stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Maybe think about it perhaps this way. Teacher: 1 fourth and 1 third which one is bigger? Student: 1 third.  [TARGET]Teacher: Please raise your hand, which one is bigger?[/TARGET] Student: 1 third. Teacher: 1 third and 1 fourth which one is bigger? Student: 1 fourth!
Teacher: Meaning that I would get bent out of shape cause you'll get upset. Teacher: So [Inaudible] will just be like you what you got attitude for you don't have no attitude? Student: But I raised my hand.  [TARGET]Teacher: I'll pay you no mind.[/TARGET] Teacher: I'm still talking about that 12. Student: I should have got that in my book and I said it. Teacher: I heard you whispering but then I promise Student J walk around here nobody else had their hand up.
Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student D, sit down. Teacher: How would you tell a 3rd grader how to do this math? Teacher: Yes, Student A?
Teacher: Milk. Teacher: One of the three main ingredients in making milk chocolate is milk. Teacher: If six cows moo'ed, and you moo'ed also, you - your moo would be one-seventh of all the moos on this page.  [TARGET]Teacher: Don't forget to ignore the duck."[/TARGET] Student: Quack. Teacher: What's the duck saying? Multiple Students: Quack.
Teacher: Mind your own business. Teacher: Nobody is coming to you. Teacher: Sit down.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Make a change for Student A.  I told him to make change for you. Student: What'd you say? Teacher: Let's make change for you.
Teacher: Mix them. Teacher: Student R, are you going to be able to see? Teacher: You can come over here if you need to.  [TARGET]Teacher: Student G, sit up and stay on task.[/TARGET] Teacher: Who went first? Teacher: So it goes this way, right? Teacher: It always goes to the left otherwise it gets confusing.
Teacher: Mm, mm, mm, mm. Student: [Inaudible] Student J. Student: [Inaudible] Student J.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Ah, no.
Teacher: Mm-hmm, continue. Teacher: Student C, look at your folder here. Teacher: [Inaudible].  [TARGET]Teacher: Your folder here.[/TARGET] Teacher: Be quiet. Teacher: How did you know? Student: I just guessed.
Teacher: Mm-hmm. Student: Seventeen. Teacher: Seventeen.  [TARGET]Teacher: So write that here.[/TARGET] Teacher: Are you don't with your math? Teacher: [Room noise] Student: I'm finished.
Teacher: Mm-hmm. Student: You got 110 because of 9 plus 2 equals [inaudible]. Teacher: Allow him to talk.  [TARGET]Teacher: Look up here.[/TARGET] Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect? Teacher: Sit down, Student D.  I'm listening to you, Student A.
Teacher: Mm-hmm. Teacher: All eyes here. Teacher: You don't have homework today.  [TARGET]Teacher: We're going to do it here.[/TARGET] Teacher: Is Student T right? Student: Yes. Student: No, not right.
Teacher: Mm-hmm. Teacher: Mm-hmm. Teacher: Mm-hmm.  [TARGET]Teacher: We talked about - you guys didn't listen to me.[/TARGET] Teacher: We talked about kilometers. Teacher: Kilometers are like something, though. Teacher: What are kilometers like?
Teacher: Mm-hmm. Teacher: Yes. Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go.  [TARGET]Teacher: So all the crayons back in the bowl, all the pencils back in the baskets.[/TARGET] Teacher: Student E is gonna collect the papers. Teacher: Stand by your chair. Teacher: [Crosstalk]
Teacher: Mm-hmm. Teacher: [Crosstalk] Student: Can I get some water.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Guys, after you draw your grid and add it up, go ahead and do the multiplication problem any way you want. Teacher: You can do - Teacher: [Crosstalk]
Teacher: Mm-mm. Teacher: Mm-mm. Teacher: Mm-mm.  [TARGET]Teacher: I mean this is great, but it's not what we need to be doing, today.[/TARGET] Teacher: Even this. Teacher: There's not two places in the ten's place, is there? Student: I know, but -
Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal. Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write.  [TARGET]Teacher: They're all out of ink.[/TARGET] Teacher: [Side conversation] Teacher: It's the same thing. Teacher: I'm just putting it in bullets instead of sentences.
Teacher: Most people are ready. Teacher: I'm waiting for a few people to take a seat. Teacher: Most of the class is ready.  [TARGET]Teacher: There's three people that are ruining it for the group.[/TARGET] Student: [Inaudible] the computer. Teacher: That was not my computer. Teacher: I will find out what that was later.
Teacher: Motivator. Teacher: Rah. Teacher: Rah.  [TARGET]Teacher: Rah.[/TARGET] Teacher: Who's my rah-rah person? Teacher: Student B? Teacher: Nice.
Teacher: Motivators. Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group.  [TARGET]Teacher: Fifteen minutes on the clock.[/TARGET] Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager?
Teacher: Mouths are closed. Student: What we did was we - Teacher: Sh.  [TARGET]Teacher: Sh.[/TARGET] Student: [Inaudible]. Teacher: Out it on the SMART board. Teacher: Draw it.
Teacher: Move on to this. Teacher: Keep going. Student: [Inaudible] The questions here.  [TARGET]Teacher: You're here, you're here.[/TARGET] Student: Ow. Other Adult: Don't bother just continue. Other Adult: What do you got?
Teacher: Move up. Student: [Inaudible]. Teacher: What are you doing?  [TARGET]Teacher: You know that he was sitting there, and you were sitting here.[/TARGET] Teacher: And the second he gets up to go do something, you're going to steal his seat. Student: [Inaudible]. Teacher: No.
Teacher: Move your clothespin, please. Teacher: [Students working on problem]. Teacher: We said that our goal this week was to work on volume control.  [TARGET]Teacher: You yelling is not helping our challenge.[/TARGET] Teacher: Yes, hurry up Student J. Teacher: What did you underline or circle? Student: Perimeter.
Teacher: Move your desk up, and the chair now. Teacher: Thank you. Teacher: Take the face off.  [TARGET]Teacher: Check the attitude at the door.[/TARGET] Teacher: Student M, what did you need to know? Student: [Inaudible]. Teacher: That's right.
Teacher: Move, Student K.  Does everybody understand that? Teacher: Eyes up on there. Teacher: Student L, turn your body around, please.  [TARGET]Teacher: Eyes up on there.[/TARGET] Teacher: So it says use areas of squares when finding how many tiles you need to tile a floor, which a number of you said tiling a floor, tiling walls, or patchwork quilts. Teacher: Does anybody know what a patchwork quilt is? Student: No.
Teacher: Mrs. S's group come right back to your desk please. Teacher: Mrs. B's group, once you put your homework in your mailbox I need you to come join us over here please. Teacher: Right to your mailbox.  [TARGET]Teacher: Put your homework in your mailbox and return to your desk please.[/TARGET] Teacher: I need books away because we're gonna take our bathroom break. Teacher: I know you're trying to squeeze in a little bit of reading, and I highly encourage it, but we're actually gonna scoot and do our bathroom break. Teacher: Any questions about what you worked on for math for today?
Teacher: Ms. J, please pick a category. Teacher: We'll discuss it in a minute. Teacher: [Inaudible].  [TARGET]Teacher: This is not our priority.[/TARGET] Teacher: Ms. J's group, who will pick a category? Student: [Inaudible]. Teacher: What was that?
Teacher: Ms. [Inaudible] is here. Student: She [Inaudible] Teacher: What you got is, I'm here to help you.  [TARGET]Teacher: Student J stop![/TARGET] Teacher: Student J stop get away from her. Student: Get away she's telling you to get away. Student: So she screamed and then.
Teacher: Much better, Student K. Student: This one's hard, [Mr. Student: Teacher].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student C, you still have your five in the ten's place. Teacher: Look, when you - let me see this - when you multiply - okay, let's just - we're just going to get rid of this all together. Teacher: Watch out.
Teacher: Multiply straight across so when you multiply you multiply what? Teacher: Denominators. Teacher: Good.  [TARGET]Teacher: All right, Student R, hit the red arrow for me on the computer.[/TARGET] Student: It's orange. Teacher: It looks red from here. Teacher: [Video plays]
Teacher: Multiply three digits by two digits. Teacher: You don't have to share. Teacher: You can get your own, right?  [TARGET]Teacher: That's just asking for trouble.[/TARGET] Teacher: Let's do something old and something new so I can go mediate this group. Teacher: Where are you supposed to be, honey? Teacher: We're not doing this right now.
Teacher: My bad. Teacher: I got distracted. Student: [Inaudible]  [TARGET]Teacher: Please excuse my dear Aunt Sally.[/TARGET] Teacher: Parenthesis, exponents- Student: Multiplication, division, addition, subtraction. Teacher: Okay, let's go on to Student B.
Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C.  If I didn't call your name, raise your hand. Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go. Teacher: If you sit at group one and I didn't call your name, go to group two.  [TARGET]Teacher: We'll stop then.[/TARGET] Teacher: Go to group two if you're in the multiplication group. Teacher: You'll go to this group. Teacher: I know I didn't call Student C's name.
Teacher: My math students, please. Teacher: My students [inaudible] if you're not my math students. Teacher: If you need to walk over here, walk down.  [TARGET]Teacher: Please don't go right here.[/TARGET] Teacher: Walk down the aisle and go over there. Teacher: All right, now I'm going to add. Teacher: What I need for you to do, those of you who have started multiplying this, check your work and see if you have the same answers I have up here.
Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn.  [TARGET]Teacher: That is not fair to your classmates.[/TARGET] Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them.
Teacher: My parenthesis went away, Student W, do you want to sit  n the back? Student: No. Teacher: [Inaudible].  [TARGET]Teacher: Now look forward.[/TARGET] Teacher: So now I have zero plus five equals five. Teacher: Five is the value of this expression. Teacher: Number four.
Teacher: My score is 76. Teacher: It goes here. Student: Do I write that down?  [TARGET]Teacher: No.[/TARGET] Teacher: You're not going to write it. Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000.
Teacher: Nadine, you thought so? Teacher: Okay, good. Teacher: All right.  [TARGET]Teacher: Let's copy down example three.[/TARGET] Multiple Students: [inaudible chatter] Teacher: All right, and when you're done just put your pencil down. Multiple Students: [inaudible chatter]
Teacher: Neither one of you need to talk like that. Teacher: In fact, will both of you stand up? Teacher: Would you both step outside?  [TARGET]Teacher: I'll call you back in when you're ready, and you've cooled down.[/TARGET] Teacher: Student S, you stand outside the door and Student S, you stand by the locker. Teacher: Did you guys have an answer at all? Teacher: Leave it alone.
Teacher: Next example. Teacher: What? Student: [Inaudible].  [TARGET]Teacher: Just don't touch it.[/TARGET] Teacher: I don't see anything. Teacher: [Inaudible] some dry skin, okay? Teacher: All right.
Teacher: Next problem. Teacher: [Video plays] Teacher: Now we have two thirds times one third.  [TARGET]Teacher: If you will write that on your paper and solve it.[/TARGET] Teacher: Two thirds times one third. Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth. Teacher: Student M, do you know the answer?
Teacher: Next sentence. Teacher: He has a total of 52 coins. Teacher: What's important?  [TARGET]Teacher: Call it out.[/TARGET] Multiple Students: 52. Teacher: Underline it so we can make sure we pay attention to that. Teacher: He used all of his coins to buy a book for $5.98.
Teacher: Next, 15 minutes work on these right here. Student: We already doing it. Teacher: Okay.  [TARGET]Teacher: That's your work.[/TARGET] Teacher: I'm gonna be walking around. Teacher: This is math. Teacher: No, until we're done with this in 10 minutes.
Teacher: Next, Student T. Student: 96. Teacher: Worst game yet.  [TARGET]Teacher: Teacher K was interfering with my game.[/TARGET] Teacher: She was singing show tunes. Teacher: Uh-oh, next. Teacher: Student D.
Teacher: Next, beach weather. Teacher: You want it to be 32 degrees Celsius and 86 Fahrenheit. Teacher: Stop.  [TARGET]Teacher: Room temperature - you should have been taking them off.[/TARGET] Teacher: [Inaudible]. Teacher: Room temperature, 21 degrees Celsius, 71 degrees Fahrenheit. Teacher: Only take off the ones you have correct, please.
Teacher: Next, eight times three. Teacher: Eight times three is what, Student A? Student: 24.  [TARGET]Teacher: Put down my four, carry my two.[/TARGET] Teacher: Three times seven is what, Student H? Student: 3 times 7 is 21. Teacher: 21 plus 2 is what, Student K?
Teacher: Nice job I love your picture. Teacher: Who's, who's talking? Student: I wasn't talking.  [TARGET]Teacher: No, no I'm asking who's sharing?[/TARGET] Student: Student R. Teacher: Okay Student R go ahead. Student: He doesn't wanna do it.
Teacher: Nice job, Student H.  You can move your clothespin. Teacher: You're doing a nice job with your supplies. Teacher: Okay, so from the task managers, they told me everyone is all set on what they need.  [TARGET]Teacher: Yes?[/TARGET] Student: Yes. Teacher: Okay, let's move on. Teacher: I need everyone to take out that steps to problem-solving, that little half sheet.
Teacher: Nice job. Teacher: Any other timers give their group a warning? Student: Mine did.  [TARGET]Teacher: Nice job, Student R, you can move your clothespin up.[/TARGET] Teacher: I'll let everyone know you have about three, four minutes. Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds.
Teacher: Nice job. Teacher: I need, Student M, can you wait to sharpen your pencil real quick? Teacher: I may even have an extra one.  [TARGET]Teacher: Dry your hands off and have a seat please.[/TARGET] Teacher: One more problem and then I'm going to pull small groups. Teacher: The rest of you are going to work on an activity at your desk quietly. Teacher: So they're asking you a question.
Teacher: Nice work, and good explanation too. Teacher: All right, we're gonna shut this down. Student: [Inaudible]  [TARGET]Teacher: You guys have to get to Teacher's room.[/TARGET] Teacher: I've actually held you over kind of long. Teacher: It's not fair to her kids. Teacher: [Crosstalk]
Teacher: Nice. Teacher: Good. Teacher: Student J, that's terrific.  [TARGET]Teacher: Any other questions for him before I let him out of here?[/TARGET] Teacher: Okay, thanks Student J. Teacher: Anybody else want to come up and share on this one? Teacher: We got one more after this one, so I'm going to let somebody show their model and we're going to do one more, and we're going to move onto something else.
Teacher: Nine parts. Teacher: Now in the first circle I want you to shade three pieces of it, or three parts of it. Teacher: Excuse me.  [TARGET]Teacher: Can you let me take care of my class, please?[/TARGET] Teacher: Now we have a few that did not hear me. Teacher: Color three pieces or three parts from that first pair. Teacher: After you're done with that, I want you to write the fraction that represents the number of parts that you have colored.
Teacher: Nine times six. Teacher: Student J. Student: Do we get to bring this home?  [TARGET]Teacher: Yes.[/TARGET] Teacher: Student J, erase this. Teacher: This is a nine. Teacher: This is your first nine.
Teacher: Nine-nine. Teacher: Could we go on and on and on and on with these? Student: [Inaudible]  [TARGET]Teacher: Yes, Student O.[/TARGET] Student: She took my [inaudible] Teacher: All right, that happens. Teacher: Okay.
Teacher: Nine-twelfths is equivalent to three-fourths. Teacher: Three-thirds, if you divide nine-twelfths - Teacher: [Crosstalk]  [TARGET]Teacher: I am talking, so that means that you are not.[/TARGET] Teacher: If you divide nine-twelfths by three-thirds you get three-fourths. Student: I already know how to divide that. Teacher: You have to be able to do that.
Teacher: Nine. Teacher: I don't see nine groups. Student: One.  [TARGET]Teacher: One, two, three, four, five, six - are you paying attention - seven, eight, nine.[/TARGET] Teacher: Now I see now groups. Teacher: What do you do with those? Teacher: Now I see nine groups.
Teacher: No frustration. Teacher: Come on. Teacher: There's no frustration in this.  [TARGET]Teacher: I will help you.[/TARGET] Teacher: You're doing a great job. Teacher: Look at all the math you've done. Teacher: You've done a good job.
Teacher: No it's not. Teacher: Why is it not right? Teacher: There's something else wrong.  [TARGET]Teacher: Yours is to the - those of you giving directions, listen.[/TARGET] Teacher: This is his. Teacher: This is yours. Teacher: This is yours.
Teacher: No ma'am. Teacher: You should not be up right now. Teacher: Everybody should have their - I need you sitting up.  [TARGET]Teacher: I need [inaudible].[/TARGET] Teacher: I need you to get going. Teacher: You can't go back to Ms. R's class. Teacher: All right.
Teacher: No mouths again. Teacher: You're going to reset the array. Teacher: You have 30 seconds.  [TARGET]Teacher: No mouths.[/TARGET] Teacher: I need you out of your chairs. Teacher: I am very impressed with what I am seeing start at this end. Teacher: We need to scoot back.
Teacher: No mouths. Teacher: I need you out of your chairs. Teacher: I am very impressed with what I am seeing start at this end.  [TARGET]Teacher: We need to scoot back.[/TARGET] Teacher: Scoot way back, please. Teacher: We need to be able to see. Teacher: If the cameras can't see, this is useless.
Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible].  [TARGET]Teacher: Student M,  [inaudible] sit there.[/TARGET] Teacher: If you sit at this table, [inaudible]. Teacher: [Whistling sound]. Teacher: At this table.
Teacher: No one [inaudible]. Teacher: [Inaudible] you got one problem? Teacher: What's the second problem.  [TARGET]Teacher: When both of them are done - raise your hands when both of them are done.[/TARGET] Student: Oh, both of them. Multiple Students: [Crosstalk]. Teacher: Look at the chart.
Teacher: No problem, I got it. Other Adult: You gonna get it? Teacher: Yeah, I'll get it.  [TARGET]Teacher: So, I'll just give it to her on Friday or Thursday?[/TARGET] Other Adult: I'll do it tomorrow. Teacher: That's fine. Teacher: Thank you.
Teacher: No reason to sit at home and play video games all day, then. Student: I do. Student: Or lay down and watch TV.  [TARGET]Teacher: [Laughter] or lay down and watch TV?[/TARGET] Teacher: You had all Spring Break to watch TV. Student: Nope. Student: I don't even have cable.
Teacher: No sweetheart not 10 blocks, one block 10 pounds right? Teacher: Cause they told you that in part A. Oh we're not talking together yet. Teacher: We still have time to think about it by ourselves.  [TARGET]Teacher: Shh.[/TARGET] Teacher: We still have time to think about it by ourselves. Teacher: 10 pounds label that, 10 pounds okay? Teacher: Doesn't it tell us that?
Teacher: No you didn't. Teacher: Look at how this game goes. Teacher: Your mom is going to witness that.  [TARGET]Teacher: You know that?[/TARGET] Teacher: Look. Teacher: We're going to play close to 1,000. Teacher: In this game each student gets 7 cards.
Teacher: No you didn't. Teacher: You asked for a break. Teacher: You didn't ask for a pencil.  [TARGET]Teacher: You asked for a break.[/TARGET] Teacher: Right? Student: No. Student: [Inaudible]
Teacher: No, 50. Teacher: You could start at 50. Teacher: Come on.  [TARGET]Teacher: Let's get started.[/TARGET] Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two.
Teacher: No, I do not. Teacher: What do I get? Teacher: Your eyes are up here.  [TARGET]Teacher: They're not anywhere else.[/TARGET] Teacher: Come up here and look. Teacher: You can see it. Student: Three fourths.
Teacher: No, I want you to ask the class what the answer is. Student: For my section I got - Teacher: Wait, wait, wait.  [TARGET]Teacher: Don't say it.[/TARGET] Teacher: I want someone else to figure it out, and we'll see if you agree with them. Teacher: Who thinks they know how much Student S just colored for her fraction? Teacher: What's her fraction?
Teacher: No, I'll bring them to you. Teacher: Get up. Teacher: [Crosstalk]  [TARGET]Teacher: Are you talking about this?[/TARGET] Student: Yes. Teacher: Because it's all on videotape. Teacher: Student K, go sit down and don't walk across the front.
Teacher: No, I'm sorry. Teacher: My brain is not working today. Teacher: The little ones are your centimeters, and the tiny little lines between are your millimeters.  [TARGET]Teacher: My brain's tired today.[/TARGET] Teacher: [Laughter] The big numbers are inches, so ignore the numbers on top. Teacher: Those are the inches. Teacher: Okay.
Teacher: No, I'm saying where is he right now? Teacher: Did he go, oh, to - Student: Teacher K.  [TARGET]Teacher: Teacher K?[/TARGET] Teacher: Okay. Teacher: So we're going to work with people that you have in front of you. Teacher: We'll add them in as they come along.
Teacher: No, Student R, you weren't listening. Teacher: Student J just explained why he would not do 43, and that's why I called on you, because I was afraid, I was afraid you weren't listening. Teacher: So, can you make sure you pay attention for me, from now on?  [TARGET]Teacher: Because we don't want to repeat this.[/TARGET] Teacher: I want to make sure you have it, so you don't have to struggle with it. Teacher: Are you with me? Teacher: Very good.
Teacher: No, but that's for you to figure out how to do it right. Teacher: What Student G is doing is wrong. Teacher: Look.  [TARGET]Teacher: You have it over here.[/TARGET] Teacher: Give me your books. Teacher: Student L's is right. Teacher: Student S's is right.
Teacher: No, continue what you're doing please. Teacher: Student J, sit down. Teacher: Student J, sit down.  [TARGET]Teacher: Everybody look at the board and see what he's doing.[/TARGET] Teacher: Where'd you get seven from? Student: Can I help you, bro? Teacher: No, sit down.
Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions. Teacher: Supply monitor.  [TARGET]Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay?[/TARGET] Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets.
Teacher: No, he is. Teacher: That's using your ... using your head. Teacher: I think I have cups, and pints, and all that, over here.  [TARGET]Teacher: I will be - I'm' just stepping out.[/TARGET] Teacher: Hold on a second. Teacher: All right. Teacher: We're going to be practicing with this capacity, tomorrow.