stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: You're gonna get to. Teacher: Student N's gonna roll the die and I'm gonna give you a number, the number that he rolls. Teacher: And you get to pick.  [TARGET]Teacher: No, this is not a competitive game.[/TARGET] Teacher: So, I don't want you to think. Teacher: There's no right or wrong. Teacher: It's just an activity.
Teacher: You're gonna have to - if you don't have them, borrow from people around you. Teacher: The next one we're gonna model is what? Teacher: You've got one fourth.  [TARGET]Teacher: Everybody should have shaded in already.[/TARGET] Teacher: It doesn't take long to shade in. Teacher: That has to be shaded in this way. Teacher: One fourth horizontally.
Teacher: You're gonna need it. Student: Okay, I'll put it in front of me. Teacher: Thank you.  [TARGET]Teacher: Good job.[/TARGET] Teacher: All right. Teacher: So, in case you forgot what I said this morning. Teacher: We're gonna be doing division today.
Teacher: You're gonna put your name at the top and this is gonna have all of our problems on it. Teacher: Here, pass one back to Student E. Teacher: Can you actually go in the seat there so that you're facing the board?  [TARGET]Teacher: Student M, Student A, you're actually over there.[/TARGET] Teacher: Your pencils and your counters are over there. Teacher: Student M, you're gonna put to on the back table and, Student A and Student G are actually gonna grab their paper from there. Teacher: Student G, you have to sit in the chair like Student A is so he's facing the board.
Teacher: You're gonna three minutes. Teacher: [Students silently working] Teacher: Everybody stop at this time.  [TARGET]Teacher: All pencils down.[/TARGET] Teacher: I hope you have written your names. Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class.
Teacher: You're gonna write number one and we'll check our answer in a minute. Teacher: You should have written one and the answer. Student: [Inaudible]  [TARGET]Teacher: Nope, just write your answer.[/TARGET] Teacher: That's not your answer. Teacher: One fourth times one third? Teacher: Rethink that.
Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question. Teacher: A, everybody - I have the graph up here.  [TARGET]Teacher: You should just be looking on your sheet, really.[/TARGET] Teacher: A, fraction of students that choose orange. Teacher: Or chose orange. Student: It's 12 over 37.
Teacher: You're jumping way ahead. Teacher: The ship hasn't even sailed yet. Teacher: Some of you did read it but not everyone has.  [TARGET]Teacher: Student J, you need to sit up and sit closer to where you can see.[/TARGET] Teacher: This is not to scale. Teacher: I had to blow this up so everyone could see it. Teacher: This is not to scale.
Teacher: You're listening Student M was explaining. Teacher: What? Student: [Inaudible].  [TARGET]Teacher: Really Student B in the middle of math class?[/TARGET] Teacher: [Classroom chatter] Teacher: Okay, okay how far have we gotten here I'm a little concerned did we finish A? Student: Yeah.
Teacher: You're making arrays. Teacher: Okay. Teacher: On this side, it's right here.  [TARGET]Teacher: Don't hit that.[/TARGET] Teacher: Close the door please, guys. 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 messing it up. Teacher: [Crosstalk] Teacher: Now, you did so well in this.  [TARGET]Teacher: Now let me go into one of the problems on page nine - oh, no.[/TARGET] Teacher: No, let's go - Student: Page six. Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with.
Teacher: You're not even looking up there. Student: Three. Teacher: Look, look, look, look.  [TARGET]Teacher: Some people are not looking.[/TARGET] 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?
Teacher: You're not finding the area. Teacher: They already gave that to you. Teacher: You're not finding the perimeter.  [TARGET]Teacher: We're not even talking about that.[/TARGET] Teacher: What do they want you to figure out for part C? Teacher: What is the question? Student: What could be the length and -
Teacher: You're not going to bang it against the table. Teacher: You're not gonna throw it down at the table to roll it. Teacher: We roll dice by shaking it up in our hands and letting it roll on the table, okay?  [TARGET]Teacher: Student M and Student S, did I tell you all to touch that?[/TARGET] Multiple Students: [Crosstalk]. Teacher: Am I [inaudible] down today? Student: [Inaudible].
Teacher: You're not just going to quit here. Teacher: I'm not going to have you just sitting here. Teacher: This is what happened yesterday.  [TARGET]Teacher: Remember how you shut down yesterday?[/TARGET] Teacher: You've got to try. Teacher: You can ask me questions. Teacher: I want you to list the multiples, sweetie, of these two numbers.
Teacher: You're not labeling it. Teacher: Make sure you label the points with the coordinate when you actually plot them. Teacher: It would be what?  [TARGET]Teacher: Please have a seat.[/TARGET] Teacher: All right. Teacher: Plot up in here. Teacher: [End of Audio]
Teacher: You're not looking. Teacher: You are not looking. Teacher: [Crosstalk]  [TARGET]Teacher: See, I get you back.[/TARGET] Teacher: All right, see, one eighth and two eighths. Teacher: What do you think two eighths might be? Teacher: Oh, I'll take it back.
Teacher: You're not paying attention to me. Teacher: Put it back in. Teacher: Take your hands off of it.  [TARGET]Teacher: So I should not hear the sound of the bar [inaudible] back into it.[/TARGET] Teacher: You don't need to remove the bar for what we're going to do, necessarily, although it might help. Teacher: [Silence]. Teacher: All right, before we get to this - [silence].
Teacher: You're not paying attention, and when you don't pay attention, you definitely don't understand. Teacher: Can you switch seats with Student R? Teacher: Let's try the next one.  [TARGET]Teacher: Four - you don't shut down - and three ninths.[/TARGET] Teacher: Let me give you your steps. Teacher: Step one, you did it. Teacher: Step two, you're doing the problem, so write it down, 9 times 4.
Teacher: You're not sitting over there. Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat.  [TARGET]Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk.[/TARGET] Teacher: Those are your two options. Student: [Inaudible chatter] Teacher: All right.
Teacher: You're not supposed to have your phones here; you know this. Teacher: They are to be turned in. Teacher: Give it up.  [TARGET]Teacher: Did you turn it off?[/TARGET] Student: Mm-hmm. Teacher: All right. Teacher: Do not have this in the class again.
Teacher: You're part of this. Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper.  [TARGET]Teacher: I'm gonna put a problem on the board.[/TARGET] Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special.
Teacher: You're playing with a partner. Teacher: If you have five people in your group, there can be three people in your set. Teacher: Does everyone understand?  [TARGET]Teacher: Okay, this - these papers can go in the desk, and why don't you sit over there.[/TARGET] Teacher: This is put away. Student: Can I sit over there? Teacher: Right here.
Teacher: You're right. Teacher: The perimeter of your house is greater than the perimeter of your bedroom. Teacher: Let's find the perimeter of this surface if each square is equal to one foot.  [TARGET]Teacher: I hear some tapping.[/TARGET] Teacher: It needs to stop. Student: We just did this one. Student: Twenty-four.
Teacher: You're shading in what to model one fourth? Student: One. Teacher: One.  [TARGET]Teacher: Now - they're not working great.[/TARGET] Teacher: Here, use this one. Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third.
Teacher: You're shading two thirds. Teacher: This is one. Teacher: You've got to do two.  [TARGET]Teacher: You're behind.[/TARGET] Teacher: Okay, good. Teacher: Student J's journal looks great. Teacher: She's drawn her model.
Teacher: You're still starting off with 24. Student: Hi Student J! Student: [Counting]  [TARGET]Teacher: Can you go back to your seat please?[/TARGET] Student: She did it again! Teacher: Go back to your seats and leave her alone. Student: No!
Teacher: You're the boss, remember. Teacher: That's you. Teacher: I would say, okay, everyone.  [TARGET]Teacher: Let's look at what we have for part A.[/TARGET] Teacher: And then everyone read their part A.  and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, "Write this."  Okay? Teacher: I will give you guys fifteen minutes for this.
Teacher: You're to cover Shape B with what, Student L? Teacher: Student B? Student: One trapezoid.  [TARGET]Teacher: Student L, why aren't you with us?[/TARGET] Teacher: Go ahead, Student B. Student: One trapezoid, [inaudible]. Teacher: I'm sorry, let's wait.
Teacher: You're walking down the street, and you have ten dollars in your pocket. Teacher: Student R has the count of three to have a seat. Teacher: I'm already on two, because that's the second time I've asked you.  [TARGET]Teacher: If I have to ask you again, I will ask you to go and have a time-out.[/TARGET] Teacher: Negative nine? Teacher: So, you would give that person nine dollars, or they would give you two dollars. Student: I'd take the two dollars.
Teacher: You're working in groups. Teacher: Student S, move up. Teacher: Get your data [inaudible] book.  [TARGET]Teacher: Don't you see the camera is on, Student S?[/TARGET] Teacher: Where's - where's your book? Teacher: Turn around straight. Teacher: What are you doing, Student C?
Teacher: You're working on H, why don't you work on it together? Student: [inaudible] Teacher: Student C.  Read them when you are done for me.  [TARGET]Teacher: Read them when you are done.[/TARGET] Teacher: Read the [inaudible] Student: And then I've got to do that. Teacher: Where, what students?
Teacher: You've got nice things to say about people, don't you? Teacher: Yes, or no. Teacher: Okay, great to hear.  [TARGET]Teacher: Okay, who is my timekeeper?[/TARGET] Teacher: Then keep an eye on that clock. Teacher: Okay. Teacher: And then my other job is supply monitor.
Teacher: You've got one fourth. Teacher: Everybody should have shaded in already. Teacher: It doesn't take long to shade in.  [TARGET]Teacher: That has to be shaded in this way.[/TARGET] Teacher: One fourth horizontally. Teacher: There you go. Teacher: Have you shaded, Student K?
Teacher: You've got one minute. Teacher: [Long pause] Teacher: 30 seconds.  [TARGET]Teacher: 20 seconds.[/TARGET] Teacher: 10 seconds. Teacher: Three, two, one, drop your pencil. Teacher: [Crosstalk]
Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper.  [TARGET]Teacher: Let's get a new sheet of paper so you can start over.[/TARGET] Teacher: Okay, what do you need, Student A? Teacher: What are you looking for? Student: [Inaudible].
Teacher: You've got to value your education, students. Teacher: I'm sorry. Teacher: You have to value your education.  [TARGET]Teacher: Stop playing around.[/TARGET] Teacher: You need to get busy. Teacher: The median is the middle number. Teacher: Which one is your middle number?
Teacher: Zero. Teacher: Student T, [Inaudible]. Teacher: Excuse me.  [TARGET]Teacher: I'm hearing too many voices.[/TARGET] Teacher: Student T, work the entire problem out on the board. Teacher: But what did our question ask? Teacher: It said what do we do first?
Teacher: Zero. Teacher: You can play it. Teacher: Student G, sit up.  [TARGET]Teacher: You need to be sitting up.[/TARGET] Teacher: Student C, who's your partner? Teacher: Why aren't you over there? Teacher: That's the paper.
Teacher: [Background talking] Teacher: High five for a moment. Teacher: We just noticed something interesting.  [TARGET]Teacher: I need people seated.[/TARGET] Teacher: Thank you so much for following directions. Teacher: This is what Student D had done. Teacher: Does everybody have that on their paper?
Teacher: [Beep]. Teacher: Because they're going to be listening. Teacher: They're sitting in a lab right now, deep in an underground facility.  [TARGET]Teacher: Okay, as you are talking I'm going to ask you to have a seat.[/TARGET] Teacher: Five. Teacher: Four. Teacher: Three.
Teacher: [Clapping] Teacher: Boys and girls, how are we doing with these right now? Multiple Students: Good.  [TARGET]Teacher: So has everyone - excuse me.[/TARGET] Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. Teacher: Has everyone drawn the lines on their paper?
Teacher: [Clapping] Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you.  [TARGET]Teacher: You can continue working.[/TARGET] Teacher: Excuse me. Teacher: But who can tell me what did we learn about today in math? Teacher: What did we learn about?
Teacher: [Clapping]. Teacher: I'm sorry. Teacher: Okay, now you're looking.  [TARGET]Teacher: You're not touching.[/TARGET] Teacher: You're not feeling. Teacher: How many of you have extra saliva in your mouth, because your mouth is watering just looking at it? Teacher: Isn't that amazing that that does that?
Teacher: [Clapping]. Teacher: Oh, but that was [inaudible]. Teacher: Go back to your seat.  [TARGET]Teacher: Ladies.[/TARGET] Teacher: Ladies. Teacher: Young girls. Teacher: Okay.
Teacher: [Clapping]. Teacher: [Students returning to seats]. Teacher: Excuse me.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: The next group. Teacher: Let's go. Teacher: The next group.
Teacher: [Classroom noise] Teacher: Student A, come down here with Student E please. Teacher: Student C and Student M, please sit next to each other with your books open.  [TARGET]Teacher: And then we have Student H and - if you'd go sit or maybe go to the back.[/TARGET] Teacher: No, don't go back there, but come sit next to Student H with your book. Teacher: Who have I missed? Teacher: Come on up here next to her please.
Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. Teacher: I don't see any skirts right now in the class.  [TARGET]Teacher: Everybody, legs crossed and the rules of the class always apply.[/TARGET] Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop.
Teacher: [Cough]. Teacher: You three, sit over here. 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.[/TARGET] Teacher: It's just easier if I've got three tables instead of two. Teacher: Just point it at that. Teacher: It's on.
Teacher: [Counting] Student: You know what Student D! Student: [Student screaming at top of lungs]  [TARGET]Teacher: That's what I got -- All eyes, all eyes on the board please.[/TARGET] Teacher: All eyes on the board Student J please, thank you honey. Teacher: On the board please. Teacher: Are you reading a story to me?
Teacher: [Counts to 24] Student: That's mine here, SHUTUP! Student: [Class counts to 24 with teacher]  [TARGET]Teacher: Now Student J back to you again and we say that what would this be?[/TARGET] Teacher: Student S what would this be? Student: 6 Teacher: What would this part be I'm not talking about what is the size.
Teacher: [Cross talk] Student: Facts. Teacher: You're talking about facts?  [TARGET]Teacher: So are you the only one doing anything?[/TARGET] Teacher: They're just sitting here? Teacher: Okay, because I haven't seen you guys talking yet. Teacher: Thank me.
Teacher: [Crosstalk among students] Teacher: All right, okay, hold off. Teacher: So Student A, make sure you have a place to sit.  [TARGET]Teacher: Student J.[/TARGET] Teacher: [Crosstalk among students] Teacher: Student J, sitting in a chair. Teacher: I can't start my group till I see people are sitting down.
Teacher: [Crosstalk among students] Teacher: Back to you seat quickly please. Teacher: Shh, back to your seat.  [TARGET]Teacher: That way.[/TARGET] Teacher: Clearly you can't get through that way. Teacher: You're wasting your time. Student: [Inaudible] our regular seats?
Teacher: [Crosstalk among students] Teacher: Nope, she has hers, you have yours. Teacher: All right, we're ready to start.  [TARGET]Teacher: I need everyone sitting down.[/TARGET] Teacher: [Crosstalk among students] Student: I don't have a folder. Teacher: So many people are calling out and wasting our time.
Teacher: [Crosstalk among students] Teacher: Okay, 5, I think we have - 4. Teacher: I don't remember asking you to do anything yet, 3, 2.  [TARGET]Teacher: I'll wait for you.[/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: So who would like to tell me what they came up with as what is a polygon real quick?
Teacher: [Crosstalk among students] Teacher: Student J, sitting in a chair. Teacher: I can't start my group till I see people are sitting down.  [TARGET]Teacher: Student B.[/TARGET] Teacher: Student B, you're over here. Teacher: Come on. Student: I'm coming.
Teacher: [Crosstalk and excessive classroom noise] Teacher: Okay, now everybody look at the camera. Teacher: Make a funny face.  [TARGET]Teacher: Stay right here in your seat.[/TARGET] Teacher: Okay, now sit down. Teacher: Okay. Teacher: Come on, now let's sit down.
Teacher: [Crosstalk - classroom noise] Teacher: Everybody knows what they're gonna do today. Teacher: I'm gonna pass out your practice assessment.  [TARGET]Teacher: This is to be done - excuse me.[/TARGET] Teacher: We're no gonna start this again. Teacher: Put your hand down, dear. Teacher: Clear everything off your desk because we're gonna be switching.
Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please. Teacher: I've asked all of you [inaudible] three times already.  [TARGET]Teacher: Go to your seat please.[/TARGET] Teacher: So what number is the fifth? Teacher: What number is the fifth one? Teacher: [Crosstalk]
Teacher: [Crosstalk - excessive noise] Teacher: Hold on, hold on. Teacher: I know that was exciting.  [TARGET]Teacher: I do need you back with silence in 5, 4, 3, 2, 1.[/TARGET] Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions. Teacher: Okay. Teacher: If you understood number 10, that there are 6 halves in 3, you just divided fractions.
Teacher: [Crosstalk - excessive noise] Teacher: Write the problem down. Teacher: Write the problem down.  [TARGET]Teacher: Student M, I'm talking.[/TARGET] Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: Go on.
Teacher: [Crosstalk]  Student: [Inaudible] my textbook? Teacher: No, because we're going to work on the morning work first, since you guys were out with Teacher B.  [TARGET]Teacher: Student V and Student L, you're circles.[/TARGET] Teacher: You should be over here with me. Student: [Inaudible]. Teacher: Did you look on the board to make sure.
Teacher: [Crosstalk]  Teacher: All right, guys over there, can you separate yourselves, please? Teacher: Student D, you too.  [TARGET]Teacher: Student D and Student R.  [/TARGET] Teacher: All right, let's look at the trapezoid. Teacher: How much of the trapezoid - how many trapezoids - this is how you know. Teacher: How many trapezoids cover this shape?
Teacher: [Crosstalk]  Teacher: All right. Teacher: [Crosstalk]   [TARGET]Teacher: Are we listening?[/TARGET] Student: Yep. Student: [Inaudible] denominator, then you bring it [inaudible], then you write it down and then you put a line or whatever. Student: And then [inaudible].
Teacher: [Crosstalk]  Teacher: Hold on a second. Teacher: Can we pause this, only 'cause I'm having major technical difficulties with my board?  [TARGET]Teacher: So the kids are all silly anyway.[/TARGET] Teacher: We can turn it back on in a second. Teacher: I just - okay. Teacher: [Pause in audio]
Teacher: [Crosstalk]  Teacher: Not Student M.  Sorry, Student V.  I said what in the world? Student: [Inaudible].  [TARGET]Teacher: Okay, so don't - and no questions.[/TARGET] Teacher: Student J, you're my projector person. Teacher: Go ahead and pull down the screen for me, please. Teacher: Thank you.
Teacher: [Crosstalk] Student: 6, 12, 18, 24, 30, 36, 42. Teacher: So pay attention, Student P.  I need you sitting up.  [TARGET]Teacher: Look at me.[/TARGET] Teacher: If each of these folds is a multiple, right? Teacher: What is my third multiple? Student: 18.
Teacher: [Crosstalk] Student: All you have to do is add the zero. Student: You can do 3 times 9 and then add the zero.  [TARGET]Teacher: Shh.[/TARGET] Teacher: What if we do 29 times 30? Teacher: Zero times 9 is zero. Teacher: Zero times 2 is zero.
Teacher: [Crosstalk] Student: Can I get some water. Teacher: Yeah.  [TARGET]Teacher: Guys, after you draw your grid and add it up, go ahead and do the multiplication problem any way you want.[/TARGET] Teacher: You can do - Teacher: [Crosstalk] Teacher: Listen.
Teacher: [Crosstalk] Student: Can we use a compass? Teacher: No.  [TARGET]Teacher: You don't need a compass for anything.[/TARGET] Teacher: [Crosstalk] Student: I'd just use a pencil if you can't use a crayon. Student: She said you can use a pencil.
Teacher: [Crosstalk] Student: Do we have to work it out? Teacher: Yes, you have to work it out.  [TARGET]Teacher: Follow the chart right there.[/TARGET] Teacher: Write your numbers out. Teacher: [Inaudible]. Teacher: [Crosstalk]
Teacher: [Crosstalk] Student: I don't understand. Teacher: Okay, let's take a look, Student L.  [TARGET]Teacher: Student L, are you looking?[/TARGET] Teacher: So if I take - I want to make this just a rectangle, because I know how to find the area for that. Teacher: In order for me to make this a rectangle, I've got to take a piece off and add that same piece right back in another spot where it would fit perfectly. Teacher: So what I'm going to do, I see this.
Teacher: [Crosstalk] Student: One more, one more. Student: [Crosstalk]  [TARGET]Teacher: Hold on, hold on.[/TARGET] Teacher: Let me - let me - stop for a minute. Teacher: Look at Student D's. Teacher: Thank you.
Teacher: [Crosstalk] Student: Ruby gets six marbles. Teacher: Do you write a sentence?  [TARGET]Teacher: Let me see people write a sentence.[/TARGET] Teacher: The sentence is - how many marbles does Ruby get? Teacher: Ruby gets - Student: Six marbles.
Teacher: [Crosstalk] Student: Teacher, can I move from this laptop? Student: [Crosstalk]  [TARGET]Teacher: I have two separate sheets, and I've got a side A and a B.[/TARGET] Teacher: Remember that my first [inaudible] is I say flip when I say go. Teacher: Why do you think it's important that we - that we understand and know our math facts? Teacher: What would it help us with?
Teacher: [Crosstalk] Student: Teacher? Student: [Crosstalk]  [TARGET]Teacher: In the fourth grade?[/TARGET] Teacher: Under Teacher? Teacher: Where are you from? Student: [Inaudible].
Teacher: [Crosstalk] Student: What are we supposed to do? Teacher: No, not you.  [TARGET]Teacher: It's okay.[/TARGET] Teacher: Solve this math. Teacher: Let me give you your papers. Student: Why are you coughing?
Teacher: [Crosstalk] Student: [Inaudible]. Teacher: Okay, so we took our boxes and we split them to fours.  [TARGET]Teacher: Student E, do you want to take it from there?[/TARGET] Student: [Inaudible]. Student: We made one box out of three of them. Teacher: Yeah.
Teacher: [Crosstalk] Teacher: 22 times 31. Teacher: [Crosstalk]  [TARGET]Teacher: Guys, just a minute.[/TARGET] Teacher: I can't hear the question. Teacher: Student S. Student: How could the last one be 80?