stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Aw, come on, folks. Student: I did. Teacher: No, you didn't Student J.  [TARGET]Teacher: You paused.[/TARGET] Teacher: All right. Teacher: You look on the number line. Teacher: All right?
Teacher: Axis labels, right, and a title. Teacher: Choose an appropriate title for your graph. Teacher: You may get started.  [TARGET]Teacher: I'm going to come give you your paper.[/TARGET] Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it? Teacher: I would probably start with what do we know based on that chart, or report, and a ruler.
Teacher: B is reading the questions and A is answering the questions right now. Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk]  [TARGET]Teacher: Everybody stop at this time.[/TARGET] Teacher: Everybody stop, 1 and 2. Teacher: We should get our pencils now. Teacher: [Crosstalk]
Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk] Teacher: Everybody stop at this time.  [TARGET]Teacher: Everybody stop, 1 and 2.[/TARGET] Teacher: We should get our pencils now. Teacher: [Crosstalk] Teacher: [Crosstalk]
Teacher: B will start reading the questions now, and A will now answer the questions. Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk]  [TARGET]Teacher: B is reading the questions.[/TARGET] Teacher: B is reading the questions and A is answering the questions right now. Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk]
Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk] Teacher: B is reading the questions.  [TARGET]Teacher: B is reading the questions and A is answering the questions right now.[/TARGET] Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk] Teacher: Everybody stop at this time.
Teacher: Back to your seat. Student: Oh my gosh, you're giving me all this. Student: I swear in here.  [TARGET]Teacher: Put your leg down, Student C, please.[/TARGET] Teacher: Student T, turn around and face me and leave him alone. Student: [Inaudible]. Student: Shut up, Student T.
Teacher: Be careful. Teacher: If we have time today I'm going to sit down with you because I want you to do your independent practice. Teacher: [Inaudible].  [TARGET]Teacher: Why don't you stay right here, work with this again?[/TARGET] Teacher: Erase that. Teacher: Try this one for me please, sir. Teacher: Good.
Teacher: Be patient with me. Teacher: Let me find what I'm looking for. Teacher: Hold on.  [TARGET]Teacher: Don't flick your tongue at me.[/TARGET] Teacher: That's rude. Teacher: I don't like it. Teacher: Someone did it when I said hold on.
Teacher: Because I only have 30 rows going down. Teacher: I can't do 35 on that paper. Teacher: So we're gonna count down 23.  [TARGET]Teacher: Now you guys are gonna do a problem in just a minute.[/TARGET] Teacher: I do have 35 that way. Teacher: So I don't have to count every little box, do I? Student: No.
Teacher: Because I'm pretty sure Student B understands this. Teacher: Wait. Teacher: Wait.  [TARGET]Teacher: Stop.[/TARGET] Teacher: I put the two of you together for a reason, okay? Teacher: And you're really not working together. Teacher: I want you to go back.
Teacher: Because it does not include the actual size of the box. Teacher: Well, I'm looking at a student who does not have any labels on his line plot. Teacher: I don't understand why - how that could happen.  [TARGET]Teacher: If I'm up here and you're at your desks, no rulers.[/TARGET] Teacher: We don't need that. Teacher: So you can put that in your desk, thank you. Teacher: So we have about four more minutes.
Teacher: Because it's all on videotape. Teacher: Student K, go sit down and don't walk across the front. Teacher: Walk in the back of this, okay, of the camera.  [TARGET]Teacher: I'm not doing the videotaping.[/TARGET] Teacher: [Crosstalk] Teacher: I'll be right there. Teacher: Put that away right now.
Teacher: Because it's in the tens? Teacher: Put it down. Teacher: What do you tell me now?  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student T, let me see what you did. Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5?
Teacher: Because it's still a positive number. Student: Oh. Student: [Inaudible].  [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible] you point to the number that's [inaudible]. Teacher: You point to the number that's lowest. Teacher: That is not what I said.
Teacher: Because of the commutative property - can everyone say that? Multiple Students: [Multiple comments] Teacher: Okay.  [TARGET]Teacher: Student E, turn to Student A.[/TARGET] Teacher: Student D, turn to Student B. Teacher: Student C, turn to Student F.  Student F, are you listening? Teacher: First step of listening is looking.
Teacher: Because sometimes our squares - our little boxes - aren't always the same, so we stop. Teacher: And then Student V, what should I do? Teacher: Connect this corner to the bottom, right.  [TARGET]Teacher: Stop and concentrate.[/TARGET] Teacher: Okay, where is my next corner? Teacher: And bring my line down. Teacher: Student S, what about this one?
Teacher: Because that would be considered cheating. Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet.  [TARGET]Teacher: You better count out so that we can go look at the board.[/TARGET] Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63.
Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up.  [TARGET]Teacher: Student M, watch.[/TARGET] Teacher: Six goes into two - stop, you're fine. Teacher: You're fine. Teacher: This is a non-threatening environment.
Teacher: Because they want a percentage and [inaudible] the fraction. Teacher: You're [inaudible] the boys. Teacher: You get your fraction then the percentage, do the same thing with boys, and then you compare [inaudible].  [TARGET]Teacher: Sit down.[/TARGET] Student: Sit down. Teacher: Sit down. Teacher: Sit down.
Teacher: Because they're going to be listening. Teacher: They're sitting in a lab right now, deep in an underground facility. Teacher: Okay, as you are talking I'm going to ask you to have a seat.  [TARGET]Teacher: Five.[/TARGET] Teacher: Four. Teacher: Three. Teacher: Two.
Teacher: Because what does that mean you're going to do? Student: [Inaudible]. Student: Do nothing.  [TARGET]Teacher: You're not going to do anything.[/TARGET] Student: I think you have to [inaudible]. Teacher: You just have to what? Student: I think you just have to use paper clips.
Teacher: Because why will the problem be a slam dunk? Teacher: Why? Teacher: [Crosstalk]  [TARGET]Teacher: I haven't heard from you Student F.[/TARGET] Student: Because we already know how to add different denominators. Teacher: Why is that going to be our slam dunk? Student: Because we know how to add different denominators.
Teacher: Because why? Teacher: Yes you do know. Teacher: Sit up.  [TARGET]Teacher: Because why?[/TARGET] Teacher: They just told you. Teacher: Because why? Student: I wasn't paying attention.
Teacher: Because you have started paying attention - what is that? Teacher: You don't eat peanuts? Student: I don't like it.  [TARGET]Teacher: Student A, sit down and stop fooling around, please.[/TARGET] Teacher: Let me have it. Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible].
Teacher: Because you started running that's why she started chasing you. Teacher: I was here. Multiple Students: She got him, she got him first.  [TARGET]Teacher: Ms. [Inaudible] is here.[/TARGET] Student: She [Inaudible] Teacher: What you got is, I'm here to help you. Teacher: Student J stop!
Teacher: Because you were working on a different problem, right? Teacher: Okay following directions, my friends, is going to be your greatest asset to learning Math this year. Teacher: Listening and understanding happens when you follow my directions, okay?  [TARGET]Teacher: You guys have to learn to take that responsibility because it's not going to be acceptable any more this year for not following directions of your teachers.[/TARGET] Teacher: You understand? Student: Yes. Teacher: Okay.
Teacher: Because you're not putting it back in. Teacher: You're not paying attention to me. Teacher: Put it back in.  [TARGET]Teacher: Take your hands off of it.[/TARGET] Teacher: So I should not hear the sound of the bar [inaudible] back into it. Teacher: You don't need to remove the bar for what we're going to do, necessarily, although it might help. Teacher: [Silence].
Teacher: Because, 15 minus 2 is 3. Teacher: And, I dropped the zero. Teacher: Okay.  [TARGET]Teacher: When you're done, you're pencils are gonna be down, just so I know.[/TARGET] Student: I don't got my own paper. Teacher: All right, you need to share with somebody. Teacher: I didn't have enough.
Teacher: Because, I'm just doing it to help you guys with it. Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down.  [TARGET]Teacher: You could write it, just erase it.[/TARGET] Teacher: You have enough room. Teacher: You have enough room to keep going. Teacher: That's fine.
Teacher: Before I begin with the order of operations, Student A, [inaudible]. Teacher: [Laughter]. Multiple Students: [Crosstalk].  [TARGET]Teacher: Student J, I need you to focus.[/TARGET] Student: Yes? Teacher: The order of operations. Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation.
Teacher: Before we move on let's look at our objectives for today. Teacher: Our content objective. Teacher: Who can read what we are doing today?  [TARGET]Teacher: Nice and loud.[/TARGET] Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. Teacher: Perfect.
Teacher: Begin. Teacher: [Students working loudly in groups]. Teacher: [Inaudible].  [TARGET]Teacher: I said [inaudible] you weren't' here, but you [inaudible].[/TARGET] Teacher: Why are you up, Student D? Teacher: We did that part. Student: I told you.
Teacher: Beside size of angles, why don't you write degrees so we know you're not talking about temperature. Teacher: Everybody be sure you get this list down because these are the attributes we use, and these are the attributes you're going to use when you're grouping other angles. Teacher: Get that written down and I'll show you what you're going to do.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let me get back here, if I can find it. Teacher: Excuse me. Teacher: Okay.
Teacher: Bigger. Teacher: All right, so what we have - Teacher: [Crosstalk]  [TARGET]Teacher: Student S, please stop talking.[/TARGET] Student: Is four-fifths equal into [inaudible]? Teacher: Is four-fifths equal then to two-thirds? Teacher: And yeah, that's a question.
Teacher: Bless you. Teacher: Hello? Teacher: Sit anywhere.  [TARGET]Teacher: Leave him alone.[/TARGET] Teacher: Sit. Teacher: Student D, I don't have to wait for you, do I? Teacher: Move over there.
Teacher: Blue hat. Teacher: And you'll be yellow, so circle yellow. Teacher: You circle blue.  [TARGET]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. 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: Blue in the A bag, yellow in the B bag. Teacher: 10, 9, 8 - [inaudible] - 7, 6, 5, 4, 3, 2 - Student G, and Student J, sit down. Teacher: I know.  [TARGET]Teacher: Student J, if I were you, I would ignore Student K, because you're going to get yourself in trouble.[/TARGET] Teacher: Your mother will not be happy. Teacher: I know you don't want that. Teacher: Before you did this you practiced.
Teacher: Both of those are up there twice, so my mode would be 200 and 500. Teacher: Then range. Teacher: Someone tell me how to find the range.  [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Stop shouting out. Teacher: Student I, how would I find my range? Student: Subtract the lowest number from the highest number.
Teacher: Both. Teacher: So here's the first task. Teacher: It's called, "What is an ounce?"  And that's the title you put in your box number one.  [TARGET]Teacher: Waiting for team 5 over there.[/TARGET] Teacher: Thank you. Teacher: For this one you're going to have a two-column chart and you're going to actually find some things that each of you think weighs an ounce. Teacher: Are we talking about big things or little things?
Teacher: Boy. Teacher: What do you think I should have done that first time? Student: [Inaudible]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student M, what do you think I should have done that first time? Student: Got a smaller number. Teacher: Multiplied it by a smaller number.
Teacher: Boys and girls I need you to lower your voices. Teacher: Shhh. Teacher: 3, 2, 1.  [TARGET]Teacher: I want all eyes on me.[/TARGET] Teacher: Boys and girls you're working nicely all I hear is math talk that's great. Teacher: But your voices are too loud. Teacher: I can barely hear the person I'm talking to because everyone is choosing to use loud voices.
Teacher: Boys and girls, everyone should have their name and date on the paper. Teacher: Can you sit correctly please? Teacher: Thank you.  [TARGET]Teacher: Let's get ourselves focused.[/TARGET] Teacher: We have our chart at the front of the room. Teacher: Do I need to move this box towards the chart Mrs. S? Student: Turn the box.
Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph.  [TARGET]Teacher: I have a protractor for each one of you.[/TARGET] Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor.
Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph. Teacher: I have a protractor for each one of you.  [TARGET]Teacher: 2, 4, 6, 8, 10.[/TARGET] Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper.
Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph. Teacher: I have a protractor for each one of you. Teacher: 2, 4, 6, 8, 10.  [TARGET]Teacher: Is that right for your side?[/TARGET] Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper. Teacher: I just want you to figure out how you should draw a circle using a protractor.
Teacher: Boys and girls, today, we are going to do a review lesson, probably, from all the way back to, maybe, third grade for you, but we're gonna do it Teacher B's style. Teacher: And so, we're going to learn a mnemonic device for the following. Teacher: I need - A, please don't go anywhere.  [TARGET]Teacher: Let's take A back up there.[/TARGET] Teacher: There we go. Teacher: All right. Student: [Inaudible.]
Teacher: Boys and girls, whatever fraction you're trying to figure out the decimal for, you need to write it down on your board. Teacher: All you're showing me is division. Teacher: I don't know what your fraction was to start out with.  [TARGET]Teacher: Once you're done, don't show me.[/TARGET] Teacher: Just wait. Teacher: 1 times 2 is 3? Student: 1 plus 2.
Teacher: Boys at the back, I hear a lot of non-math talk. Teacher: Expectation is that you're working on this pink paper. Teacher: This can go away, please.  [TARGET]Teacher: I'll take this because it's only becoming a distraction.[/TARGET] Teacher: Away, please. Teacher: Listen to my directions and follow them, please. Teacher: Number eight, put that up there, Student J.  I mean, number nine.
Teacher: Boys, is it done? Multiple Students: Yes. Teacher: Okay, Student A, is it done?  [TARGET]Teacher: Okay, then Student A, wait for me in the hall please so we can talk about it, but I want to get everybody else started.[/TARGET] Teacher: Okay, so these tangrams you are going to have to  open up. Teacher: Okay, you are going to have to open up the little bags. Teacher: That's fine, okay, so we are using the tangrams.
Teacher: Bring down. Teacher: Okay, so everybody should be here, and let's stop. Teacher: So the next thing that we see is 49, okay?  [TARGET]Teacher: Does everybody see that?[/TARGET] Teacher: So here is step one, we did that one. Teacher: Now we're on step two. Teacher: Do it again.
Teacher: Bring it, just in case you need to write anything down while we're here. Teacher: I'm going to count down from five. Teacher: My friends who are coming in from outside are moving to Independent.  [TARGET]Teacher: If you could, just sit at that table so that I'm not distracting you.[/TARGET] Teacher: My friends who were just with me are partnering up and heading out into the hallway. Student: Miss P? Teacher: I'm going to count down from five and I'd like everybody to be in their places.
Teacher: Bring it. Teacher: Let me help you. Teacher: Give me.  [TARGET]Teacher: Let me give you a piece of foam.[/TARGET] Teacher: Student C, sit down. Teacher: Get to your workbook, this folder. Teacher: Look and see.
Teacher: Bring me down. Teacher: Somebody stopped, right there. Teacher: And tried checking with cousin Mike.  [TARGET]Teacher: How can we not check with cousin Mike, yet?[/TARGET] Teacher: There's still what? Teacher: Student J? Student: [Inaudible].
Teacher: Bring your one fourth down and put it where it belongs. Teacher: What about three fourths? Teacher: Come on guys.  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Who has three fourths? Teacher: Pay attention and put it where it belongs. Teacher: His group needs to help him out.
Teacher: But I have three of these. Teacher: How many is it? Student: 12  [TARGET]Teacher: She is not even looking.[/TARGET] Teacher: You're not even looking up there. Student: Three. Teacher: Look, look, look, look.
Teacher: But I have three of these. Teacher: How many is it? Student: 12.  [TARGET]Teacher: She is not even looking.[/TARGET] Teacher: You're not even looking up there. Student: Three. Teacher: Look, look, look, look.
Teacher: But I'm gonna go ahead and draw one for you, okay? Teacher: And it might - it might or might not give you enough. Teacher: Here you go, buddy.  [TARGET]Teacher: While Student B is doing that, I want you guys to pay attention.[/TARGET] Teacher: Watch his math. Teacher: Let's go ahead and put our writing away. Teacher: Thanks, buddy.
Teacher: But explain this. Student: At the bottom it's 10 times 4 equals 10 divided by 2 equals 5 and 4 times 2 equals 8. Teacher: Okay.  [TARGET]Teacher: Student D.  I'm sorry.[/TARGET] Student: I put - Teacher: Stop moving around. Teacher: You're listening.
Teacher: But get straight. Teacher: You're driving me crazy. Student: I don't like being straight.  [TARGET]Teacher: Well, I like you to be straight 'cause when you're straight you're paying attention.[/TARGET] Student: I really still don't pay attention. Teacher: Okay. Teacher: But that's not really for me.
Teacher: But here - okay. Student: You want me to hold this part? Teacher: No.  [TARGET]Teacher: Here, take that off.[/TARGET] Teacher: So there and there, and I take and I go all the way around. Teacher: Do you think that if I go all the way around that this whole string is gonna fit perfectly all the way? Multiple Students: No.
Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you.  [TARGET]Teacher: We can get through it together if you show me what you don't know.[/TARGET] Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits.
Teacher: But if you can solve number one guys I'm gonna ask my principal to give me a raise. Teacher: Okay? Teacher: [Inaudible]  [TARGET]Teacher: No, no, no.[/TARGET] Teacher: Solve problem number two. Teacher: Okay. Teacher: We got three more minutes left to solve problem number two.
Teacher: But is there a remainder? Multiple Students: No. Teacher: No.  [TARGET]Teacher: So, Rover is taking a nap.[/TARGET] Student: Then we use [inaudible]. Teacher: Good idea. Teacher: We followed DMSBR all the way through three different times to get 108.
Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody. Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to.  [TARGET]Teacher: But if you - now, I'm gonna walk around and see.[/TARGET] Teacher: All right. Student: I started - Teacher: I know.
Teacher: But remember, next time we do this, I want you to write down the reasons why, okay? Teacher: Because the whole idea about this is that we're thinking mathematically. Teacher: Even if you are acting, which is fine.  [TARGET]Teacher: I don't care that you put all that stuff up there.[/TARGET] Teacher: I don't care if some of them were a joke, as long as you're thinking about it mathematically and you can come up with a reason why you would say that. Teacher: Okay? Teacher: So just next time we'll do that a little bit better.
Teacher: But right now - Teacher: [Crosstalk] Teacher: Okay, boys, please stop that.  [TARGET]Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around.[/TARGET] Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job.
Teacher: But that is not what this will be. Teacher: If you do what I asked you to do, you would be taking this off, right, getting rid of this. Student: And putting it over there.  [TARGET]Teacher: And you'd be putting it over here.[/TARGET] Teacher: Is that a square? Student: Yeah. Teacher: Really?
Teacher: But the thing that I'm saying is that we should be able to move on from that. Teacher: Okay. Teacher: Because this is math time right now and we don't have time to be throwing paper and being mad at people, okay?  [TARGET]Teacher: Can you let it go and get over it?[/TARGET] Teacher: Or is this going to continue to distract you from your learning? Student: It's going to continue to distract me. Teacher: Okay, then I am going to keep you out here then and when you are ready and feel-
Teacher: But then what did you have to look at, Student C? Teacher: Then what did you have to look at? Student: [Inaudible].  [TARGET]Teacher: Sh.[/TARGET] Teacher: Excuse me, sit please. Student: [Inaudible]. Teacher: Okay, so you figured that you need to go back and solve it yourself, right?
Teacher: But they're cut up in different slices. Teacher: Fourths, sixths, and eighths. Teacher: Anything else we know, Student D?  [TARGET]Teacher: Hold on a second, because students are not looking at you when you speak.[/TARGET] Teacher: That means you're listening. Student: We know we're dividing. Teacher: We're dividing and we're sharing, right?