stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. Teacher: The table shows the different amounts of time she has spent working on parts of the project. Teacher: Her activity was research.  [TARGET]Teacher: Please copy this down.[/TARGET] Teacher: Another part of the project was the report that she needed to write after she completed her research. Teacher: Then she needed to finish the artwork. Teacher: Finally she had to write a bibliography where she cited her sources.
Teacher: Part of the questions will involve our recap of dividing decimals. Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor.  [TARGET]Teacher: Student M, do you want to pass out the whiteboards for us?[/TARGET] Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D.  You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1.
Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion.  [TARGET]Teacher: And then pass it along until everyone has a job.[/TARGET] Teacher: You took out two cards. Teacher: You need to take out one. Teacher: What did we decide we were going to do the double job for?
Teacher: Pay attention to our weekly challenge. Teacher: Volume control. Teacher: We've been talking about it during our centers.  [TARGET]Teacher: It gets way too loud in here, so please monitor your volume.[/TARGET] Teacher: With a pencil can I see the following people? Teacher: Student T, Student C, Student M, and Student C was my other one. Teacher: Student G, come on over with a pencil, Student C.
Teacher: Pay attention. Teacher: This pattern, let's say that the first number is four. Teacher: [Crosstalk]  [TARGET]Teacher: Student L, go sit down, please.[/TARGET] Teacher: Step one, Student J, it says create a list of the numbers given. Teacher: The number given is 4. Teacher: So we're gonna begin with 4.
Teacher: Peanut, or M - - or plain. Teacher: You just know you were getting an M&M right? Teacher: So think about why do you think they could have been different.  [TARGET]Teacher: It's still dry, it's loud over there.[/TARGET] Teacher: And then think about what was helpful in making your predictions? Teacher: What helped you make those predictions to begin with? Teacher: Maybe M&Ms are your favorite candy and you eat them all the time.
Teacher: Pencils down. Multiple Students: [Multiple comments] Teacher: There's a lot of talking out.  [TARGET]Teacher: Student E, please face front.[/TARGET] Teacher: Student D, shut the timer off, please. Student: [Inaudible]. Teacher: Right, when they were the timer.
Teacher: Pencils down. Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you.  [TARGET]Teacher: Student D, Student M, I don't appreciate the talking.[/TARGET] Teacher: Put your pencils down. Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher.
Teacher: Pencils down. Teacher: Pencils down. Multiple Students: [Multiple comments]  [TARGET]Teacher: There's a lot of talking out.[/TARGET] Teacher: Student E, please face front. Teacher: Student D, shut the timer off, please. Student: [Inaudible].
Teacher: People back here stand up and push your chair in. Teacher: Everybody is going to - people back here can push your chair in and stand up. Teacher: We're going to kind of make a big huge circle around this table.  [TARGET]Teacher: We're going to step back.[/TARGET] Teacher: We're going to go ahead and place the animals on there with no talking, and we're going to see what kind of array we come out with the very first time. Teacher: There's no talking at all. Teacher: So it may be an array, and it might not.
Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet.  [TARGET]Teacher: This group has been able to remain quiet.[/TARGET] Teacher: Let's see if another group can do it. Teacher: Over here you're quiet. Teacher: Quiet please, Student K.  Everybody over there I think is quiet.
Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard? Teacher: Is Student D working?  [TARGET]Teacher: Come in here.[/TARGET] Teacher: I'm visiting Student D.  Student D, you're not supposed to be here. Teacher: You're here. Teacher: Sit down.
Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time? Student: 3:00, I think. Multiple Students: 2:30.  [TARGET]Teacher: 2:30.[/TARGET] Teacher: Very good. Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, "Hey guys, we have five minutes left."  That's the only voice I might here is that timer.
Teacher: Percent of students that chose orange. Teacher: What's my first step? Teacher: My first step?  [TARGET]Teacher: Student W?[/TARGET] Teacher: We're doing F right now. Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you.
Teacher: Percentage. Teacher: Now, there's only two steps. Teacher: Can someone tell me the first step?  [TARGET]Teacher: Raise their hand?[/TARGET] Teacher: Student D? Student: If you took the [inaudible] - you've gotta add it up. Teacher: It's an operation - Student A?
Teacher: Perfect. Teacher: Please make sure you label your answers with square feet or square units, I should say. Teacher: Enough with the chitchat, please.  [TARGET]Teacher: I'm not going to remind you again.[/TARGET] Student: Teacher? Teacher: Mm-hmm? Student: Do I do the same one?
Teacher: Perimeter is 10 units. Teacher: So we've got area of six square units, a perimeter of 10 units. Teacher: All right, that one is tricky.  [TARGET]Teacher: Student N, let's put it away.[/TARGET] Teacher: Anybody have any questions on that one? Teacher: Questions? Teacher: Remember, those of you that weren't here yesterday, pay close attention.
Teacher: Pick them up. Teacher: [Crosstalk among students] Teacher: Back to you seat quickly please.  [TARGET]Teacher: Shh, back to your seat.[/TARGET] Teacher: That way. Teacher: Clearly you can't get through that way. Teacher: You're wasting your time.
Teacher: Pick your work. Student: Teacher? Teacher: It's time for you to write it.  [TARGET]Teacher: You can rewrite it.[/TARGET] Student: Is this? Student: Teacher? Teacher: I'm here.
Teacher: Place where a row and a column-that's good baby. Teacher: Put a line, which one is it called? Teacher: Thank you I've been asking you that.  [TARGET]Teacher: It's good to know now that you're waiting in your seat.[/TARGET] Teacher: She get whatever she want teacher I told that we were gonna come to your class. Teacher: [Inaudible]. Teacher: No just tell me the name of the word.
Teacher: Please be quiet. Teacher: Inter what? Student: Intersecting lines.  [TARGET]Teacher: And please, when I'm asking him, I don't want to hear anything else.[/TARGET] Teacher: I want to give the points, okay? Teacher: Very good. Teacher: How much was that for?
Teacher: Please do not play with the colored tiles. Teacher: Excuse me. Teacher: You need you have your desk the way I have it.  [TARGET]Teacher: You don't need to be facing my desk.[/TARGET] Teacher: If you have your hand up, Student A is coming around with the pink paper. Teacher: Why are you on the floor? Teacher: You should be finishing that white paper first.
Teacher: Please don't waste the marker. Teacher: Student T has 24 trees. Teacher: 8 families - keep writing.  [TARGET]Teacher: Back up off it.[/TARGET] Teacher: Student K, silent E.  Good. Teacher: Here. Teacher: Student M, I'm going to change your card in a minute.
Teacher: Please don't get up. Teacher: -2 on the X axis first, then 4. Teacher: I'm sorry.  [TARGET]Teacher: Please don't yell out you're finished.[/TARGET] Teacher: I'll know it when I look at you. Teacher: Thank you. Teacher: Okay.
Teacher: Please go back to your seats and put your heads down. Teacher: Okay. Teacher: You're going to knock that camera over.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Waiting for everybody to get in their seats. Teacher: Yes, you can. Teacher: Student R, remind me after specials.
Teacher: Please look. Student: [Inaudible]. Student: [Crosstalk]  [TARGET]Teacher: Please stop.[/TARGET] Teacher: Just look. Teacher: I'm sorry, Student S, I'm sorry to interrupt you. Teacher: People are writing and some people are talking.
Teacher: Please move on. Teacher: Ms. W don't got no more? Teacher: That's not funny.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Student D, if you don't see a mode, then you don't write down a mode. Teacher: It's zero. Teacher: There's no mode.
Teacher: Please number your paper from 1 to 10.  [TARGET]Teacher: I said everyone number your paper 1 to 10.[/TARGET] Teacher: I just gave you guys three slips. Teacher: Where are they? Teacher: They weren't just for you.
Teacher: Please number your paper from 1 to 10. Teacher: I said everyone number your paper 1 to 10.  [TARGET]Teacher: I just gave you guys three slips.[/TARGET] Teacher: Where are they? Teacher: They weren't just for you. Teacher: Get them out, distribute.
Teacher: Please number your paper from 1 to 10. Teacher: I said everyone number your paper 1 to 10. Teacher: I just gave you guys three slips.  [TARGET]Teacher: Where are they?[/TARGET] Teacher: They weren't just for you. Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math.
Teacher: Please pack up this center. Teacher: Everybody pack up this center. Teacher: Everybody pack up this center.  [TARGET]Teacher: Seat work.[/TARGET] Teacher: I know. Teacher: Everyone get back to a seat. Teacher: We're about to take our multiplication test.
Teacher: Please put those in your binder on your keep home side. Teacher: And what should be in front of you right now is page 15 and your box that you built yesterday. Teacher: Can you do me a favor please?  [TARGET]Teacher: It's not your job to tell people where to sit, is it?[/TARGET] Teacher: Take out Student B's math book for me please. Teacher: Teacher T's is that Student B's math book over there? Teacher: Could I borrow page 15 from unit two?
Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who.  [TARGET]Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet.[/TARGET] Teacher: Student B, please move your clothespin down, I don't like the way -  Student: [Inaudible]. Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now.
Teacher: Please put your name down. Teacher: That should be the first thing you do. Teacher: I'm gonna have everyone play about three rounds, and then we're gonna meet on the rug, and then I'm gonna give you another set of directions.  [TARGET]Teacher: Student N you need to be sitting up.[/TARGET] Teacher: You need to be ready and attentive. Teacher: Do you know what that means? Student: No.
Teacher: Please put your name on this paper, also. Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever.  [TARGET]Teacher: Shh.[/TARGET] Teacher: So, please take one and read it to yourself silently. Teacher: Student C? Student: Should we write our names on -
Teacher: Please stop talking. Teacher: She needs to do her own. Teacher: I'll come around.  [TARGET]Teacher: Stop it.[/TARGET] Teacher: Stop asking and think about what you're trying to ask and trying to do. Teacher: Think about it first. Teacher: You're asking me and you're sounding out.
Teacher: Please stop. Student: 18, 18, 18, 18! Student: Why are you all copying me?!  [TARGET]Teacher: Please stop that![/TARGET] Teacher: Guys sit down and get to work. Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her?
Teacher: Please stop. Teacher: Just look. Teacher: I'm sorry, Student S, I'm sorry to interrupt you.  [TARGET]Teacher: People are writing and some people are talking.[/TARGET] Teacher: If Student S is taking the time to put her work up there for us to talk about, let's check what we did. Teacher: Let's put our pencils down. Teacher: Let's listen for a moment.
Teacher: Please take a look. Teacher: Student A. Teacher: Now I'm gonna wait till it's absolutely quiet in here.  [TARGET]Teacher: Student T, you might want to move your desk back a little bit.[/TARGET] Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K.  Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one.
Teacher: Please understand your second grade teachers, your third grade teachers and myself for the past couple of months have made very sure that you understand place value. Teacher: Do not lose place value just because we've moved on to the traditional algorithm. Teacher: Student R you've been waiting patiently.  [TARGET]Teacher: I appreciate it.[/TARGET] Student: [inaudible] that like you have to read the second number like it's a two-digit number. Student: You always use the second number, which is the ones. Teacher: In this case, because we've added five and six, the second number, what you're calling it, happens to be the ones place.
Teacher: Please write down the answer. Teacher: Number two, how many 3s are there in 24? Teacher: How many 3s are there in 24?  [TARGET]Teacher: Do I need to take it or can you put it away?[/TARGET] Teacher: Join us. Teacher: How many 3s are there in 24? Teacher: Just write down your answer.
Teacher: Please - you are not writing answers, are you? Teacher: Because that would be considered cheating. Teacher: Okay.  [TARGET]Teacher: If you're finished, [inaudible] your sheet.[/TARGET] Teacher: You better count out so that we can go look at the board. Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42.
Teacher: Plus 1 you borrowed from me is 10. Teacher: Sit down now. Teacher: Sit down right now.  [TARGET]Teacher: You have a choice to go outside to the [inaudible].[/TARGET] Teacher: [End of Audio]
Teacher: Plus 20, plus four. Teacher: Thumbs up when you've got - put the shirt on boy. Teacher: You can't be naked in front of my cameras.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Now what do we do with 28? Teacher: Where does 28 go? Teacher: Student A, where do I - what do I do with 28?
Teacher: Plus 27 times 2. Teacher: That's exactly what he did here. Teacher: Sit down, please.  [TARGET]Teacher: Student A, come here.[/TARGET] Teacher: You solve this one. Teacher: This is good. Student: Different strategy.
Teacher: Plus one more. Teacher: 364 Teacher: [Crosstalk - excessive background noise]  [TARGET]Teacher: Student J, go to your seat please.[/TARGET] Teacher: I've asked all of you [inaudible] three times already. Teacher: Go to your seat please. Teacher: So what number is the fifth?
Teacher: Plus. Student: Ten times. Teacher: Okay.  [TARGET]Teacher: I'm not sure what you're doing there.[/TARGET] Student: You can't trick me. Teacher: How many have you counted? Student: Six.
Teacher: Plus. Teacher: Put together. Student: I hate this pen.  [TARGET]Teacher: Hurry up.[/TARGET] Teacher: You still have a lot to do. Teacher: Why don't you use pencil? Teacher: Why don't you use pencil?
Teacher: Point to 35. Teacher: Does that go - sorry. Teacher: I almost hit you in the face with the microphone.  [TARGET]Teacher: Why don't you take your pencil?[/TARGET] Teacher: Here's 35. Teacher: Does the bar reach that line? Student: No.
Teacher: Point. Teacher: Point four zero? Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to.  [TARGET]Teacher: But, I'm still working on this with the class.[/TARGET] Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero. Teacher: And, cross that out.
Teacher: Polygon. Teacher: Student I, what's this one? Student: A five-sided polygon.  [TARGET]Teacher: No it's not, because you're not paying attention, 'cause you're doing something that you shouldn't be doing.[/TARGET] Teacher: Sit up. Student: It's important. Teacher: What is this one, Student I?
Teacher: Positive X, negative Y. Teacher: Very good. Teacher: Last but not least, Student R.  I want to give everyone a chance.  [TARGET]Teacher: I like your enthusiasm though.[/TARGET] Teacher: Positive - negative on the X axis, positive on the Y axis. Teacher: Very good. Teacher: Now where is the origin located?
Teacher: Positive ten. Teacher: What is Team Two's goal? Student: [Inaudible].  [TARGET]Teacher: I'm asking you a question.[/TARGET] Teacher: What is Team Two's goal? Student: [Inaudible]. Teacher: Negative ten.
Teacher: Positive - negative on the X axis, positive on the Y axis. Teacher: Very good. Teacher: Now where is the origin located?  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: I haven't called on anyone yet. Teacher: In the center at 0,0. Teacher: Good job.
Teacher: Possibly. Teacher: So they had 24 pieces divided by 6 and they got 4 pieces. Teacher: Here's another person.  [TARGET]Teacher: Raise your hand if you were thinking that way, or stand up.[/TARGET] Teacher: Here is the second person's thinking. Teacher: Or the third person. Teacher: One friend gets half.
Teacher: Pretend it's not here. Teacher: Let's have our normal math lesson, okay. Student: Teacher, you know what's funny?  [TARGET]Teacher: What?[/TARGET] Student: We usually don't act like that when we're doing math, when the camera is not there. Teacher: Exactly. Student: [Inaudible]
Teacher: Pretend we're a shipping company. Teacher: We make candy. Teacher: Student A, the point was to have your eyes up here.  [TARGET]Teacher: Turn it around.[/TARGET] Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside. Teacher: There it is, one box, okay.
Teacher: Pretty good? Teacher: I hear the bell. Teacher: Blue in the A bag, yellow in the B bag.  [TARGET]Teacher: 10, 9, 8 - [inaudible] - 7, 6, 5, 4, 3, 2 - Student G, and Student J, sit down.[/TARGET] Teacher: I know. Teacher: Student J, if I were you, I would ignore Student K, because you're going to get yourself in trouble. Teacher: Your mother will not be happy.
Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal.  [TARGET]Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write.[/TARGET] Teacher: They're all out of ink. Teacher: [Side conversation] Teacher: It's the same thing.
Teacher: Probability. Teacher: So probability and chance and you are going to see, I don't know why that is so loud. Teacher: You are gonna see how they're related.  [TARGET]Teacher: Shh, I barrowed it.[/TARGET] Teacher: Okay, so in your spirals open them up to today and I want you to write that word probability somewhere on today draw a line under the last day put today's date Tuesday February 1st and then take go back to the red line. Teacher: 6 on the 4, this is all supposed to be put away now. Teacher: Thanks, and you're going to write probability.
Teacher: Progress means you are moving forward. Teacher: We're going to be moving forward today with your understanding of an array, and this is really cool because we don't know what's going to happen. Teacher: So without any mouths at all, I need you to put your animal in an array.  [TARGET]Teacher: There is no talking, and we need to see if it turns into an array.[/TARGET] Teacher: This is very much like when you make an array in the theater. Teacher: You may not talk, Student T.  You may not move any animals. Teacher: I need all animals up here.
Teacher: Pull out 6. Teacher: You're using 6 cards. Teacher: Allow him to do it the way he wants.  [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: This is too much. Teacher: You have to think again. Teacher: You want to make it very close.
Teacher: Push in your chair and walk up to the line please. Teacher: Thank you Student D.  I moved your desk back a little bit. Teacher: Student L I'll move them after lunch.  [TARGET]Teacher: Table three, I need to quietly stand up.[/TARGET] Teacher: Push in your chair. Teacher: Line up please. Teacher: Table one, stand up.
Teacher: Push things to the side, please. Teacher: Have the attention from this group. Teacher: Thank you.  [TARGET]Teacher: Student A, I need to see your eyes.[/TARGET] Teacher: Today we're going to be talking about division story problems. Teacher: I know this is in your way a little, but I still need to have your attention up here, please. Teacher: Okay.
Teacher: Push your chair in please? Teacher: Push your chair in. Teacher: Put your hands up here on the desk.  [TARGET]Teacher: Keep your head off your desk.[/TARGET] Teacher: Let me show you what I expect from you every morning, okay? Teacher: I expect you to get started immediately. Teacher: Guys, we do have the benchmark next week.
Teacher: Pushing down too hard. Teacher: Just like - all right. Teacher: Nope.  [TARGET]Teacher: Just be gentle.[/TARGET] Teacher: No. Teacher: I don't know what's going on. Teacher: It doesn't like me.
Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you.  [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Oh, Student J.  That's awesome. Teacher: One, two, three, four. Teacher: Okay, those people please put a B on the back of your paper for [inaudible].
Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing. Teacher: A, B, and C.  Student B, I need you to sit up, okay?  [TARGET]Teacher: Thank you.[/TARGET] Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading. Teacher: Who can read part two?
Teacher: Put both of these in your binder. Teacher: If you can hear my voice, clap once. Teacher: If you can hear my voice, clap twice.  [TARGET]Teacher: Guys, I am not going to be dismissing anyone until we all take out our agendas to write down our homework.[/TARGET] Student: Is this a homework about subtraction? Teacher: Nope. Student: Will we be testing on the decimals?
Teacher: Put down your crayons. Teacher: It's time. Student: [Inaudible].  [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Excuse me. Teacher: It's time to share. Teacher: Student C, we're not doing that.
Teacher: Put it away. Teacher: Let's go. Teacher: That's not what you're doing now.  [TARGET]Teacher: You know what?[/TARGET] Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math.
Teacher: Put it back in there. Student: Are we going to play around the world? Teacher: You've got to answer ticket out the door first.  [TARGET]Teacher: Off the table.[/TARGET] Teacher: Student K, yours is on your desk. Teacher: Put your name on the back of the card and go ahead and answer it. Teacher: Thank you.
Teacher: Put it down. Teacher: Put all your materials down and watch. Teacher: I'm gonna take one die -  [TARGET]Teacher: Student K, Student I, eyes up here.[/TARGET] Student: Okay. Teacher: I'm gonna roll it. Teacher: Student S, what does it say?
Teacher: Put it down. Teacher: What do you tell me now? Teacher: Sit down.  [TARGET]Teacher: Student T, let me see what you did.[/TARGET] Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5? Teacher: 5 cards.
Teacher: Put it in now. Teacher: Now, now, now. Student: [Inaudible].  [TARGET]Teacher: Sh![/TARGET] Teacher: I don't care where you put it. Teacher: Just put it now. Teacher: Student J, you're taking too long doing that.