stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Wait. Teacher: Are you about to answer my question? Student: No, I was gonna say that -  [TARGET]Teacher: Time out.[/TARGET] Teacher: I don't want you to explain how they're related. Teacher: Do you have a question about the assignment? Student: I don't.
Teacher: Wait. Teacher: Girls, don't glue anything. Student: [Inaudible].  [TARGET]Teacher: Okay, shh.[/TARGET] Teacher: Everybody look up here. Teacher: If you're modeling the number one, one, point one -  Student: One.
Teacher: Wait. Teacher: I called on Student E.  Let's see. Teacher: If he needs help, Student L, we'll get to you.  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Some people are playing with their counters. Teacher: That means they're not gonna listen to you, Student E.  That would be sad. Teacher: So we're not gonna twirl them.
Teacher: Wait. Teacher: No. Teacher: Look at this.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Everybody look up here for a minute. Teacher: Can - Student F.  Student F? Student: Yeah.
Teacher: Wait. Teacher: Stop. Teacher: I put the two of you together for a reason, okay?  [TARGET]Teacher: And you're really not working together.[/TARGET] Teacher: I want you to go back. Teacher: You have the 23 shaded in. Teacher: You sort of have the 55, but you need to shade it in darker.
Teacher: Wait. Teacher: Student I, can you sit still? Teacher: Move all the way back over there.  [TARGET]Teacher: Can you move all the way back, please?[/TARGET] Teacher: Take your book with you. Teacher: Did anybody do any other thinking? Teacher: I know that two thirds - is there anything else people thought about these numbers while they were working?
Teacher: Wait. Teacher: This is what I'm saying to you. Teacher: Okay.  [TARGET]Teacher: Guys, finish, now, in silence.[/TARGET] Teacher: I'm telling you,  you're telling me it's 4.5 times 4.5, times 4.5. Teacher: It's just like multiplying decimals when you did it a while back. Teacher: Take that and multiply times 4.5 again.
Teacher: Wait. Teacher: Wait. Teacher: Stop.  [TARGET]Teacher: I put the two of you together for a reason, okay?[/TARGET] Teacher: And you're really not working together. Teacher: I want you to go back. Teacher: You have the 23 shaded in.
Teacher: Wait. Teacher: Who's two? Student: [Inaudible].  [TARGET]Teacher: You're going to go back and sit where they are.[/TARGET] Student: [Inaudible]. Teacher: You're going to find a quiet place to work in the room. Teacher: Shh.
Teacher: Waiting on one person. Teacher: Okay. Student: [inaudible]  [TARGET]Teacher: Now, you see where my fingers are?[/TARGET] Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. Teacher: So look where my finger is. Teacher: And repeat after me.
Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three?  [TARGET]Teacher: Is your group all set?[/TARGET] Teacher: Check out your group. Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder.
Teacher: Walk around the [inaudible]. Student: [Inaudible]. Teacher: Student C, [inaudible].  [TARGET]Teacher: [Inaudible] camera [inaudible].[/TARGET] Teacher: Student M, [inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].
Teacher: Walk in the back of this, okay, of the camera. Teacher: I'm not doing the videotaping. Teacher: [Crosstalk]  [TARGET]Teacher: I'll be right there.[/TARGET] Teacher: Put that away right now. Teacher: Yeah, I have some over there. Teacher: Are you guys working?
Teacher: Was out of the classroom. Teacher: So three-eighths of them were at recess and one-fourth were in the library. Teacher: Excuse me.  [TARGET]Teacher: Student B.[/TARGET] Student: [Inaudible] not doing this. Teacher: Student D is not doing this problem. Teacher: So why are you getting a lesson from him over there?
Teacher: Was there a side that was 6 deep? Student: Yes. Teacher: Yes.  [TARGET]Teacher: Point to it please, Student A.[/TARGET] Student: Over there? Teacher: Yep, up here. Student: Right there.
Teacher: Was there any issue that you ran into when you were playing that you weren't sure what to do with? Teacher: Have a seat. Teacher: I can't see behind you.  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: We've got people over at this table not following directions. Teacher: It's hard for me to hear you. Teacher: Okay.
Teacher: Watch the teacher. Teacher: Student E, I need you to move up. Teacher: So Student I, I need you to really pay attention.  [TARGET]Teacher: Do you understand that?[/TARGET] Teacher: I need you not to worry about what your neighbor's done; I need you over here. Teacher: Do we understand that? Student: Got you.
Teacher: Watch this. Teacher: The title is going to go on this line. Teacher: Now you - are you looking?  [TARGET]Teacher: Because you don't know what you're doing.[/TARGET] Teacher: You really don't. Teacher: You're not learning because [inaudible] just want to do. Teacher: How many people on your graph chose cookies?
Teacher: Watch. Teacher: So what would it be then? Teacher: How many times will two go into that two?  [TARGET]Teacher: There you go.[/TARGET] Teacher: All right, watch. Teacher: If you missed that last step, you're gonna miss it. Teacher: So we have two will go into five how many times?
Teacher: Watch. Teacher: Take four - Student: Do you only do the something once?  [TARGET]Teacher: No, you do it a couple times and you can move on.[/TARGET] Teacher: [Inaudible]. Teacher: That's pretty easy. Teacher: There's one, and what else with my one?
Teacher: Watch. Teacher: [Crosstalk] Teacher: Five, three, two, four.  [TARGET]Teacher: Student M, that's your second chance.[/TARGET] Teacher: If I get on to you one more time no popcorn and a movie later. Teacher: That's all I'm gonna say. Student: Yes, ma'am.
Teacher: Water boils - check this. Teacher: If you get them both right, take them off, or turn them over. Teacher: If you didn't, the other partner - I mean, leave them.  [TARGET]Teacher: Don't take them off.[/TARGET] Teacher: If you didn't get them both right, leave them. Teacher: So water boils at 212 Fahrenheit. Teacher: I'm not done.
Teacher: We actually have some time for another center this afternoon. Teacher: This activity, or this game called In Between, will be a game at center number five. Teacher: So for those of you that go to center number five - that group, second reminder.  [TARGET]Teacher: Student R, your voice is the only one I hear from the back table.[/TARGET] Teacher: If I need to speak to you again you will be taking a timeout. Teacher: It will be a game that you and your partner in your math group can play together. Teacher: It's gonna be probably one of the games that's going to be at that center for a while.
Teacher: We add. Student: I got it. Teacher: Okay.  [TARGET]Teacher: That's not the right answer still so pay attention.[/TARGET] Teacher: Okay? Teacher: One plus two is three plus two is? Student: Five.
Teacher: We already did it over here. Teacher: Let's look at number four. Teacher: Student K, don't snap your fingers, please.  [TARGET]Teacher: That's not polite.[/TARGET] Teacher: We've got Student C doing four. Teacher: Before he does it, where is the point located on the X axis for number four? Teacher: The X coordinate would be what?
Teacher: We already did that. Teacher: [Students talking to each other]. Teacher: Okay.  [TARGET]Teacher: All eyes on me.[/TARGET] Teacher: You have to - you already gathered your data. Teacher: Wait a minute. Teacher: Excuse - I'll wait, Student D.
Teacher: We already did this. Teacher: Let's do this. Teacher: We already did it.  [TARGET]Teacher: I told you to go to special [inaudible] okay?[/TARGET] Teacher: Set this up [inaudible]. Teacher: And you can use a calculator to solve it. Student: Look at [inaudible]
Teacher: We also learned about area and perimeter while we're learning about these graphs as well. Teacher: So the problem of the day Student S said Zee has a car with the dimensions, the measurements shown below. Student: [Inaudible].  [TARGET]Teacher: I know I'm trying to get your attention.[/TARGET] Teacher: And the length how long it is, is what everybody? Student: The length is 40. Teacher: The length how long it is raise your hand please Student J?
Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple. Teacher: Now, let's - one, two.  [TARGET]Teacher: Yeah, go ahead.[/TARGET] Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much. Teacher: That's one thing, one fact about fractions what we learned.
Teacher: We are done with math for today. Teacher: Would you like a napkin? Student: Yeah.  [TARGET]Teacher: My expectation when you go back to your seat it's quiet please.[/TARGET] Teacher: We're gonna wrap up. Teacher: We're gonna take our [inaudible]. Teacher: Is that homework?
Teacher: We are done. Teacher: Everybody go back to your seats. Teacher: Yes?  [TARGET]Teacher: Turn around.[/TARGET] Teacher: It's all about following directions. Teacher: [End of Audio]
Teacher: We are filming today, so please make sure that - yes. Teacher: All right, [inaudible] please. Teacher: Okay.  [TARGET]Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work.[/TARGET] Teacher: Yesterday this board was in its own world  and it just did not want to cooperate with me. Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper.
Teacher: We are going to check our - Student: Math homework. Teacher: Math homework.  [TARGET]Teacher: Student A, can you turn the [inaudible] off please?[/TARGET] Student: [Inaudible], too. Student: I did, but I think I turned it in. Student: [End of Audio].
Teacher: We are going to get [inaudible]. Teacher: Very good. Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins.  [TARGET]Teacher: So now we're just going to worry about getting the questions correct and explaining them.[/TARGET] Teacher: We're not going to make it into a winner, loser situation. Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers. Student: I have a question.
Teacher: We are going to have a 4 and 5 combination class until 12:00. Teacher: We're doing 4th grade math. Teacher: You want to sit over here.  [TARGET]Teacher: That's fine.[/TARGET] Teacher: However you want to do it. Teacher: I'm going to let you guys sit down and [inaudible]. Teacher: I'll tell you what we're doing.
Teacher: We are going to need our geoboard. Teacher: So what I need for you to do at this moment, without saying anything, I need for you to clear your desk. Teacher: This would be a silent transition.  [TARGET]Teacher: That means you don't have to talk about it.[/TARGET] Teacher: [Crosstalk]  Teacher: Transitions are silent. Teacher: Thank you.
Teacher: We are going to say the rap for the first line. Teacher: Remember that we are not talking. Teacher: Student K, sit on your bottom, please.  [TARGET]Teacher: Look what Student J did.[/TARGET] Teacher: Find your place, look next door, 5 more greater, he added one more. Teacher: All the digits in the front stay the same, all the digits behind, zero is your name. Teacher: Which digit was in the tens place?
Teacher: We are here now. Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please?  [TARGET]Teacher: Student J, can you go get a pencil?[/TARGET] Teacher: When we finish this round one, round two you get your snack. Student: You just said when we finished round one. Student: You said when I finished this page I get to have a snack.
Teacher: We are no longer playing with them. Teacher: Put them down. Teacher: Have your math notebooks either in your lap or on your desk.  [TARGET]Teacher: Give me your attention.[/TARGET] Teacher: Student D, too late. Teacher: Come sit down. Teacher: Okay.
Teacher: We are off task. Teacher: Do I need to tell Ms. T, or do you need to go to the hallway again and talk to me? Teacher: I hope not.  [TARGET]Teacher: That's a waste of my time.[/TARGET] Teacher: This one's harder. Teacher: Ready? Teacher: We're going to label the parts, and then we're going to do it.
Teacher: We are revising. Student: Yes. Teacher: All right.  [TARGET]Teacher: Now, excuse me, now somebody - now I have Student N back.[/TARGET] Teacher: Now, Student N, can you explain why do we call this one eighth? Teacher: Yeah, why do we call this one eighth? Student: Because it's [inaudible].
Teacher: We are stopping with that today. Teacher: Like I said, you guys are gonna have independent practice and you guys are going to complete that for homework what you do not finish in class. Teacher: Nobody is talking right now.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Your homework is the PEMDAS rules. Teacher: So, it's going over the front pages, going over what PEMDAS stands for. Teacher: We all know what it says.
Teacher: We are - the videotape is on and this is how you're acting. Teacher: Everything off your table. Teacher: Go [inaudible] please.  [TARGET]Teacher: Everything off your table.[/TARGET] Teacher: This table is a big 'ol mess. Teacher: Put that away [inaudible]. Teacher: [Inaudible] good.
Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form. Teacher: Okay, click the arrow please.  [TARGET]Teacher: Next problem.[/TARGET] Teacher: [Video plays] Teacher: Now we have two thirds times one third. Teacher: If you will write that on your paper and solve it.
Teacher: We can figure that out. Teacher: So let's take a look at how this information helps to make a pie chart. Teacher: [Video Playing]  All right.  [TARGET]Teacher: Please turn the lights back on.[/TARGET] Teacher: All right. Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months. Teacher: You took your cruise for Thanksgiving.
Teacher: We can get him water. Multiple Students: [Inaudible] Teacher: Okay.  [TARGET]Teacher: Student I, sit down sweetie.[/TARGET] Student: I'm thirsty. Teacher: Sit right there. Teacher: Okay.
Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said? Teacher: I'm going to take it now and put it in the garbage.  [TARGET]Teacher: I'm going to put it here.[/TARGET] Student: You're going to take it. Teacher: I'm not going to take it. Teacher: Student A, let's go.
Teacher: We can't have you standing right here because you're right in front of the camera, sweetie. Teacher: Can you see, Student C? Teacher: Make sure you scoot up to see.  [TARGET]Teacher: Everybody here is going to step back.[/TARGET] Teacher: Everybody here is stepping back. Teacher: I want you to look at this. Teacher: This is your latest DBQ.
Teacher: We could draw an array to solve a multiplication problem, right. Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier. Teacher: So you guys have all done arrays, starting in second grade I believe.  [TARGET]Teacher: You have some crayons there, so you can use the crayons.[/TARGET] Teacher: Before you start coloring though, it doesn't matter which color you use. Student: I thought these were for fifth grade. Teacher: No, they're for you.
Teacher: We counted by 30. Teacher: What number did we end with? Multiple Students: 600.  [TARGET]Teacher: So I know that I can set this up - excuse me.[/TARGET] Teacher: That 30 times something equals what? Student: 600. Teacher: Equals 600.
Teacher: We did a lot of decimal review last week. Teacher: Mostly fraction review, a little bit of decimal review, and we will take our test tomorrow. Teacher: So if I call your name to go to the back table, please remember to take your pencil with you.  [TARGET]Teacher: Student R, back table please.[/TARGET] Teacher: Student R, don't worry about it. Teacher: We got you covered. Teacher: Student R, A, and A.  Mrs. T, you have enough, right?
Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute. Teacher: We did page one.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You did page one. Teacher: So I want you to go on to page - hold on, he's not listening. Teacher: Page - part of a rectangle.
Teacher: We did page one. Teacher: Excuse me. Teacher: You did page one.  [TARGET]Teacher: So I want you to go on to page - hold on, he's not listening.[/TARGET] Teacher: Page - part of a rectangle. Student: What page? Teacher: Page five.
Teacher: We did that part. Student: I told you. Teacher: Now let's decide.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Everything is not an argument. Teacher: Let's decide - you all decided for Student B to draw the graph, correct? Student: [Inaudible].
Teacher: We did that six times and we were left with one quarter left over in each. Teacher: So we combined those quarters from three different pounds to make another box. Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters.  [TARGET]Teacher: Could anyone raise their hand and explain that back to us?[/TARGET] Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk] Teacher: No snacks for four days.
Teacher: We didn't get into that yesterday. Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V. Teacher: [Crosstalk]  [TARGET]Teacher: Just bring your notebooks.[/TARGET] Teacher: [Crosstalk] Student: Teacher? Student: I'm running out of paper in my notebook.
Teacher: We divided by two digits today. Teacher: Thank you. Teacher: Close your math books.  [TARGET]Teacher: Put them away.[/TARGET] Teacher: Go back to your normal seats, okay. Teacher: Now, whatever, Student M, and Student D, you're different. Student: [inaudible chatter]
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. 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.[/TARGET] Teacher: Okay? Teacher: We're gonna make good choices. Teacher: We have 12.
Teacher: We don't celebrate expectations. Teacher: All right. Teacher: I'm sorry, your voices are off.  [TARGET]Teacher: We're not talking about anything but math right now, sweetheart.[/TARGET] Teacher: Yes? Student: How did you get 15.64? Teacher: Okay.
Teacher: We don't pick them up. Teacher: We don't pull them out until we're told to. Teacher: Do not pick this up.  [TARGET]Teacher: Do not leave it like that.[/TARGET] Teacher: Do not start playing with it. Teacher: If they fall out on the ground I will take it from you, okay? Teacher: So treat it the way it's supposed to be treated.
Teacher: We don't pull them out until we're told to. Teacher: Do not pick this up. Teacher: Do not leave it like that.  [TARGET]Teacher: Do not start playing with it.[/TARGET] Teacher: If they fall out on the ground I will take it from you, okay? Teacher: So treat it the way it's supposed to be treated. Student: [Inaudible].
Teacher: We got 1 and 5, so 5 plus 5 is 10, plus 1 plus 1 is 12, right? Teacher: Another one? Teacher: Student T?  [TARGET]Teacher: Hold on, let Student T answer.[/TARGET] Student: I got all 3s on one of them. Teacher: All 3s, good, so all 3s. Teacher: Did anybody else get that one?
Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth.  [TARGET]Teacher: You're not looking.[/TARGET] Teacher: You are not looking. Teacher: [Crosstalk] Teacher: See, I get you back.
Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth. Teacher: You're not looking.  [TARGET]Teacher: You are not looking.[/TARGET] Teacher: [Crosstalk] Teacher: See, I get you back. Teacher: All right, see, one eighth and two eighths.
Teacher: We have Student K, Student M, and Student D sitting here. Teacher: We have Student J, Student J, Student D, and Student M back - where are they? Teacher: Right here.  [TARGET]Teacher: Listen, 1, 2, 3, eyes on me.[/TARGET] Multiple Students: 1, 2, eyes on you. Teacher: Student F, you need to go back to Miss. Student: Teacher, where do we put this?
Teacher: We have a small amount of time, so you all, stop playing. Teacher: There's a little clue box here. Teacher: These are going to this particular pattern block sheet.  [TARGET]Teacher: You need to listen now, and I do not want to take them away because you are all not listening.[/TARGET] Teacher: Right? Teacher: Take your hands off the shapes. Teacher: I don't want to spend anymore time on this.
Teacher: We have a total of - Multiple Students: 6 Multiple Students: [Crosstalk]  [TARGET]Teacher: This one I want you to work out on your own.[/TARGET] Teacher: Do not use these numbers. Teacher: Yes? Student: [Inaudible].
Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you.  [TARGET]Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now.[/TARGET] Teacher: Student J, that goes for everybody in this group. Teacher: I'll take it. Student: [Inaudible]
Teacher: We have five minutes. Teacher: I don't want to hear a word. Teacher: Let's see who can do this without Student A, can [inaudible] stop talking [inaudible] that back row.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Get out your math calendar. Teacher: It was homework last night, okay? Teacher: Just sit down.
Teacher: We have one step to solve this problem. Teacher: X plus 14 equals 25. Teacher: What is the first step we gotta do?  [TARGET]Teacher: What should you be paying attention to?[/TARGET] Teacher: Student E? Student: You have to pay attention to the addition sign? Teacher: All right.
Teacher: We have tan rhombuses. Teacher: What else do we have? Teacher: Are those our only options?  [TARGET]Teacher: Can I finish talking?[/TARGET] Teacher: Put your hand down. Teacher: Okay. Teacher: So you need to figure out.
Teacher: We have to go on. Teacher: You get partial credit. Teacher: Have a seat.  [TARGET]Teacher: Remember guys, this is my way to know - Student N, I am talking.[/TARGET] Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't.
Teacher: We have to move now. Teacher: Who's A here? Student: Me.  [TARGET]Teacher: Who's A and who's B?[/TARGET] Teacher: You join them over here please. Teacher: You are C. Student: Do we have to do the test again?
Teacher: We have two things that we still have to do. Teacher: Okay? Student: 'Cause we got [inaudible]  [TARGET]Teacher: Shhh.[/TARGET] Teacher: We do. Teacher: Five. Teacher: Student M, sit down, son, what are you doing?
Teacher: We haven't done the number yet. Teacher: How many dashes do we need? Teacher: How many places?  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Five digit number. Teacher: Look at where your comma goes. Teacher: 1, 2, 3.
Teacher: We just did that tog. Teacher: [Crosstalk among students] Teacher: All right, okay, hold off.  [TARGET]Teacher: So Student A, make sure you have a place to sit.[/TARGET] Teacher: Student J. Teacher: [Crosstalk among students] Teacher: Student J, sitting in a chair.