stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: But we'll do about three. Teacher: All right, five - Student: And six.  [TARGET]Teacher: And six.[/TARGET] Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few.
Teacher: But you are engaged with him. Student: Engaged? Student: In what?  [TARGET]Teacher: You see how he's looking at you and laughing?[/TARGET] Teacher: Student R, that also gets you silence as well. 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.
Teacher: But you could say 35 times what's 350. Teacher: And we know times ten. Teacher: But if you couldn't figure that out in your head - ah, we're getting a little too loud.  [TARGET]Teacher: Shh.[/TARGET] Teacher: You would take 350 -  Student: I figured it out. Teacher: Divided by - by what?
Teacher: But you did go up to the camera and get right in front of it. Teacher: But the thing that I'm saying is that we should be able to move on from that. Teacher: Okay.  [TARGET]Teacher: Because this is math time right now and we don't have time to be throwing paper and being mad at people, okay?[/TARGET] Teacher: Can you let it go and get over it? Teacher: Or is this going to continue to distract you from your learning? Student: It's going to continue to distract me.
Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that?  [TARGET]Teacher: Because they both worked it through and they both messed up at the second step.[/TARGET] Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch.
Teacher: But you won't see it on a number line. Teacher: You won't have to compare it to anything, none of that kind of stuff. Teacher: So that's why elevenths are in here, and if you can imagine having another 11 fractions to deal with, my numbers went crazy with these fractions.  [TARGET]Teacher: Do not write on the paper.[/TARGET] Teacher: I asked you once to put your pencil away. Teacher: All right. Teacher: So what we are going to do, I'm going to pass out larger fractions to groups.
Teacher: But yours could look like it looked like over there. Teacher: All right, turn your paper to the side, that way. Student: Oh.  [TARGET]Teacher: All right, I'm gonna give you a couple of them just to start off with.[/TARGET] Teacher: Let's see. Teacher: I want you all to [try these]. Teacher: Five and three, four.
Teacher: But - now, I think you did this one, right, Student L? Teacher: Is this one you? Teacher: I'm going to do a little bit of erasing here for Student L's, okay?  [TARGET]Teacher: If you notice, and we talked about this yesterday, so if you weren't here, make sure you pay attention.[/TARGET] Teacher: These right here are not cutting them in half. Teacher: They're not cutting the squares in half. Teacher: Because if it was half, it would go all the way over here.
Teacher: But, by next week, we'll know the strategies to solve it. Teacher: Everybody, everybody on the desk should have a strip of paper, right? Multiple Students: Yeah.  [TARGET]Teacher: That's taped to it?[/TARGET] Multiple Students: Yeah. Teacher: It's very important you follow my direction. Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay?
Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D.  So, if you wanna scoot your chair over.  [TARGET]Teacher: Or he could scoot it over to you.[/TARGET] Teacher: Student D, for the third time, go to your seat. Student: [Inaudible] Teacher: Then, take your stuff, get a board, and sit on the carpet.
Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down. Teacher: You could write it, just erase it.  [TARGET]Teacher: You have enough room.[/TARGET] Teacher: You have enough room to keep going. Teacher: That's fine. Teacher: Cross out what you - look, you can cross out this and do another one.
Teacher: By adding them. Teacher: Student D, do you agree? Student: I don't know 'cause when you said that, you know -  [TARGET]Teacher: You guys are so quiet today.[/TARGET] Student: - 50 percent, that I thought you meant like half of 150 so I thought it was 75. Teacher: I see what you're saying. Teacher: So it's confusing, right, 'cause you have to remember what your whole is to start.
Teacher: C would know where she's next. Teacher: [Inaudible] Teacher: It should only be one person at a time though right?  [TARGET]Teacher: So wait your turn please.[/TARGET] Teacher: Except for your word problem, these are mostly basic facts so we're only going to spend a couple of minutes on this one today and we will put some of them up on the board. Teacher: Does anybody remember how to find average? Teacher: We've done them before.
Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere. Teacher: That's not what we're talking about.  [TARGET]Teacher: Let's do this.[/TARGET] Student: Can I ask a question? Teacher: Yes, you may. Student: Can the camera bounce on to the board?
Teacher: Can I ask you not to write on these, please? Teacher: Did you already write on them? Teacher: Did you hear me?  [TARGET]Teacher: Don't write on that, please.[/TARGET] Teacher: Please don't write on that. Teacher: I'm going to come around and I want - no. Teacher: It's okay.
Teacher: Can I do three - four times something to get twelve? Multiple Students: Yes. Teacher: What can I do?  [TARGET]Teacher: Student R, you're not paying attention.[/TARGET] Teacher: Put the marker down. Teacher: Student T? Student: Three-thirds.
Teacher: Can I get your attention so you know what is it that you're going to do? Teacher: Student A? Teacher: You're not listening.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Let me tell you what is it that you have to do. Teacher: Okay, this is what you get - this is what you have. Teacher: You got a set of cards with those problems.
Teacher: Can I have one last volunteer? Teacher: Who has not come up to the board? Teacher: That would like to?  [TARGET]Teacher: Our problem is - excuse me.[/TARGET] Teacher: I cannot hear anybody else talking except me. Teacher: Get it together. Teacher: Make the right decision.
Teacher: Can I have one volunteer? Teacher: Student A? Teacher: Actually, Student J and then Student A will be the next one because Student J was quiet.  [TARGET]Teacher: The entire time when she raised her hand.[/TARGET] Teacher: All right. Teacher: Our problem is 12 plus 9 minus 2 times 3 plus 5. Teacher: What is the first step that Student J needs to do?
Teacher: Can I have the markers back? Teacher: Student L, you can sit down. Teacher: So, I need everybody sitting down.  [TARGET]Teacher: And Student J, I'm going to have both of you stand over here.[/TARGET] Student: They have the same one as us. Teacher: They have the same one as you. Teacher: What does that mean?
Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it. Teacher: You need your book.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: Student L, your board fell apart. Student: [Inaudible]. Teacher: [Inaudible].
Teacher: Can I have you sit down please, on your butt, please? Teacher: What is in your mouth? Teacher: Student A, you're hiding.  [TARGET]Teacher: I want you out.[/TARGET] Teacher: Okay. Teacher: So Student D chose 1 as the right answer. Teacher: Did anybody choose anything different from that?
Teacher: Can I have your attention please? Teacher: I'm gonna ask you one quick question and I some girls are listening. Teacher: Student M and Student K, thank you.  [TARGET]Teacher: Some people are listening.[/TARGET] Teacher: Let me ask you a question. Teacher: When you see a decimal point and a place value chart, when you go to the right of the decimal point, what does the first number stand for? Teacher: What?
Teacher: Can I help you? Student: [Inaudible]. Teacher: No.  [TARGET]Teacher: Can you have a seat, please?[/TARGET] Teacher: All right, but you still didn't do one, so I'm going to still let that count as being wrong, okay? Teacher: Student M? Student: 100.
Teacher: Can I see this? Student: Yeah. Teacher: Okay.  [TARGET]Teacher: All right, I need your attention.[/TARGET] Teacher: Looking this way in three, two, one. Teacher: I should see 40 eyeballs looking at me. Student: Forty-five?
Teacher: Can anybody tell me anything that they found hard with this? Teacher: This was an easy activity? Student: Yeah.  [TARGET]Teacher: Okay, Student E.  Stop coloring.[/TARGET] Teacher: Everybody thought this was easy. Student: No. Teacher: No.
Teacher: Can everybody sit down. Teacher: This is too much. Teacher: Don't do this.  [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: That's fine. Teacher: Three.
Teacher: Can it go further up? Teacher: That's it. Teacher: Thanks.  [TARGET]Teacher: All right, now, listen.[/TARGET] Teacher: May I have your attention - attention again? Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster.
Teacher: Can somebody else solve this math in a different way? Teacher: You may, Student J. Student: Can I go after he goes back?  [TARGET]Teacher: Yes.[/TARGET] Teacher: Student C, sit down please. Student: Is that the answer? Teacher: Don't erase.
Teacher: Can somebody tell me how to solve this problem? Teacher: Yes? Teacher: Student T?  [TARGET]Teacher: I have the cover.[/TARGET] Teacher: I have the cover. Teacher: Continue. Student: By 20, 40.
Teacher: Can somebody turn off one light? Student: I'll do it. Teacher: Somebody close to the door.  [TARGET]Teacher: Come on.[/TARGET] Student: That would be me. Teacher: Sit. Teacher: Thank you.
Teacher: Can someone explain to me what you're going to talk about in your small groups? Teacher: Student J? Student: [inaudible]  [TARGET]Teacher: You need to speak more loudly please.[/TARGET] Student: [inaudible] Teacher: Okay, and what - you're going to talk about it certainly, and what are you going to do as you talk about it? Student: [inaudible]
Teacher: Can someone explain? Teacher: Student A? Student: It's 120, because triangles can [inaudible].  [TARGET]Teacher: Listening, please.[/TARGET] Student: Equilateral triangles, [inaudible]. Teacher: Are we talking about the hexagon? Student: The triangle, the equilateral triangle.
Teacher: Can we add a - Student: One and one half. Student: Can I go use a piece of paper?  [TARGET]Teacher: You can, but I'm gonna call the group back together.[/TARGET] Teacher: You know what? Teacher: Excuse me. Student: Huh?
Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else.  [TARGET]Teacher: You guys have one minute and if you can you can and if you can't you can't.[/TARGET] Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer?
Teacher: Can we put the cubes down -? Teacher: Look at me for a minute please. Teacher: If you did it this way, then you stood them up.  [TARGET]Teacher: I don't want to hear the cubes right now please.[/TARGET] Teacher: You guys already built the [inaudible] didn't you? Teacher: You would have 12, 1, 2, 3, 4, 5, 6, 1, 2, 3, 4, 5, 6, right. Teacher: Then what would you do with the top layer?
Teacher: Can we reduce it? Multiple Students: Yes. Teacher: If we were to reduce ten sixteenths, we would get what?  [TARGET]Teacher: Show me on the board please, Student T.  The kids can't see in the back.[/TARGET] Teacher: Then that fraction becomes what? Teacher: One and five eighths. Teacher: Not just five eighths like she divided by 2.
Teacher: Can we say - I think we both boss each other around, because I'm hearing you telling her what to do too, right? Teacher: We need to worry about ourselves, and that's it. Teacher: Okay.  [TARGET]Teacher: Be patient with me.[/TARGET] Teacher: Wait. Teacher: I know where I need to go. Teacher: Oh my gosh.
Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem. Teacher: These are actual real life problems.  [TARGET]Teacher: We're going clockwise.[/TARGET] Teacher: Yes? Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se.
Teacher: Can you all stand up? Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3.  [TARGET]Teacher: So [inaudible].[/TARGET] Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table. Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score.
Teacher: Can you answer the question, Student E? Teacher: Can you answer the question, Student E? Student: No.  [TARGET]Teacher: Okay, I need you to focus and I need you to pay attention.[/TARGET] Teacher: So what about comparing fractions? Student: Adding and subtracting fractions. Teacher: Comparing fractions, because we already said adding and subtracting, so comparing fractions.
Teacher: Can you check and make sure that 14 times 4 would be 56? Teacher: We always want to be confident. Teacher: Want you to prove it.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me, Student F.  Remember what happened yesterday with the group work and your book being empty? Teacher: Let's be sure that you're productively working with your teammates. Teacher: So what have we learned?
Teacher: Can you close the door for me please? Teacher: What's the problem? Student: I can't go [anywhere].  [TARGET]Teacher: How come?[/TARGET] Student: Because all the cards - I can't put nine tenths in because three fourths is already there. Teacher: And three fourths is equal to what percent? Student: 75.
Teacher: Can you correct yourself? Student: Yes. Teacher: Tell me.  [TARGET]Teacher: Be patient - put your hand down.[/TARGET] Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. Teacher: Thank you, Student A. Teacher: Student M?
Teacher: Can you elaborate some more - I don't understand, what do you mean, you're drawing Pat with ice cream? Student: Yep. Teacher: Put it down.  [TARGET]Teacher: Right now we're listening.[/TARGET] Teacher: Student J, so is that correct, should we draw a little boy Pat holding ice cream? Teacher: So what you just said, we're going to erase. Teacher: Ok, hands down, speak louder please.
Teacher: Can you erase all the ones that you asked? Teacher: Erase these okay. Teacher: Boys and girls I need you to lower your voices.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: 3, 2, 1. Teacher: I want all eyes on me. Teacher: Boys and girls you're working nicely all I hear is math talk that's great.
Teacher: Can you go and tap Student C on her shoulder and tell her I'd like to see her back here? Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: Student C, you shouldn't mess with her stuff anyways.[/TARGET] Teacher: Come on. Teacher: All right, Student C, I'm gonna ask you some questions. Teacher: Okay?
Teacher: Can you guys please stop banging on my door? Student: [Inaudible] Student: [Crosstalk]  [TARGET]Teacher: We need to take care of this, guys.[/TARGET] Teacher: We're doing math right now. Student: [Inaudible] Teacher: So where are you starting?
Teacher: Can you hold on a minute? Teacher: I want you all to listen to me, Student N, and back here, and over here. Teacher: You're not talking to me.  [TARGET]Teacher: You're talking to us, so we need to listen to what our classmates say.[/TARGET] Teacher: Does everybody understand? Teacher: Go ahead. Student: We got 135 because we have 25 and 5, and 5 times 5 equals 25, and plus because we had two more extra, equals 27.
Teacher: Can you hold these? Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler?  [TARGET]Teacher: I mean, why don't you try using a regular ruler?[/TARGET] Teacher: Thank you, Student K.  What is that? Teacher: What are you using as your X axis? Teacher: Think about it.
Teacher: Can you just explain from the beginning? Student: You know how the first two digits are whole numbers- Teacher: Hold on a second.  [TARGET]Teacher: Student M, will you have a seat?[/TARGET] Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern. Teacher: We're going to move on.
Teacher: Can you leave him alone and do your work? Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you.  [TARGET]Teacher: Write it here.[/TARGET] Teacher: 1100 Teacher: I'm listening to you. Teacher: I'm going to tell your mom.
Teacher: Can you leave my seat please? Teacher: I'll work with you. Teacher: Student A, I'm not playing with you.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: Can you read this to me? Teacher: You're right here. Student: [Inaudible].
Teacher: Can you let it go and get over it? Teacher: Or is this going to continue to distract you from your learning? Student: It's going to continue to distract me.  [TARGET]Teacher: Okay, then I am going to keep you out here then and when you are ready and feel-[/TARGET] Student: I feel a little- Teacher: Well, I don't want you to come until you are ready to give this 100 percent because I don't want there to be any more problems with any other kids. Teacher: All right.
Teacher: Can you look at what I have on the board? Teacher: Where is my line? Teacher: Now you're going to do - you're going to do question five.  [TARGET]Teacher: There should be silence in the classroom.[/TARGET] Teacher: On the addition side you're going to do question five, six, seven, and eight. Teacher: This is addition and on subtraction, you're going to do the same questions, five, six, seven, and what? Teacher: Eight.
Teacher: Can you make one for Student C? Student: What? Teacher: 'Cause they're going to need it.  [TARGET]Teacher: Have a seat, please.[/TARGET] Teacher: All right, let me give kids a couple of more minutes. Teacher: Guard these cards with your life. Teacher: Naw, I'm kidding.
Teacher: Can you please go back to your seat? Teacher: She's back. Student: You have -  [TARGET]Teacher: You see her standing in front of you, correct?[/TARGET] Student: [Inaudible] then you get 60. Student: [Inaudible]. Teacher: So -
Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9. Teacher: Go back to your seat please.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Thank you. Teacher: Student D, what does 9 here mean to you? Student: 90
Teacher: Can you put 10 in there? Teacher: Uh-huh go ahead. Teacher: No sweetheart not 10 blocks, one block 10 pounds right?  [TARGET]Teacher: Cause they told you that in part A. Oh we're not talking together yet.[/TARGET] Teacher: We still have time to think about it by ourselves. Teacher: Shh. Teacher: We still have time to think about it by ourselves.
Teacher: Can you put eleven whole things in the tens column? Student: Um, [inaudible]. Multiple Students: [Crosstalk].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Multiple Students: [Crosstalk].
Teacher: Can you put them back up right where you see them? Teacher: They're paper clipped together. Teacher: Student A can you please erase my board for me?  [TARGET]Teacher: Shh, shh.[/TARGET] Student: Push them all together. Student: Straighten them out. Teacher: What do you notice about those fractions?
Teacher: Can you read this fraction? Student: Yes. Teacher: Only Student L.  Thank you.  [TARGET]Teacher: Thanks for your help.[/TARGET] Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth. Teacher: Now, how many fourths of this one, Student L?
Teacher: Can you read this to me? Teacher: You're right here. Student: [Inaudible].  [TARGET]Teacher: Right here.[/TARGET] Teacher: Stop fooling around please. Teacher: I want you to sit here. Teacher: You can get that chair if you want to.
Teacher: Can you see, Student C? Teacher: Make sure you scoot up to see. Teacher: Everybody here is going to step back.  [TARGET]Teacher: Everybody here is stepping back.[/TARGET] Teacher: I want you to look at this. Teacher: This is your latest DBQ. 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.
Teacher: Can you show me what you and Student K decided to do? Student: We decided to put them into to thousandths. Teacher: Student P is talking and he has a great suggestion.  [TARGET]Teacher: Student C, please sit down.[/TARGET] Teacher: Student C, please sit. Teacher: Student P, all eyes are on Student P because Student P is speaking. Student: We decided to put, we decided to sort our whole numbers into thousandths, hundredths, hundreds, tens, and ones.
Teacher: Can you sit down please? Teacher: I want you to finish. Teacher: Just help me with the cards please.  [TARGET]Teacher: Are you done?[/TARGET] Teacher: Bring out the card. Teacher: You play with me. Teacher: It's not 7 cards.
Teacher: Can you sit up, please? Teacher: Did you hear her? Teacher: Student J, sit up, please.  [TARGET]Teacher: Sit.[/TARGET] Teacher: You need to sit straight up. Student: You round the one eleventh down to 0 and rounded the eight ninths up to 1. Student: She added the 1 to 0.
Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop. Teacher: Leave it this way.  [TARGET]Teacher: Look here.[/TARGET] Teacher: For example, what is - leave this. Teacher: You don't need this. Teacher: What is 7 plus 3?
Teacher: Can you stop throwing that? Teacher: Give it to me. Teacher: Thank you.  [TARGET]Teacher: Do your math.[/TARGET] Teacher: Let me have it. Teacher: Give it to me. Teacher: Thank you.
Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working.  [TARGET]Teacher: It's going slow.[/TARGET] Teacher: All right, you should be ready. Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction.
Teacher: Can you write one fourth on top? Student: 1 over 4 Teacher: Write it in.  [TARGET]Teacher: Sit down thank you.[/TARGET] Teacher: Is there anybody that doesn't agree that this is 1 fourth? Student: I don't agree. Teacher: Why
Teacher: Can you? Student: May I? Teacher: No, have a seat, please.  [TARGET]Teacher: Switch over.[/TARGET] Teacher: Student E, Student T - I don't have - I have Student T - I don't have Student D.  Student D - okay, Student DB. Teacher: Let's look at this. Teacher: And I'm going to give these back to you and I want you to tell me - you need to finish that right now.
Teacher: Cards down. Teacher: We are stopping with that today. Teacher: Like I said, you guys are gonna have independent practice and you guys are going to complete that for homework what you do not finish in class.  [TARGET]Teacher: Nobody is talking right now.[/TARGET] Teacher: Excuse me. Teacher: Your homework is the PEMDAS rules. Teacher: So, it's going over the front pages, going over what PEMDAS stands for.
Teacher: Careful with your foot. Teacher: Watch your foot. Teacher: I'm thinking that Student I needs to scoot up significantly.  [TARGET]Teacher: These poor people are watching us sit down.[/TARGET] Teacher: Is it turned on or no? Teacher: It is turned on. Teacher: Sorry people.