.  [TARGET]Teacher: You need to get control.[/TARGET] Teacher: That's it. Teacher: One more time. Teacher: We will not go over this, we will not do centers.
Teacher: Last column - honey, you can't write the answers. Teacher: That's considered cheating. Student: Oh.  [TARGET]Teacher: What were you erasing?[/TARGET] Student: [Inaudible]. Teacher: Okay, that's - you cannot do that. Teacher: Do you understand me?
Teacher: Last one. Student: Oh, Mr. - Teacher: What I need you to do is this.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay? Teacher: Are you with me? Teacher: Last one.
Teacher: Last row please, Student M. Student: [Inaudible]. Teacher: Excuse me.  [TARGET]Teacher: If you have a question, you raise your hand.[/TARGET] Student: 2 divided by 14 is 2. Student: I mean 7. Teacher: Thank you.
Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay?  [TARGET]Teacher: Even if it's wrong, you still have to try.[/TARGET] Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know.
Teacher: Last try, Mr. J, then you can prove it to us on paper. Teacher: Be nice to each other. Teacher: He's helping you.  [TARGET]Teacher: Don't yell at him.[/TARGET] Teacher: If you're getting free help without pay, you can't complain how they do it, now can you? Teacher: If you don't like your free help, then do it yourself. Teacher: We sure know that.
Teacher: Last warning. Teacher: I'm sorry. Teacher: We can't take any snack until this is finished.  [TARGET]Teacher: Did you hear what I said?[/TARGET] Teacher: I'm going to take it now and put it in the garbage. Teacher: I'm going to put it here. Student: You're going to take it.
Teacher: Leave him alone. Teacher: Sit. Teacher: Student D, I don't have to wait for you, do I?  [TARGET]Teacher: Move over there.[/TARGET] Teacher: Estimate the sums and describe your thinking. Teacher: Student J, let's see what you've got. Teacher: Go ahead.
Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere.  [TARGET]Teacher: That's not what we're talking about.[/TARGET] Teacher: Let's do this. Student: Can I ask a question? Teacher: Yes, you may.
Teacher: Leave it alone. Teacher: Go ahead. Teacher: Don't worry about writing the rule.  [TARGET]Teacher: Just tell us what it is.[/TARGET] Teacher: So what is it? Student: [Inaudible]. Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number.
Teacher: Leave it there for a moment. Teacher: Now you can go through. Teacher: What did I tell you, you all needed to start with?  [TARGET]Teacher: Another group not following directions.[/TARGET] Teacher: I said to start with half. Teacher: Find everything that's equal to a half. Teacher: Exactly what is that fraction supposed to be?
Teacher: Leave it this way. Teacher: Look here. Teacher: For example, what is - leave this.  [TARGET]Teacher: You don't need this.[/TARGET] Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1. Teacher: What are you going to add to 6 to make it a 10?
Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening.  [TARGET]Teacher: I'm losing you.[/TARGET] Teacher: See, I'm losing them. Teacher: Yes, that's the way. Teacher: All right, listen.
Teacher: Leave it, leave it, leave it. Teacher: Now, let me see people who are paying attention to me. Teacher: My students, my learners.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Student E.  Student M, Student M, Student M.  Student M, you're not listening for directions.
Teacher: Leave it. Teacher: I like the way you did it here. Student: This one?  [TARGET]Teacher: Yeah, it doesn't matter.[/TARGET] Teacher: Student A, do this one. Teacher: This one is easy. Teacher: Do that one.
Teacher: Leave that deck alone. Teacher: Come sit down. Teacher: Finish your math.  [TARGET]Teacher: Spread your cards.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it? Teacher: Get another chair.
Teacher: Let him answer it. Teacher: Student C, why is it 3 over 13 and not 3 over 37? Teacher: For that answer.  [TARGET]Teacher: I can tell who's paying attention.[/TARGET] Teacher: Student W? Student: Because they didn't say how many students. Teacher: They said what?
Teacher: Let me come over and see what you've done. Teacher: I want your thinking brains on. Student: Can you help me, Teacher?  [TARGET]Teacher: Yep, I'll be right there.[/TARGET] Teacher: Thinking brains. Student: [Inaudible] Teacher: So where's one half?
Teacher: Let me find what I'm looking for. Teacher: Hold on. Teacher: Don't flick your tongue at me.  [TARGET]Teacher: That's rude.[/TARGET] Teacher: I don't like it. Teacher: Someone did it when I said hold on. Teacher: Student T, don't flick your tongue at me.
Teacher: Let me get mine built up, and then I'll show you. Student: Three tall. Teacher: Would you come sit right here, Student S?  [TARGET]Teacher: Come sit right here.[/TARGET] Teacher: Woops. Teacher: Let me get my [inaudible]. Teacher: Trying to keep them together is a problem.
Teacher: Let me get this back up because your computer keeps going to sleep like children do sometimes. Teacher: And we are going to need to refresh our memory about how to play this game. Teacher: I've got it on the board.  [TARGET]Teacher: Some of you really need to listen to what's going on.[/TARGET] Teacher: You're going to play with your partner. Teacher: I'm going to be giving you a partner, Student B and Student M, and I want to make sure we know how to do it, because today I want a winner. Teacher: So far we've played this game and no one's ever really come up with a major winner.
Teacher: Let me give you a piece of foam. Teacher: Student C, sit down. Teacher: Get to your workbook, this folder.  [TARGET]Teacher: Look and see.[/TARGET] Teacher: Go there. Teacher: Go there. Teacher: Go to the folder.
Teacher: Let me give you the next one. Teacher: Get two math books there. Teacher: No, you don't have to erase it.  [TARGET]Teacher: Leave it.[/TARGET] Teacher: I like the way you did it here. Student: This one? Teacher: Yeah, it doesn't matter.
Teacher: Let me go to Student L.  Student L, what is this here? Teacher: Can you read this fraction? Student: Yes.  [TARGET]Teacher: Only Student L.  Thank you.[/TARGET] Teacher: Thanks for your help. Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth.
Teacher: Let me go to another group. Teacher: Excuse me. Teacher: Now you need to listen.  [TARGET]Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how.[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: Student D, listen.
Teacher: Let me have it. Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible].  [TARGET]Teacher: Are you done?[/TARGET] Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math? Teacher: I know you can do it.
Teacher: Let me have it. Teacher: Give it to me. Teacher: Thank you.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Show me how you can do it. Teacher: Look at this. Teacher: You were the one that was telling me the answers.
Teacher: Let me have you go back to your seats first. Teacher: Quickly, Student J, Student T.  Have a seat please. Teacher: There was a very good discussion over there at this table, the numbers around here, right?  [TARGET]Teacher: I want to - Student J, have a seat, please.[/TARGET] Teacher: I'd like you to share, some people to share some findings. Teacher: Everyone, I need you to stop for a minute, please. Teacher: Student I.
Teacher: Let me have, very carefully let me have this group, I need you to come over here for our calendar. Teacher: You all need to turn around. Teacher: Do not hit.  [TARGET]Teacher: So you all need to turn all the way around.[/TARGET] Teacher: Okay, come up, everybody else come around this way. Teacher: Student J, you all need to come around this way. Teacher: Don't hit the-, okay, you all come on the end, scoot over.
Teacher: Let me hear what you're saying. Teacher: Excuse me. Teacher: Let's start with Student Z.  [TARGET]Teacher: Stand up.[/TARGET] Teacher: Read what you wanted to say. Teacher: Excuse me. Teacher: We're listening.
Teacher: Let me help you. Teacher: Give me. Teacher: Let me give you a piece of foam.  [TARGET]Teacher: Student C, sit down.[/TARGET] Teacher: Get to your workbook, this folder. Teacher: Look and see. Teacher: Go there.
Teacher: Let me look at your paper, darling. Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one.  [TARGET]Teacher: You have to hold the paper.[/TARGET] Teacher: And Student D, let me look at yours. Student: [Inaudible] Teacher: Okay.
Teacher: Let me please help you, because what happens is, you push down on it, like you're doing right now, and it gets it uneven. Teacher: See what happened? Teacher: Back up, please.  [TARGET]Teacher: You just have to hold it, straight.[/TARGET] Teacher: And I'm going to turn it a little bit. Teacher: Try not to break it anymore. Teacher: All right.
Teacher: Let me press the number in there. Teacher: Sixteen-thirds, and submit it. Teacher: Good job.  [TARGET]Teacher: Okay, Student H, if you would, please turn our screen off.[/TARGET] Teacher: All right, now what I'm going to do is put a few problems on the board so you can transfer them into your folder so you can practice these more tonight, okay? Teacher: I know we have - we were reading some of this in our folder, and you can use your folder as a resource as well, because we have some of this information already in there. Teacher: But I'm gonna put some problems on the board so you can record them in your folders so you can practice these tonight again.
Teacher: Let me repeat. Teacher: Student N rolled a one. Teacher: You get to pick whether you're gonna put that one in the numerator box, the denominator box or the trash.  [TARGET]Teacher: And once you put it in there, you can't take it out.[/TARGET] Teacher: Put it in now. Teacher: Now, now, now. Student: [Inaudible].
Teacher: Let me say something. Teacher: Give her the clipboard and I want to see if it's [inaudible]. Teacher: Okay.  [TARGET]Teacher: Now - no.[/TARGET] Teacher: I just want to see how you guys did. Teacher: Erase your points because you're starting off new. Teacher: Call out one.
Teacher: Let me see if I'm going to do this right. Teacher: Nine - oh, wrong thing. Teacher: My bad.  [TARGET]Teacher: Ignore me.[/TARGET] Teacher: Okay, so this is six, nine and three. Teacher: Now, the only thing is there's only one decimal. Teacher: Okay?
Teacher: Let me see people that are really working. Teacher: Student K is doing a good job being on task. Teacher: Student X being on task.  [TARGET]Teacher: Student C being on task.[/TARGET] Teacher: Student T being on task. Teacher: Student J being on task. Teacher: Student A being on task.
Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something.  [TARGET]Teacher: Who is working hard?[/TARGET] Teacher: Is Student D working? Teacher: Come in here. Teacher: I'm visiting Student D.  Student D, you're not supposed to be here.
Teacher: Let me see the people that are really working now. Teacher: [Crosstalk] Teacher: Let me see people that are really working.  [TARGET]Teacher: Student K is doing a good job being on task.[/TARGET] Teacher: Student X being on task. Teacher: Student C being on task. Teacher: Student T being on task.
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: Student S, where are you?  [TARGET]Teacher: Student L?[/TARGET] Teacher: Student C.  Student C, can you? Teacher: Yeah, thank you. Teacher: Now, Student C, I have one fourth here, which is six twenty fourths.
Teacher: Let me see what I want for my rule. Teacher: I don't want [pushing back my chairs from all the room.] Teacher: Student M, Student J, Student M, stand up front please.  [TARGET]Teacher: Student L, Student A, Student B, sit up front please.[/TARGET] Teacher: You know what? Teacher: Student B, sit down. Teacher: You know what?
Teacher: Let me see what you did here. Teacher: We're looking right here. Teacher: How did they get to 1 here?  [TARGET]Teacher: Stop yelling.[/TARGET] Teacher: What did they do? Teacher: 6 plus 5 is 11. Teacher: If 6 plus 5 is 11, why didn't they write 11 here?
Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have?  [TARGET]Teacher: Let me see.[/TARGET] Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000? Teacher: We've done it before.
Teacher: Let me see what you've got. Teacher: Let me look at your paper, darling. Teacher: Draw this one.  [TARGET]Teacher: Okay, Student J is gonna draw one.[/TARGET] Teacher: You have to hold the paper. Teacher: And Student D, let me look at yours. Student: [Inaudible]