stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: It's 2:00. Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves.  [TARGET]Teacher: Listen.[/TARGET] Teacher: What are you doing? Teacher: For what? Teacher: She didn't - it's not - go back over there.
Teacher: It's a decimal. Student: Eight doesn't have a right answer. Teacher: Can you talk it out?  [TARGET]Teacher: Keep talking it out.[/TARGET] Student: It's thousandths. Student: It's supposed to be a decimal. Teacher: It's tricky on purpose.
Teacher: It's a five-day week, so you have to turn in 12 of each. Teacher: Twelve division, twelve multiplication every day. Teacher: For Monday you need one lattice, one expanded, one expanded-in-the-box, and then three division the way we've been doing them.  [TARGET]Teacher: Sit down please.[/TARGET] Teacher: I'm not done. Teacher: I've asked you to sit down. Teacher: Tuesday you have to have three ... three multiplication.
Teacher: It's a group [inaudible]. Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong.  [TARGET]Teacher: [Inaudible] and you were not here.[/TARGET] Teacher: They already got the data. Teacher: How many people chose cakes? Teacher: Cookies?
Teacher: It's a lot easier to see if you use a crayon. Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler.  [TARGET]Teacher: You can go get a ruler.[/TARGET] Teacher: You know where they are. Teacher: [Crosstalk] Student: Can we use a compass?
Teacher: It's a rectangle, rectangles have opposite sides that match, that's a Teacher: 6. Teacher: Alright we're done with that.  [TARGET]Teacher: On 154 please sit up, thank you kindly.[/TARGET] Teacher: Number one we're gonna review they have the vocabulary words that we have gone over so let me have somebody come up. Teacher: A table could someone come up and draw me a table please let me get my sticks. Teacher: Put your hands down otherwise I'll keep calling the same people so everybody better be ready.
Teacher: It's a very long multiplication problem, guys, that I worked out yesterday. Teacher: I am going to - Student: Come on, turn it up.  [TARGET]Teacher: - turn this off.[/TARGET] Teacher: I'm going to turn this off. Teacher: Okay, all right. Teacher: Raise your hand if you have not completed the rest of this problem.
Teacher: It's a - we have a lot of time together. Teacher: I hope that another - someone else another day will have a chance. Multiple Students: [Crosstalk].  [TARGET]Teacher: Shh.[/TARGET] Student: What? Student: Question. Student: What do you mean by the backslash?
Teacher: It's about respect. Teacher: She's talking. Teacher: Excuse me.  [TARGET]Teacher: She's talking.[/TARGET] Teacher: Thank you. Student: We're learning how to add fractions. Teacher: All right.
Teacher: It's actually another kind of scale. Teacher: [Crosstalk] Teacher: I'm gonna wait.  [TARGET]Teacher: I'm gonna wait.[/TARGET] Teacher: You're on camera, by the way, just to let you know. Teacher: This is a balance scale. Teacher: And this, a lot of people just call it a bathroom scale.
Teacher: It's another rectangular prism. Teacher: Go ahead and do it. Teacher: Okay, you know your [inaudible], go ahead and build it.  [TARGET]Teacher: Shh.[/TARGET] Teacher: And while you're doing that, you're figuring out the - what are we figuring out, Student C? Student: The length and the area. Teacher: The overall - the area?
Teacher: It's close. Student: Every last thing on that board is - Teacher: Sit down.  [TARGET]Teacher: I'll come to you.[/TARGET] Teacher: You put this in - put it in again. Teacher: 10 Student: Okay, 10.
Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now. Student: Mr. A, this is what I got. Teacher: I'll check your work.  [TARGET]Teacher: Give me a second.[/TARGET] Teacher: Three, how'd you get that? Teacher: What number are you on? Teacher: Okay, first thing you have to do is you have to get the fraction, okay?
Teacher: It's gets one-tenth the size, right? Teacher: It's one-tenth as big. Multiple Students: [Crosstalk].  [TARGET]Teacher: Shh.[/TARGET] Multiple Students: [Crosstalk]. Teacher: Okay, so a decimal is just a little piece of a whole thing, right? Teacher: And every time you move to the right it gets how much smaller?
Teacher: It's going on now. Teacher: The camera? Student: Is it watching us?  [TARGET]Teacher: Stop Student A just concentrate on your math.[/TARGET] Teacher: Here we go you're gonna have 15 minutes. Teacher: I'll do it for you, I'll help you out. Teacher: [Pencil sharpens]
Teacher: It's going to be just like this. Teacher: So we'll go to your desk. Teacher: Copy the chart down.  [TARGET]Teacher: After you copy the chart down [inaudible] you do.[/TARGET] Student: [Inaudible]. Teacher: Any questions? Student: Nope.
Teacher: It's going to be practice workbook 6.5. Teacher: Go ahead and write it down. Teacher: Practice book, all.  [TARGET]Teacher: Cut your voices off.[/TARGET] Teacher: It is 6.5, all. Teacher: All would include the mixed review. Teacher: Okay.
Teacher: It's gonna be I'm gonna look at it to see if you understand. Teacher: [Side discussion] Teacher: Everybody should be getting out a blank sheet of paper.  [TARGET]Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes.[/TARGET] Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form.
Teacher: It's half of one fourth. Teacher: It's three pieces. Teacher: You people are not really paying attention.  [TARGET]Teacher: The same word or numbers, but they're not really looking.[/TARGET] Teacher: Like, Student G is not really - yeah. Teacher: Okay, Student J.  I know it's one and - Student: One eighth.
Teacher: It's his turn. Teacher: He's the king on the pedestal right now. Teacher: You're the citizen watching.  [TARGET]Teacher: This is your limitation of freedom of speech.[/TARGET] Teacher: All right. Teacher: Extend your lines and see. Teacher: Take each of your sides of your triangle and draw them past your triangle.
Teacher: It's humongous. Teacher: Well, my x-axis goes from 0 to 20. Teacher: My y-axis, oh, I forgot to move my hand again.  [TARGET]Teacher: I hate when I do that.[/TARGET] Teacher: My y- axis goes from 0 to 25. Teacher: Okay? Teacher: So, we're going to let Mr. D go up to the board right now.
Teacher: It's just practice. Teacher: Student A. Student: [Inaudible].  [TARGET]Teacher: Yeah, I'm gonna give you the problem.[/TARGET] Teacher: Can you pass them out please? Teacher: [Crosstalk] Teacher: Well this is called a picture.
Teacher: It's kind of difficult, but you'll get it. Teacher: Okay, I'm gonna - seven - Teacher: [Crosstalk]  [TARGET]Teacher: You have to do your multiplication website, yes.[/TARGET] Student: Okay. Student: But do we have to stay on that one game? Teacher: No.
Teacher: It's not even a math problem. Teacher: Does the question even make sense? Teacher: Of course, it doesn't.  [TARGET]Teacher: Okay, here we go, 'cause Teacher B, the grammar teacher, this makes me crazy.[/TARGET] Teacher: No, of course, it doesn't. Teacher: Negative, negative, hmm. Teacher: Let's just do this.
Teacher: It's not just my student, because if you're interacting with my students and I told you not to? Student: I'm not talking to him. Student: Yes [inaudible].  [TARGET]Teacher: That was an interaction.[/TARGET] Teacher: I don't care if it was talking. Teacher: I don't care what it was. Teacher: It was some kind of interaction that had you off-task, and him.
Teacher: It's not that difficult. Teacher: It seems kind of crazy and out there, but it's not that difficult. Teacher: You are going to know how to do this by the end of today.  [TARGET]Teacher: I need you listening and paying attention and not playing.[/TARGET] Teacher: Student E, do you want to come up and show us how you understood that? Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions. Teacher: [Crosstalk]
Teacher: It's not that you don't understand it. Teacher: It's that you don't want to do the work. Teacher: You've got to value your education, students.  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: You have to value your education. Teacher: Stop playing around. Teacher: You need to get busy.
Teacher: It's not the easiest thing to initially grab onto that's why I want us to take a good look at it. Teacher: Student M, will you get the lights? Teacher: Thank you.  [TARGET]Teacher: Watch this, excuse me, dear.[/TARGET] Teacher: Okay. Teacher: It says division is splitting into equal parts or groups and the result of it is fair sharing. Teacher: You've known that since you've had to divvy up Skittles with your friends and if someone doesn't get the same amount, somebody gets out of shape, right?
Teacher: It's okay guys, if you have it, don't be defensive. Teacher: Student T, no side talk. Teacher: Hold on.  [TARGET]Teacher: Guys, Student D is talking.[/TARGET] Teacher: Active listening on Student D. Student: I can prove that a square has more than four lines of symmetry. Teacher: Then you can do the challenge too.
Teacher: It's okay to take your time on things. Student: Um, I - Teacher: Okay.  [TARGET]Teacher: No, I want you to hold that.[/TARGET] Teacher: Okay, I looked at your answers. Teacher: I know who has what answers so I just need for you to pay attention now. Teacher: Okay, first of all, remember I told you this was a two-step process, right?
Teacher: It's part of the Harvard study. Teacher: Your parents didn't want you to be part of it. Student: Oh.  [TARGET]Teacher: That's why you have to go to Ms. J's room.[/TARGET] Student: I thought I was in trouble or something. Teacher: No, you're not in trouble sweetheart. Teacher: Ones are here.
Teacher: It's right. Teacher: Yeah, it's right. Teacher: Yeah, you're good.  [TARGET]Teacher: Do H, try and do H on your own.[/TARGET] Teacher: You've got the [inaudible]. Teacher: You can hold it. Teacher: [inaudible]  All right, if you need help with G look up - if you don't, go on to H.  H is a tricky one.
Teacher: It's sad. Teacher: And I don't know what you're doing with the board up to 12. Teacher: What are you doing?  [TARGET]Teacher: That's - why are you copying something that doesn't describe your graph?[/TARGET] Student: [Inaudible]. Teacher: Number one. Teacher: Your graph doesn't go up to [inaudible].
Teacher: It's scrolling slow, but you should know what it is because we worked on it yesterday too. Teacher: They're so demanding. Teacher: I clicked on the wrong box, sorry.  [TARGET]Teacher: Now they're going to yell at me because I made it too fast.[/TARGET] Multiple Students: [Inaudible] measures of weight. Teacher: Write your own answer. Teacher: Stop talking.
Teacher: It's the luck of the draw. Teacher: There's no rhyme or reason to it. Student: We would have gotten a tie.  [TARGET]Teacher: I need one of you to - Student J can you put the cards back in my red basket please?[/TARGET] Teacher: Can somebody collect the directions for me? Student: Two thirds. Student: Two thirds is equal -
Teacher: It's the only person ... king variable ... wants to be beside is his queen, the equals sign. Teacher: No one else, okay? Teacher: Everything else has to be on the other side of the queen, because they are just two good for those other numbers on the other sides, because they're king and queen.  [TARGET]Teacher: Stop [inaudible].[/TARGET] Teacher: And then rule number two is to do the same thing to the other side of the equation, okay? Teacher: Here's just another example. Teacher: If we have the equation X plus five equals 97.
Teacher: It's the same as the one that we just did together. Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. Teacher: You're not a turkey.  [TARGET]Teacher: You're finished.[/TARGET] Teacher: [Crosstalk] Teacher: No, you're right. Teacher: You're right so far.
Teacher: It's the same thing. Teacher: I'm just putting it in bullets instead of sentences. Teacher: So this is the rule for multiplying fractions.  [TARGET]Teacher: You need to have it in your math journal so you have it.[/TARGET] Teacher: I'll move on when everybody has this written down. Teacher: Multiply the numerators, multiply the denominators, write in the simplest form. Teacher: Three easy steps.
Teacher: It's three pieces. Teacher: You people are not really paying attention. Teacher: The same word or numbers, but they're not really looking.  [TARGET]Teacher: Like, Student G is not really - yeah.[/TARGET] Teacher: Okay, Student J.  I know it's one and - Student: One eighth. Teacher: One eighth.
Teacher: It's time to share. Teacher: Excuse me. Teacher: It's time to share.  [TARGET]Teacher: Student C, we're not doing that.[/TARGET] Teacher: We're sharing. Teacher: One. Teacher: Two.
Teacher: It's time to share. Teacher: Hurry up. Teacher: Write your [inaudible].  [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Put down your crayons. Teacher: It's time. Student: [Inaudible].
Teacher: It's time to share. Teacher: Student C, we're not doing that. Teacher: We're sharing.  [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Everybody should be finished. Teacher: Student D, are you through?
Teacher: It's time. Student: [Inaudible]. Teacher: It's time to share.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: It's time to share. Teacher: Student C, we're not doing that. Teacher: We're sharing.
Teacher: It's two tenths. Teacher: Okay. Teacher: All right.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You can do your exit slip. Teacher: Excuse me. Teacher: You're going to do the exit slip.
Teacher: It's usually something that takes some thought. Teacher: It's not going to be a multiple choice, "What shape is this?"  Okay. Teacher: It won't be anything like that.  [TARGET]Teacher: I want all eyes up here on our scoring rubric.[/TARGET] Teacher: Before we even look at our question, let's just see how we are going to get a four. Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. Teacher: Let's look at four.
Teacher: It's very similar to this. Teacher: You have zero point four times two. Teacher: Who can tell me what the answer would be?  [TARGET]Teacher: Someone besides Student S.  Student E?[/TARGET] Student: Zero point eight? Teacher: Zero point eight. Teacher: How'd you know it was zero point eight?
Teacher: It's zero. Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310?  [TARGET]Teacher: Look here.[/TARGET] Teacher: Look here. Teacher: Please, whisper it in my ear. Student: [inaudible]
Teacher: I'll be there in a minute. Teacher: You need to think about your multiples of three and your multiples of two and find-what are you doing? Teacher: No, sit down.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: And find-say or write your multiples of three and your multiples of two here or like Mrs. M taught you, you could do three times one, three times two, three-until you find one that's the same or you could just look at it- Student: I know it off the top of my head. Teacher: What is it?
Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question.  [TARGET]Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color?[/TARGET] Teacher: Show me the work. Student: On what? Teacher: On your graph paper.
Teacher: I'll check your work. Teacher: Give me a second. Teacher: Three, how'd you get that?  [TARGET]Teacher: What number are you on?[/TARGET] Teacher: Okay, first thing you have to do is you have to get the fraction, okay? Teacher: Get the fraction. Teacher: So how many boys chose orange?
Teacher: I'll do it for you, I'll help you out. Teacher: [Pencil sharpens] Teacher: Here you go.  [TARGET]Teacher: Shh just listen maybe open your ears.[/TARGET] Student: Yeah 2 times 5 is ten. Student: You're wrong. Teacher: I love the way you guys are sharing it's one of the only groups that I can hear where people are talking only one person and the rest are listening.
Teacher: I'll find where it is. Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here.  [TARGET]Teacher: All eyes here.[/TARGET] Teacher: All eyes here. Teacher: Student X, put your chair legs down. Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10.
Teacher: I'll give you a minute and then you can come up. Teacher: Look at where it is on the X axis first, then look at if it's located on the Y axis. Teacher: Look and see, is it positive or negative?  [TARGET]Teacher: Don't yell it out.[/TARGET] Teacher: Student I, come on up. Teacher: So what would be what? Teacher: No, don't.
Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself.  [TARGET]Teacher: Then pair.[/TARGET] Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers.
Teacher: I'll have something for you in just a minute. Teacher: Okay, I'll be there in just a moment, Student L.  All eyes on me. Multiple Students: All eyes on you.  [TARGET]Teacher: It's beginning to get a little loud.[/TARGET] Teacher: If I mark this by circling it, or something like that I want you to go back and look at it. Teacher: The 'x's [or] circles. Teacher: Go back and revisit that.
Teacher: I'll have to get another one. Teacher: Number 9 - Teacher: [Crosstalk]  [TARGET]Teacher: This is not the signal.[/TARGET] Teacher: This is the signal for - please. Teacher: How many 9s in 81? Multiple Students: 9
Teacher: I'll help you. Student: What is this? Teacher: Bring it.  [TARGET]Teacher: Let me help you.[/TARGET] Teacher: Give me. Teacher: Let me give you a piece of foam. Teacher: Student C, sit down.
Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this.  [TARGET]Teacher: It's just what we went over.[/TARGET] Teacher: I don't know why I'm hearing voices over here. Student: Teacher S? Student: Can the camera see us?
Teacher: I'll know you're finished when your hands are empty like Student S over here. Teacher: Thank you. Teacher: All right, so what you're going to do - I'm sorry, pencils are down.  [TARGET]Teacher: I'm over here, so show me that you're listening.[/TARGET] Teacher: Thank you, nice job. Teacher: I've got 4 out of 5 teams completely with me. Teacher: You are going to get one of these papers at your team, just one, and your team's reader is going to be in charge of this paper, so that they can do their job.
Teacher: I'll pay you no mind. Teacher: I'm still talking about that 12. Student: I should have got that in my book and I said it.  [TARGET]Teacher: I heard you whispering but then I promise Student J walk around here nobody else had their hand up.[/TARGET] Teacher: Then timidly, timidly you were like so by then I was like don't nobody know the answer. Student: No cause everybody knew it, everybody knew the answer. Student: Then you said raise your hand and give me a minute!
Teacher: I'll say each one twice and then you will write down the answers. Teacher: Please don't ask me if you didn't hear. Teacher: Make sure you're listening and paying attention so that you do hear me.  [TARGET]Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated.[/TARGET] Teacher: Any questions about Mental Math? Multiple Students: No. Teacher: All right.
Teacher: I'll take them for you. Student: I know it now. Teacher: Student D it was on Student D he went to the bathroom.  [TARGET]Teacher: Student D is not here.[/TARGET] Teacher: We go back. Teacher: Where a row and a column meet. Teacher: Place where a row and a column-that's good baby.
Teacher: I'll tell you what page. Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10.  [TARGET]Teacher: But we'll do about three.[/TARGET] Teacher: All right, five - Student: And six. Teacher: And six.
Teacher: I'll tell you when to start [inaudible], okay? Teacher: When you get your paper [inaudible], make sure you put your name on it. Teacher: [Pencil sharpening].  [TARGET]Teacher: [Inaudible] to say silence in here.[/TARGET] Teacher: Yes [inaudible]? Student: [Inaudible]. Teacher: [Inaudible].
Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait. Teacher: Student K? Student: You said this was our test for [inaudible].  [TARGET]Teacher: It is a test.[/TARGET] Teacher: So here we go. Teacher: If you missed zero to six, raise your hand. Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.
Teacher: I'll wait. Teacher: Listen. Teacher: You already - student R and Student B, stop.  [TARGET]Teacher: Everybody stop.[/TARGET] Teacher: I'm ready to tell - now stop. Teacher: You already gathered your information, right? Multiple Students: Yes.
Teacher: I'll wait. Teacher: Shh. Teacher: I'm looking to see if my back table's ready.  [TARGET]Teacher: Turn around, please.[/TARGET] Teacher: Put your thumb up if you're ready to move on. Teacher: Shh. Teacher: Student S, how many numbers are in my first number?
Teacher: I'm actually getting ready to - this group, you guys are going to what, partner? Student: Yes. Teacher: Listen, when you go out in the hall for partner, if you will split yourselves up, make sure that you're using quiet voices.  [TARGET]Teacher: This last group's gotten a little loud out there.[/TARGET] Teacher: Student D, will you please let the group outside know to come on in. Teacher: My friends at Independent, if you'll please go put your paper at your seats and come join me. Student: The thing I didn't get was that it was like that, and then I turned it sideways.
Teacher: I'm almost finished with my first interview. Teacher: If I could fit in more than three, I will. Teacher: So it's a little bit too loud.  [TARGET]Teacher: I'm having a hard time hearing Student B.[/TARGET] Teacher: So can you bring the noise level down, please? Multiple Students: Yes. Teacher: Thank you.
Teacher: I'm already at 6 which is more than 4 and I don't have a common denominator yet. Teacher: So what can I do? Teacher: Student M?  [TARGET]Teacher: Pay attention please, honey.[/TARGET] Teacher: Yes? Teacher: What do I do? Teacher: Go ahead.
Teacher: I'm also gonna open a window before we all [mess], 'cause it's really hot. Student: Yeah. Student: Don't look at me funny.  [TARGET]Teacher: Student E.[/TARGET] Student: [Inaudible]. Student: [Inaudible]. Teacher: Yeah.
Teacher: I'm always smart. Student: They're getting me bad. Teacher: Getting me bad.  [TARGET]Teacher: All right, now, listen carefully, listen.[/TARGET] Teacher: We have a different - different set, which is we were looking for - Student: One third. Teacher: How many in this set?
Teacher: I'm back. Teacher: [Crosstalk] Teacher: No, no, no.  [TARGET]Teacher: Let them - let them.[/TARGET] Teacher: [Crosstalk] Teacher: Somebody is ready. Teacher: Student M, Student O.
Teacher: I'm calling a couple at a time. Teacher: You all need to be looking to check for accuracy, because without looking I can see we have issues here. Teacher: These should be more evenly distributed.  [TARGET]Teacher: Somebody was not paying attention to where the halves were.[/TARGET] Teacher: Your numerator, for example, if you have three sixths, your numerator cannot be bigger than 3 and be less than half or less than 3 yet bigger than a half. Teacher: It doesn't make any sense. Teacher: So be looking and stop talking.