stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Erase the green line. Teacher: Do you see the purpose of what I'm doing here? Teacher: Now erase the vertical black line.  [TARGET]Teacher: Student C, step back.[/TARGET] Teacher: So did it work the way you wanted it? Teacher: Do you need to take a second attempt? Teacher: Student T, go back and assist him.
Teacher: Estimating is looking at something and taking what you know about it, and guessing where you think the answer will be, okay? Teacher: It's a guess. Teacher: So I don't want - as hard as it's going to be to turn off - turn off the solving part in your brain for right now, okay?  [TARGET]Teacher: Just shut it down.[/TARGET] Teacher: We're going to take the fraction - Student: [Inaudible]. Student: [Inaudible].
Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible]. Teacher: Thank you very much.  [TARGET]Teacher: What did you write down?[/TARGET] Student: I know [inaudible], Student: [Crosstalk] Student: 18
Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good.  [TARGET]Teacher: That means that you - I can at least see what steps you know and what steps you don't know.[/TARGET] Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? 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: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started. Teacher: Once you have the value [inaudible], raise your hand and I'll look at it.  [TARGET]Teacher: Student M, get started.[/TARGET] Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two. Teacher: Once you have number one and number two raise your hand, please.
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. Teacher: Excuse me.  [TARGET]Teacher: Let me get back here, if I can find it.[/TARGET] Teacher: Excuse me. Teacher: Okay. Teacher: You want me to write them bigger?
Teacher: Everybody can see it. Teacher: Student G, turn over a card. Teacher: Who's your partner?  [TARGET]Teacher: Get over there.[/TARGET] Teacher: This is math. Teacher: This is not cleaning up folks. Teacher: This is not throwing away paper.
Teacher: Everybody clean the slates right now. Teacher: You all did a wonderful job here. Teacher: Excuse me.  [TARGET]Teacher: You take your slate and move over here.[/TARGET] Teacher: Move over there right now please. Teacher: You go here. Teacher: Now everybody display your slate right now.
Teacher: Everybody go back to your seats. Teacher: Yes? Teacher: Turn around.  [TARGET]Teacher: It's all about following directions.[/TARGET] Teacher: [End of Audio]
Teacher: Everybody here is stepping back. Teacher: I want you to look at this. Teacher: This is your latest DBQ.  [TARGET]Teacher: I want you to look at this and tell me if this is a clear array, and you need to raise your hands for this, because we need to have a little bit of a discussion about this.[/TARGET] Teacher: You're going to either agree or disagree, and you're going to tell me why. Teacher: Student E, I said do not move anything, so you need to put that back where it was. Teacher: Thank you.
Teacher: Everybody is doing it. Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well.  [TARGET]Teacher: I can take a point back.[/TARGET] Teacher: Whatever you think. Teacher: You are working as a team. Teacher: I'm going to choose who is going to explain it.
Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible]. Teacher: Are you done?  [TARGET]Teacher: The people are going to watch you and see what you do.[/TARGET] Teacher: Student T, can you please do your math? Teacher: I know you can do it. Teacher: When you break the numbers up by breaking ones, then the tens - okay.
Teacher: Everybody look at the board and see what he's doing. Teacher: Where'd you get seven from? Student: Can I help you, bro?  [TARGET]Teacher: No, sit down.[/TARGET] Teacher: He's trying. Teacher: Sit down, thank you. Teacher: Is this answer right?
Teacher: Everybody look up here. Teacher: If you're having trouble, please look up here. Teacher: No, no, no, no, no.  [TARGET]Teacher: We're not gonna waste paper.[/TARGET] Teacher: Go sit down. Teacher: You can figure it out. Teacher: If you need to, guys, take your ruler and draw a line - draw two lines so that you've divided it into three sections.
Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here. Teacher: Don't be discouraged if you do not understand it immediately. Teacher: You guys have a chance to steal.  [TARGET]Teacher: Yes, you do.[/TARGET] Teacher: I didn't call you. Teacher: Raise your hand if you have a question. Teacher: Can you raise your hand?
Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on.  [TARGET]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. Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes.
Teacher: Everybody needs to have their own animal, because some of you don't have them. Teacher: I need really good listeners. Teacher: You need to pick up your animal and take it, please.  [TARGET]Teacher: Would you step back, please?[/TARGET] Teacher: I need the people on this side to stand up and pick up your animal or whatever it is you have. Teacher: You can roll it up and use it but it's going to be harder to use. Teacher: People back here stand up and push your chair in.
Teacher: Everybody pack up this center. Teacher: Everybody pack up this center. Teacher: Seat work.  [TARGET]Teacher: I know.[/TARGET] Teacher: Everyone get back to a seat. Teacher: We're about to take our multiplication test. Multiple Students: Yes.
Teacher: Everybody pack up this center. Teacher: Seat work. Teacher: I know.  [TARGET]Teacher: Everyone get back to a seat.[/TARGET] Teacher: We're about to take our multiplication test. Multiple Students: Yes. Multiple Students: [Crosstalk]
Teacher: Everybody pay attention. Teacher: You can erase the board. Student: The question I'm going to do right now is subtraction.  [TARGET]Teacher: Can we pay attention and see what Student J is doing?[/TARGET] Student: Mine was subtraction. Student: My number I did was number eight. Student: For number eight the question was three twelfths take away - what?
Teacher: Everybody put your crayons down. Teacher: [Crosstalk] Teacher: Just a minute.  [TARGET]Teacher: Put your crayons down.[/TARGET] Teacher: Look up here. Teacher: What do you notice is different about this grid than the other one? Student: Bigger.
Teacher: Everybody put your hands on your lap. Teacher: Student T will pick up the cubes. Teacher: Student C, I just gave directions, and you're not following direction.  [TARGET]Teacher: What did I just say to do?[/TARGET] Student: [Inaudible]. Teacher: Put your hands on your lap. Teacher: Student T will pick them up.
Teacher: Everybody right now, everyone, first warning. Teacher: There should be no talking. Teacher: This is you do time.  [TARGET]Teacher: You take a time out from the class now.[/TARGET] Teacher: [Inaudible]. Teacher: Can you show me the steps once you're done with it? Teacher: This is your final answer for number five?
Teacher: Everybody should be doing that. Teacher: Everyone should be doing this, everyone. Teacher: Student G, do you have an answer?  [TARGET]Teacher: Student G?[/TARGET] Student: Yeah. Teacher: Do you have an answer? Teacher: Student J, do you have an answer?
Teacher: Everybody should be getting out a blank sheet of paper. Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. Teacher: You need to take out your colored pencils.  [TARGET]Teacher: You're gonna be modeling these.[/TARGET] Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half.
Teacher: Everybody should be on number two, one half times one fourth. Teacher: [Side discussion] Teacher: Yes, you have to simplify.  [TARGET]Teacher: Okay, you should be on three, one third times three eighths.[/TARGET] Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it. Teacher: Show me three eighths.
Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table. Teacher: You have to draw it.  [TARGET]Teacher: You have to make a model.[/TARGET] Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling. Teacher: Make sure if you have an answer that you simplify that answer.
Teacher: Everybody should have a letter now, A and B. Teacher: If you are in a group of three, you have C.  Right now we have an equal number and everybody should have A and B. Teacher: We have to move now.  [TARGET]Teacher: Who's A here?[/TARGET] Student: Me. Teacher: Who's A and who's B? Teacher: You join them over here please.
Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper.  [TARGET]Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one.[/TARGET] Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction. Teacher: We are going to model an example first.
Teacher: Everybody should have their - I need you sitting up. Teacher: I need [inaudible]. Teacher: I need you to get going.  [TARGET]Teacher: You can't go back to Ms. R's class.[/TARGET] Teacher: All right. Teacher: So let's use our [inaudible]. Teacher: They're trying to plan a party for 25 people.
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.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. Teacher: What we're gonna do is let's look and let's look if you got the question right.
Teacher: Everybody stop. Teacher: Let's read at the same time. Teacher: Come to play.  [TARGET]Teacher: Come to this side.[/TARGET] Teacher: When you do the first one - come right here. Teacher: Everyone's playing. Teacher: Okay.
Teacher: Everybody to your seat. Teacher: [Teacher yelling]. Teacher: Didn't I say [inaudible]?  [TARGET]Teacher: You don't know [inaudible] and you move it.[/TARGET] Teacher: You're going to make it into one. Teacher: After you - over here. Teacher: After you get the information - Student J.
Teacher: Everybody understand how to play? Teacher: If you did one round just go ahead. Teacher: You're gonna [inaudible] Student T.  Student A you need to go right to her room.  [TARGET]Teacher: Don't stop to pick up other kids or anything.[/TARGET] Teacher: Go right to her room. Teacher: Everybody pretty excited about playing? Student: Yes.
Teacher: Everybody's gonna keep your four. Student: I forgot to hold them. Teacher: While you do that side, I'm over here.  [TARGET]Teacher: Put another chip on, Student C.  Not you, the other Student C.  Hold it.[/TARGET] Teacher: Put your four sticky notes, just like Student N has almost done, here she is. Teacher: She just has her four sticky notes on one sheet of paper. Teacher: The only thing you need to do is make sure you put a date.
Teacher: Everybody, I want you to pay close attention because we're gonna answer these together. Teacher: Turn around. Teacher: That's not helping him.  [TARGET]Teacher: That's doing it.[/TARGET] Teacher: I don't want anybody to put anything away. Teacher: I want everybody to be quiet because we're outta time. Teacher: I want everybody's papers on their desks.
Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes.  [TARGET]Teacher: I'm gonna give you one more minute and everybody will stop.[/TARGET] Teacher: Stop. Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions.
Teacher: Everybody. Teacher: Now. Teacher: Don't let me have to call your name.  [TARGET]Teacher: Did you hear what I said that when we're working on math, and you need to be there, not making disruptions for my students, here?[/TARGET] Teacher: All right, guys. Teacher: Up here you are finding the area of a circle, but all of these were - the circles were drawn for you. Teacher: So then, when they stopped drawing the circles, look, they went to the next section, right?
Teacher: Everybody. Teacher: What does brother say? Multiple Students: Bring me down.  [TARGET]Teacher: Oh, if you bring him down, Student C, he's not going to do this.[/TARGET] Teacher: He's going to do this. Teacher: Bring me down. Teacher: Right?
Teacher: Everyone has a copy of the rounding rap. Teacher: Student E and Student A can get those papers back, and your job was to round to the nearest 10. Teacher: We are going to say the rap for the first line.  [TARGET]Teacher: Remember that we are not talking.[/TARGET] Teacher: Student K, sit on your bottom, please. Teacher: Look what Student J did. Teacher: Find your place, look next door, 5 more greater, he added one more.
Teacher: Everyone has a pencil and is ready to go? Multiple Students: Yes. Multiple Students: [Crosstalk]  [TARGET]Teacher: Show me you're ready by closing your mouths and opening your ears.[/TARGET] Student: What did she just say? Teacher: Show me you're ready. Teacher: Number one, how many 2s are there in 10?
Teacher: Everyone in the class is up measuring except you all. Teacher: Stand up. Teacher: Let's go.  [TARGET]Teacher: I'm tired of your laziness.[/TARGET] Teacher: Let's go. Teacher: Sternum. Teacher: That's right here.
Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know.  [TARGET]Teacher: Let me see you working on this problem please.[/TARGET] Teacher: [Crosstalk] Teacher: Think about how we solved our first on by splitting in halves. Teacher: How can we do this?
Teacher: Everyone understand now? Teacher: All right. Teacher: There's no mode there.  [TARGET]Teacher: You'll waste more time.[/TARGET] Teacher: There is no mode. Teacher: Student V, you finished? Teacher: Come here.
Teacher: Everyone's playing. Teacher: Okay. Teacher: Student T, move over here.  [TARGET]Teacher: Give me the whole card.[/TARGET] Teacher: Stop whistling please. Teacher: You have used it two times. Student: No, one time.
Teacher: Everyone. Teacher: Excuse me. Teacher: Just because - let's say Student M goes.  [TARGET]Teacher: Just because he's working and trying to figure out if his two are equivalent does not mean you all sit there.[/TARGET] Teacher: Everyone works on the same one. Teacher: It just so happens that Student M flipped it over [cough], and if it is equivalent, he gets to keep those and put them off to the side. Student: Oh.
Teacher: Everything is not an argument. Teacher: Let's decide - you all decided for Student B to draw the graph, correct? Student: [Inaudible].  [TARGET]Teacher: Student D, what are you doing?[/TARGET] Student: [Inaudible]. Teacher: Well, it doesn't start. Teacher: It's a group [inaudible].
Teacher: Everything off your table. Teacher: Go [inaudible] please. Teacher: Everything off your table.  [TARGET]Teacher: This table is a big 'ol mess.[/TARGET] Teacher: Put that away [inaudible]. Teacher: [Inaudible] good. Student: [Inaudible].
Teacher: Excellent, excellent. Teacher: Come on, buddy. Teacher: [Crosstalk]  [TARGET]Teacher: Are we having a moment?[/TARGET] Student: No. Teacher: Okay, well go and do what I've asked you to do, sweetie. Teacher: [Crosstalk]
Teacher: Excellent. Teacher: Did you find it, Student T? Teacher: Let me see how you found it.  [TARGET]Teacher: Let me come over there.[/TARGET] Teacher: Let me see. Teacher: Yep. Teacher: [Crosstalk]
Teacher: Excellent. Teacher: Does everybody agree with the answer so far? Multiple Students: Yes.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Nope, have a seat. Teacher: We're trying to give everybody - a few people a change. Teacher: Hey let's look at something.
Teacher: Excellent. Teacher: Good job. Teacher: For box five, Student O, what two answers do you have?  [TARGET]Teacher: Too much talking.[/TARGET] Teacher: What did you get, Student H? Student: I got 91, and then for B I got 265. Teacher: Close.
Teacher: Excellent. Teacher: I love this. Teacher: Did anybody solve it a different way?  [TARGET]Teacher: Turn around, Student J.[/TARGET] Student: Me. Student: Me. Student: Me.
Teacher: Excellent. Teacher: I love this. Teacher: How did you get 112 here by multiplying 20 times 6?  [TARGET]Teacher: Student C, are you done?[/TARGET] Student: Yes. Teacher: Okay, I have something for you. Teacher: I want you to check this.
Teacher: Excellent. Teacher: Let's look at number 10. Teacher: Student K, you have something you want to say?  [TARGET]Teacher: Please put the book away.[/TARGET] Student: You know how it's hard to remember quadrants one, two, three, four? Student: [Inaudible]. Student: I was looking at the video and I know that they say it went like that, like this is quadrant one, two, three, four-
Teacher: Excellent. Teacher: See, you know how to do it. Teacher: It doesn't matter.  [TARGET]Teacher: You shouldn't copy other people's work.[/TARGET] Teacher: Give your work here. Teacher: Let me give you the next one. Teacher: Get two math books there.
Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it.  [TARGET]Teacher: You guys are ready and let's have Student T come up for the group.[/TARGET] Teacher: What's the answer? Teacher: And explain. Student: [Inaudible].
Teacher: Excellent. Teacher: So what I want you to do, we have 12 out. Teacher: I want you to take out 6 more.  [TARGET]Teacher: Can you actually take all of yours and I'm gonna have you sit in the back of the room please.[/TARGET] Teacher: You're gonna need all of yours, and take your pencil. Teacher: Thank you. Teacher: So if you took out 6 more, how many do we have?
Teacher: Excellent. Teacher: Step one, Student N? Student: Uh...  [TARGET]Teacher: Student K, help him out.[/TARGET] Teacher: What's step one? Student: [Inaudible]  number? Teacher: No.
Teacher: Excellent. Teacher: Student A, I need you to focus. Student: Do we have to [Inaudible]?  [TARGET]Teacher: You can take it off.[/TARGET] Multiple Students: [Inaudible] Teacher: Number 2. Teacher: I'm getting ready to go over Number 2 because a lot of people are asking about that.
Teacher: Excellent. Teacher: What question are we going to ask ourselves? Student: How many fours go into 26.  [TARGET]Teacher: Exactly, and Student K, want to help us out with that one?[/TARGET] Student: What was the question? Teacher: You shouldn't even have to hear it because you should know what the next step is. Teacher: How many fours are there in 26 without going over?
Teacher: Except this time ... this time ... this time you're going to use them ... the fraction bars - again, Student T.  The rest of you who are taking them out. Teacher: When Teacher C passes them out, and asks you not to take them out, this is why. Teacher: Because you're not putting it back in.  [TARGET]Teacher: You're not paying attention to me.[/TARGET] Teacher: Put it back in. Teacher: Take your hands off of it. Teacher: So I should not hear the sound of the bar [inaudible] back into it.
Teacher: Excuse me so I can fix this. Teacher: Tearing paper, playing and not listening, this is what happens. Teacher: I'm sorry.  [TARGET]Teacher: That frustrates me.[/TARGET] Teacher: Please do not draw it. Teacher: We do not have time for you to draw it. Teacher: You don't have enough of these to do this.
Teacher: Excuse me, large group. Teacher: I need you to move your chair back. Teacher: I need the rest of you to meet me on the rug.  [TARGET]Teacher: Student J, cool it.[/TARGET] Teacher: You don't need them. Teacher: If you have them that's fine. Teacher: It's not a big deal.
Teacher: Excuse me, one - Teacher: [Crosstalk] Teacher: The second one to you in the classroom, the second one.  [TARGET]Teacher: All the A's, you're gonna take the side that has the answer and you read to -[/TARGET] Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B. Teacher: If you are in a group of three, you have C.  Right now we have an equal number and everybody should have A and B.
Teacher: Excuse me, table 4. Student: Can you be quiet? Teacher: The second warning for you.  [TARGET]Teacher: You don't tell anybody to be quiet in the classroom.[/TARGET] Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead.
Teacher: Excuse me.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Sit where you were sitting yesterday. Teacher: Is everyone there? Multiple Students: Yes.
Teacher: Excuse me. Student: D divided by 2 equals N. Teacher: You see that?  [TARGET]Teacher: Please look up here.[/TARGET] Teacher: Student R, sit up. Teacher: Here's your D, 13. Teacher: If I divide 2 into 13, I get six and a half.
Teacher: Excuse me. Student: [Inaudible] - shapes - [inaudible] - is a trapezoid. Teacher: Okay, Student B.  I'm sorry.  [TARGET]Teacher: When I'm talking to one group, I'm hearing a lot of other little conversations.[/TARGET] Teacher: I need your voices off. Teacher: Okay so Student S was saying that Student A and Student S, their shapes have parallel sides. Teacher: Although they are what?
Teacher: Excuse me. Teacher: A reads the steps before we proceed. Teacher: [Crosstalk]  [TARGET]Teacher: A reads all the steps.[/TARGET] Teacher: [Crosstalk] Teacher: B, what do we mean by the first step there? Student: [Inaudible].
Teacher: Excuse me. Teacher: And that's not how you do it. Teacher: Now part two.  [TARGET]Teacher: Only one person's going to help write it.[/TARGET] Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph. Teacher: One person.
Teacher: Excuse me. Teacher: Are you listening? Teacher: Student S, hand me the spray for my board.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: And that's not how you do it. Teacher: Now part two. Teacher: Only one person's going to help write it.