stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: There's something you did here that's really - Student J, would you please sit down? Student: Can we do more 100 plus problems? Student: I like those.  [TARGET]Teacher: I don't think your mom would like to see you acting this way during this lesson.[/TARGET] Teacher: Thank you, Student D.  You have been participating. Teacher: I don't want to divert your attention. Teacher: Thank you Student T.  Thank you, Student A.
Teacher: There's your number. Teacher: What are you going to do here? Teacher: What do you want to do here?  [TARGET]Teacher: Student A, are you done?[/TARGET] Teacher: Where is the work? Teacher: Where is your work? Student: Right there.
Teacher: There's 24. Teacher: I'll show you how to check your answer in just a second. Teacher: Okay.  [TARGET]Teacher: I can't hear Student L's question because you guys are still stuck on the noise it was making.[/TARGET] Student: [Inaudible]. Student: 12 times 3. Teacher: No.
Teacher: There's a couple different ways you can do this. Teacher: You'll all get the same answer but there's a couple different ways. Teacher: Reduce first please.  [TARGET]Teacher: You ought to pay attention now.[/TARGET] Teacher: I'm gonna give you some of these during lunch. Teacher: If you don't get them done during lunch, then it's gonna be for homework. Teacher: Reduce first.
Teacher: There's a difference between an equation and an expression, right Student L? Student: Mm-hmm. Teacher: Yes.  [TARGET]Teacher: [Inaudible] desk, please.[/TARGET] Teacher: Now, let's look at the first four. Teacher: The first one says the quotient of nine and X, okay? Teacher: You - your directions are to write this - are to write an expression.
Teacher: There's a mistake. Teacher: Four feet - are there four feet in a yard? Student: No.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: How many feet are in one yard? Teacher: Student R? Student: Three.
Teacher: There's four different levels of thinking. Teacher: Have a seat. Teacher: If you're talking, stop.  [TARGET]Teacher: All that cheering, yes, yes, yes, keep it inside.[/TARGET] Teacher: Remember there's only one correct answer, and this is the first one I'm showing you. Teacher: I have three others to show you. Teacher: This is the first.
Teacher: There's gonna be that one piece left, whether it's one-tenth, one-one-hundredth, whether it's one-one-thousandths. Teacher: Do you guys know where I'm going here? Teacher: Not really?  [TARGET]Teacher: I'm losing you, aren't I?[/TARGET] Multiple Students: Yeah. Student: Kind of. Teacher: Well, with a fraction, you can just say a third and it works, but with decimals it's gonna repeat out forever, okay?
Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards.  [TARGET]Teacher: You need to take out one.[/TARGET] Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor.
Teacher: There's no talking on the exit slip. Teacher: There's no talking. Teacher: Excuse me.  [TARGET]Teacher: Now turn it over on the back.[/TARGET] Teacher: You have two sides on the back. Teacher: Turn it over on the back. Teacher: Excuse me.
Teacher: There's nothing we can simplify by. Teacher: We're gonna watch a video on multiplying a fraction by a fraction. Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff.  [TARGET]Teacher: Let me start it over.[/TARGET] Teacher: [Video plays] Teacher: All right, did we do this already? Teacher: We made the model?
Teacher: There's only two, and you'll notice I did not do anything with zero. Teacher: If I had given you fractions with zeros, you would have zero halves, zero fourths, etc... all the way down. Teacher: This tells us we're using none of the halves, none of the thirds.  [TARGET]Teacher: Stop talking.[/TARGET] Teacher: We didn't bother with those. Teacher: I didn't make those. Teacher: There are such a thing.
Teacher: There's too much talking. Student: Quadrilateral for 300. Teacher: Who knows this?  [TARGET]Teacher: Please stop talking so he can think.[/TARGET] Teacher: What is a rhombus? Teacher: Your final answer? Teacher: Who said the answer?
Teacher: There's your graph. Teacher: [Inaudible] a line under here. Teacher: Watch.  [TARGET]Teacher: Watch.[/TARGET] Teacher: Zero. Teacher: One. Teacher: [Inaudible].
Teacher: These animals look like they're chowing down. Teacher: "Stop." Teacher: Shrieked the littlest ant.  [TARGET]Teacher: "We're moving way too slow.[/TARGET] Teacher: All the food is going to be gone unless we hurry up. Teacher: So with 10 lines of 10-"  How do you know? Teacher: What's 10 into 100?
Teacher: These are all [inaudible] or what? Teacher: I'll take them for you. Student: I know it now.  [TARGET]Teacher: Student D it was on Student D he went to the bathroom.[/TARGET] Teacher: Student D is not here. Teacher: We go back. Teacher: Where a row and a column meet.
Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths.  [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: Markers and boards. Teacher: We've already gone over do not call me if you want to tattle tale.
Teacher: These are both decimals, but one is the tenths, and one is the hundredths. Student: We didn't [inaudible] copy these. Student: We didn't [inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Student: Thank you, so much. Student: Student J.
Teacher: These are going to be your role cards that tell you what your job is, today. Teacher: Take out one. Teacher: You only have one job, okay?  [TARGET]Teacher: Put it on your desk.[/TARGET] Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing.
Teacher: These are going to this particular pattern block sheet. Teacher: You need to listen now, and I do not want to take them away because you are all not listening. Teacher: Right?  [TARGET]Teacher: Take your hands off the shapes.[/TARGET] Teacher: I don't want to spend anymore time on this. Teacher: This sheet is your key. Teacher: It's different.
Teacher: These are not staying on really well. Teacher: You've got to wait a few minutes until everybody's got one. Teacher: You're going to interview somebody.  [TARGET]Teacher: Don't look.[/TARGET] Teacher: If you're looking, you're cheating. Teacher: It's no fun if you already know the answer. Teacher: Keep pressing it.
Teacher: These are the ones you're gonna be using today. Teacher: They break easily, and I don't remember where I got them. Teacher: I should have one - I'm down one 'cause one is already broken 'cause of last year.  [TARGET]Teacher: You are not going to snatch it out of somebody's hand or off the table.[/TARGET] Teacher: You are not going to throw it. 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: These are the things we've been working on. Teacher: We're going to revise a few minutes, for two minutes. Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice.  [TARGET]Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish.[/TARGET] Teacher: Some people - no, no. Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions.
Teacher: These numbers should look familiar. Teacher: Again, I have a few people who are having side conversations. Teacher: I need your eyes up here.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C.  Student A, I'm going to need you to turn your chair around please. Teacher: Thank you. Teacher: Thank you, Student P.  Student J, I need your eyes please.
Teacher: These ones are not too hard. 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.  [TARGET]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. Teacher: Any questions about Mental Math? Multiple Students: No.
Teacher: These shapes here. Teacher: What do these shapes have in common, and then how are they different from these shapes up here? Student: [Inaudible].  [TARGET]Teacher: That's why I need you to focus on me instead of doing whatever you're doing on your paper, okay, because you were unable to answer my question.[/TARGET] Teacher: So let's think for a second. Teacher: What is different about these shapes right here and these shapes? Teacher: [Crosstalk]
Teacher: They [inaudible] the sentence. Teacher: Let me see the sentence. Teacher: Let me see the sentence.  [TARGET]Teacher: Let me see - [inaudible] how many.[/TARGET] Teacher: She gives - okay. Student: Teacher, you got me back. Student: [Crosstalk]
Teacher: They already tell you there. Teacher: That's your information to use, to try to figure out what makes a polygon a polygon. Teacher: Student I and Student J together please.  [TARGET]Teacher: Student M and Student T together please.[/TARGET] Teacher: Student M and Student I together please. Teacher: You know what? Teacher: We work with partners.
Teacher: They break easily, and I don't remember where I got them. Teacher: I should have one - I'm down one 'cause one is already broken 'cause of last year. Teacher: You are not going to snatch it out of somebody's hand or off the table.  [TARGET]Teacher: You are not going to throw it.[/TARGET] 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?
Teacher: They break the numbers up by - tell us exactly what happened here. Teacher: Can you stop please? Teacher: Let's go.  [TARGET]Teacher: Student A, I need you to finish your work.[/TARGET] Teacher: Write the numbers fully here. Teacher: Let's see what it is. Teacher: Okay.
Teacher: They confuse me sometimes. Teacher: So I can take that away? Teacher: At the end what do we have to do?  [TARGET]Teacher: Put it back?[/TARGET] Teacher: So take it away, put it back. Teacher: All right. Teacher: Am I okay?
Teacher: They didn't do sides. Teacher: They did lines. Teacher: Because this does not have any sides, correct?  [TARGET]Teacher: Put that down, Student J.[/TARGET] Teacher: This does not have any sides, so. Teacher: It has lines, thought. Teacher: They counted it as having -
Teacher: They didn't write 950. Teacher: Somebody else wrote 950. Teacher: Okay, and if you two can go have a seat please.  [TARGET]Teacher: Take your fist; put it in front of your chest.[/TARGET] Teacher: If you agree, if you can agree with everything that is up there just do a thumbs up against your chest. Teacher: If you're not sure about some items, let me see a sideways thumb. Teacher: And if you have pretty major disagreements with anything up on the board, let me see a thumbs down.
Teacher: They don't even have to write anything down. Teacher: They just have to count it out, and they're going to say, "Ms. D, I know. Teacher: I've got it."  [TARGET]Teacher: Don't say nothing.[/TARGET] Teacher: I really do want to call you. Teacher: When you go home this evening, say, "Granddad, please sign the paper so I can get on camera." Teacher: I don't have it, but I trust that you gave it to him.
Teacher: They got it wrong. Teacher: That was their original turn and they got it wrong. Student: We didn't get a turn.  [TARGET]Teacher: You're going to get it now.[/TARGET] Teacher: Stop the singing. Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation.
Teacher: They have their name written, and they were ready. Teacher: This is a guided page, so we're going to do this together. Teacher: We're not going to talk.  [TARGET]Teacher: We're going to listen.[/TARGET] Student: I need a pencil [inaudible]. Teacher: You need to get one. Student: You can use this one.
Teacher: They just have to count it out, and they're going to say, "Ms. D, I know. Teacher: I've got it." Teacher: Don't say nothing.  [TARGET]Teacher: I really do want to call you.[/TARGET] Teacher: When you go home this evening, say, "Granddad, please sign the paper so I can get on camera." Teacher: I don't have it, but I trust that you gave it to him. Teacher: Come on.
Teacher: They just told you. Teacher: Because why? Student: I wasn't paying attention.  [TARGET]Teacher: Well I need you to pay attention.[/TARGET] Teacher: So why can we add it now? Teacher: Because - Student: Because the denominators are the same.
Teacher: They said fraction. Teacher: All right. Teacher: E, I want you to do E on your own.  [TARGET]Teacher: And I'm gonna check it.[/TARGET] Teacher: Do E on your own and I'm gonna check it. Teacher: E.  Do E on your own and I'm gonna check it. Student: I'm done.
Teacher: They said what? Student: How many boys. Teacher: Yeah, 3 boys out of 13 boys.  [TARGET]Teacher: So that's your answer for C.  Excuse me.[/TARGET] Teacher: For D - fraction of students that chose blue and orange. Teacher: By raising your hand, could somebody tell me how you would solve it? Teacher: In the answer, tell me how you would solve it.
Teacher: They understand. 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.  [TARGET]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. Teacher: All right. Student: I started -
Teacher: They want to be in the? Multiple Students: Negative. Teacher: Table four.  [TARGET]Teacher: Student A, you need to be paying attention the whole time.[/TARGET] Teacher: [Silence]. Student: That's plus two. Teacher: Plus two, yep.
Teacher: They weren't just for you. Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math.  [TARGET]Teacher: I know we haven't done this for a while, but you remember the procedure.[/TARGET] Teacher: I will say each problem twice. Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers.
Teacher: They're all there. Teacher: So please go to where you're supposed to be sitting so we can start. Teacher: Table 1 where Student J is sitting.  [TARGET]Teacher: It's Student J, Student B.[/TARGET] Teacher: Table 2 where Student J's sitting is Student K, Student M, and Student D.  Student M, why did you move? Student: Getting some papers for [inaudible]. Teacher: 3 over - group 3, Student J, Student J, Student D,  Student M.  4, Student N, Student D, Student D, and Student D.  And 5 -
Teacher: They've got it pictured right here. Teacher: It's right where his chest is. Teacher: So you hold your own right there.  [TARGET]Teacher: Don't let him hold it.[/TARGET] Teacher: Thank you. Teacher: What did I tell you? Teacher: Are you all going to get the Golden Ratio?
Teacher: They'll have two. Teacher: Student A, just put those over on the corner. Teacher: [Crosstalk]  [TARGET]Teacher: Student A, please don't talk to anybody on your way out.[/TARGET] Teacher: We're very busy right now. Teacher: Thank you. Teacher: Because I know that they're gonna try to talk to you.
Teacher: They're asking you. Teacher: Okay. Teacher: Excuse me.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Teacher L, can you fix your board to [inaudible] crayon. Teacher: Student D, you and Student D are not doing anything. Teacher: [Students talking with each other].
Teacher: They're both even. Teacher: Come on. Teacher: Quick.  [TARGET]Teacher: We're wasting time.[/TARGET] Teacher: We've got to switch. Teacher: How do you write 9? Teacher: 9 over 1.
Teacher: They're each about a centimeter, so if I have four total, how long - how much does it measure, Student E? Student: Four [inaudible]. Teacher: How many cubes [inaudible].  [TARGET]Teacher: When I'm talking - when I'm talking.[/TARGET] Teacher: When I'm talking you're not rattling your cubes. Teacher: Try to be quiet. Teacher: How many - how long is it if each one's a centimeter and I have four?
Teacher: They're not equivalent. Student: Let's see. Student: Turn it [inaudible].  [TARGET]Teacher: Well, I could be, but she hasn't come back to turn it off, yet.[/TARGET] Teacher: I'll send a kid as soon as she [inaudible] to turn it off. Teacher: That's fine. Teacher: I mean, they like what they're doing, it's just [inaudible].
Teacher: They're over there. Teacher: Are yours not done? Teacher: Be careful.  [TARGET]Teacher: If we have time today I'm going to sit down with you because I want you to do your independent practice.[/TARGET] Teacher: [Inaudible]. Teacher: Why don't you stay right here, work with this again? Teacher: Erase that.
Teacher: They're pretty cool. Teacher: Georgia is. Teacher: All right.  [TARGET]Teacher: And when you take off like that, are they going to pay attention to you?[/TARGET] Multiple Students: No. Teacher: No, are you going to need your calculators for this activity? Multiple Students: No.
Teacher: They're supposed to collaborate. Teacher: One person does the what? Student: [Inaudible].  [TARGET]Teacher: And then together you do the constructive [inaudible].[/TARGET] Other Adult: Wait a minute. Other Adult: Hold on. Other Adult: We got one more set of ice cream [inaudible].
Teacher: They're taping the lesson. Student: Why are they -? Teacher: You know what?  [TARGET]Teacher: If I hadn't said anything you wouldn't be asking about it.[/TARGET] Teacher: So why don't you just turn around and focus. Teacher: What are we working on? Teacher: We're working on fractions.
Teacher: Things that are on my desk are not to be touched. Teacher: You don't like me going through your desk, do you? Teacher: Student Z, come get this black marker for number 10, please.  [TARGET]Teacher: One more minute until Student L - Student T, you need to be at your seat.[/TARGET] Teacher: Not using the chart - you need to do this in your head. Teacher: One more minute until Student L goes over number eight. Teacher: Fantastic job to most of my friends who were able to sit at their seat silently and work very, very patiently and calmly, and silently on all these difficult papers.
Teacher: Think about what we're doing. Teacher: You should have one number up here and one number down here. Teacher: Draw your fraction.  [TARGET]Teacher: Sh![/TARGET] Student: I can't. Teacher: You can. Teacher: And if you can't, we'll help you.
Teacher: Third row, go back to your seats. Teacher: [Crosstalk - excessive noise] Teacher: When you finish, copy it down.  [TARGET]Teacher: When you finish, copy the chart down.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]
Teacher: Thirty, thirty, fifteen, fifteen. Teacher: So, when we move to the next one, we can't see them again, so I'm gonna write them but I want you to tell me, again, what was this? Multiple Students: Thirty.  [TARGET]Teacher: Student B is paying attention.[/TARGET] Teacher: Student B is paying attention. Student: Thirty, thirty, fifteen, fifteen. Teacher: You can kind of see it now?
Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction.  [TARGET]Teacher: At this time everybody should start writing and everybody should be listening right now.[/TARGET] Teacher: Student D, you have the time. Teacher: You look at the time. Teacher: You should stop me at 15 minutes.
Teacher: This activity, or this game called In Between, will be a game at center number five. Teacher: So for those of you that go to center number five - that group, second reminder. Teacher: Student R, your voice is the only one I hear from the back table.  [TARGET]Teacher: If I need to speak to you again you will be taking a timeout.[/TARGET] Teacher: It will be a game that you and your partner in your math group can play together. Teacher: It's gonna be probably one of the games that's going to be at that center for a while. Teacher: Like I said to you, any games that I introduce with this investigations group is going to be a game at that center for the rest of the school year, because, like anything in math that we've been talking about, just because we finished one lesson doesn't mean that you never see it again.
Teacher: This can go away, please. Teacher: I'll take this because it's only becoming a distraction. Teacher: Away, please.  [TARGET]Teacher: Listen to my directions and follow them, please.[/TARGET] Teacher: Number eight, put that up there, Student J.  I mean, number nine. Teacher: You got the marker? Teacher: Excuse me.
Teacher: This frustrates me to no end. Teacher: Let's see, I've got like three people that have lost their daily math review and we just got them today. Teacher: Yes, thank you very much.  [TARGET]Teacher: Stop whistling.[/TARGET] Teacher: I'm just gonna start. Teacher: Number 1. Teacher: All of Mary Calcott made Valentine's Day cards for the veterans.
Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it. Teacher: Over here you're quiet.  [TARGET]Teacher: Quiet please, Student K.  Everybody over there I think is quiet.[/TARGET] Teacher: These two boys, you need to be quiet and not moving around or touching things. Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk]
Teacher: This group has, "My favorite desserts."  You got to have that on there. Teacher: This group has, "My favorite fruits."  So you have to get up. Teacher: Gather information from each other, what?  [TARGET]Teacher: Quietly.[/TARGET] Teacher: You pick three things. Student: Including [inaudible]? Teacher: Yes.
Teacher: This group has, "My favorite foods."  This group has, "My favorite ice cream."  So that should be the name of your graph. Teacher: This group has, "My favorite desserts."  You got to have that on there. Teacher: This group has, "My favorite fruits."  So you have to get up.  [TARGET]Teacher: Gather information from each other, what?[/TARGET] Teacher: Quietly. Teacher: You pick three things. Student: Including [inaudible]?
Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this. Teacher: So Student K, can you step outside? Student: Okay.  [TARGET]Teacher: And, Student D, can you step outside?[/TARGET] Teacher: I'm busy right now. Teacher: You have to raise your hand. Teacher: Student A, step outside.
Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number. Teacher: How many agree with that? Teacher: Raise your hand.  [TARGET]Teacher: You can leave it there.[/TARGET] Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number? Teacher: Raise your hand. Teacher: Hands down.