stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it. Teacher: Show me three eighths.  [TARGET]Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions.[/TARGET] Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there?
Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control. Teacher: That's it.  [TARGET]Teacher: One more time.[/TARGET] Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance.
Teacher: I'm giving you about two minutes. Teacher: Please begin. Teacher: [Crosstalk]  [TARGET]Teacher: Student M, get it and walk away.[/TARGET] Teacher: [Crosstalk]  Teacher: All right, shh. Teacher: Leave your shapes on your sheets so that - I wanted you guys to actually walk around and take a look.
Teacher: I'm going a little too fast. Teacher: Let me wait. Student: Let everybody copy.  [TARGET]Teacher: Yeah, let everybody copy.[/TARGET] Teacher: When you're ready, just put your pencils down. Teacher: Because, you're not gonna need them in a second. Teacher: Thank you, Student J.
Teacher: I'm going down. Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes - Student: One, three -  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Of the whole set, the whole set, what do I read this fraction? Teacher: It's half of one fourth. Teacher: It's three pieces.
Teacher: I'm going to call on A, one A to share from here. Teacher: I'm gonna call on one B to share from here. Student: I'm a B.  [TARGET]Teacher: You do question number six on the board.[/TARGET] Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible]. Teacher: Let us listen please. Student: First, I thought of the steps.
Teacher: I'm going to count back from 10, 9 - helpers, clip those papers fast. Teacher: 8, 7, 6, 5, 4, 3, 2, thank you, last call for papers, great. Teacher: Student K, you have to be very careful in that seat.  [TARGET]Teacher: Eyes up here, please.[/TARGET] Teacher: I don't see clear desks. Teacher: Let's look at today's math objective. Teacher: We know an objective is a goal.
Teacher: I'm going to count down from five. Teacher: My friends who are coming in from outside are moving to Independent. Teacher: If you could, just sit at that table so that I'm not distracting you.  [TARGET]Teacher: My friends who were just with me are partnering up and heading out into the hallway.[/TARGET] Student: Miss P? Teacher: I'm going to count down from five and I'd like everybody to be in their places. Student: Can we go in that room next door?
Teacher: I'm going to give people a little more time. Teacher: Hmm? Teacher: Not now.  [TARGET]Teacher: I need you in here.[/TARGET] Student: [Inaudible]. Teacher: Mmm? Teacher: Yeah.
Teacher: I'm going to put them on the SMART Board. Teacher: Do not talk. Teacher: Excuse me.  [TARGET]Teacher: Do not talk.[/TARGET] Teacher: Ms. G, can you switch it to the SMART Board? Teacher: Just exit it out. Teacher: I'm going to show you.
Teacher: I'm going to show you a figure, and I want you to tell me whether or not you think it is a polygon, or not a polygon. Teacher: Okay? Student: [Inaudible].  [TARGET]Teacher: Actually, Student M, can you put that down, and just wait?[/TARGET] Student: Yes. Student: [Inaudible] clipboard [inaudible]. Teacher: Okay.
Teacher: I'm going to take - ok, it's not about who's the - which one of my classmates worked this, I just picked one randomly. Teacher: Here in the draw it box, tell me what Student E did. Student: She -  [TARGET]Teacher: Raising your hand please.[/TARGET] Student: Oh. Teacher: What's she do? Teacher: Student S?
Teacher: I'm going to tell you the topic of your perfect sentence. Teacher: Put your name on the card. Teacher: I'm giving directions so you should not be talking.  [TARGET]Teacher: Hurry up.[/TARGET] Teacher: And put today's date, 11/2/11. Teacher: Write one perfect sentence - pass the cards around, they're waiting for them over there, thank you - write one perfect sentence that answers that EQ. Teacher: So your name is at the top, today's date, 11/2/11, answer that EQ.
Teacher: I'm going to wait 'til everybody's listening. Teacher: Waiting. Student: [Laughter].  [TARGET]Teacher: Still waiting.[/TARGET] Student: [Inaudible]. Teacher: Student R, still waiting. Teacher: Okay, look at your graph.
Teacher: I'm going to walk around while you all finish this up. Teacher: So what should you do? Student: She could lay these on the [inaudible].  [TARGET]Teacher: Whoever's humming, please stop.[/TARGET] Teacher: On your toss, toss the number cube. Teacher: Place a counter on the game board on a multiple of the number on the cube. Teacher: So you did that.
Teacher: I'm gonna call on one B to share from here. Student: I'm a B. Teacher: You do question number six on the board.  [TARGET]Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible].[/TARGET] Teacher: Let us listen please. Student: First, I thought of the steps. Student: Mathematicians are to divide fractions by being able to determine the type of fractions.
Teacher: I'm gonna come around and get the raisins 'cause they're too many people who can't do two things at once. Teacher: Please throw them in the trash please. Teacher: If you wanted them you would've already eaten them.  [TARGET]Teacher: Student K.  This is what I'm doing during the math lesson because students can't focus and do - try - I've already asked you to hold on to the box.[/TARGET] Student: [Inaudible]. Teacher: Nope. Student: Oops, sorry.
Teacher: I'm gonna divide it. Teacher: I don't think we - you know what I want you to work on? Teacher: I'm not gonna call on you if you raise your hand.  [TARGET]Teacher: I want you to work on not calling out.[/TARGET] Teacher: So, I think this is not quite even but I'm gonna divide that in thirds. Teacher: Okay? Teacher: Because I know that Student L keeps telling us that that's what that denominator means.
Teacher: I'm gonna do H on the board. Student: H is hard. Teacher: If you want help with H, come to the carpet.  [TARGET]Teacher: Or we can close it, that's fine.[/TARGET] Teacher: All right. Teacher: You shouldn't have a board - no one should have a board. Teacher: I didn't give boards out.
Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time. Teacher: Now that we've gone over it, I want some of you to try to do that one.  [TARGET]Teacher: Go.[/TARGET] Student: [Inaudible]. Teacher: Well, good, but some of you didn't get it yesterday. Teacher: Some of you still haven't gotten it today.
Teacher: I'm gonna give you a paper like this. Teacher: Can somebody turn off one light? Student: I'll do it.  [TARGET]Teacher: Somebody close to the door.[/TARGET] Teacher: Come on. Student: That would be me. Teacher: Sit.
Teacher: I'm gonna give you about 30 seconds to just think for a second. Teacher: What is one thing that everyone has similar? Student: It's a shape.  [TARGET]Teacher: Think for a second before you call out or raise your hand.[/TARGET] Teacher: Think, what is something everyone has similar. Teacher: Student N? Student: [Inaudible] - closed figures.
Teacher: I'm gonna give you some added information. Teacher: I'm gonna clear this screen and you're gonna have to think in a different way. Teacher: This time I'm going to tell you that all of the labels must fall into the same category.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Pages, words, miles, feet, grams, bullets, those words do not fall into the same category. Teacher: So I need you to think differently. Teacher: All of the labels, they're not the same word, but the same category.
Teacher: I'm gonna make the numbers a little different. Student: [Inaudible]. Teacher: I just want you to find an answer.  [TARGET]Teacher: Honey, were you listening?[/TARGET] Student: Yeah. Teacher: What did I just say in that whole big speech? Teacher: I should have answered that in what you were asking.
Teacher: I'm gonna pass out your practice assessment. Teacher: This is to be done - excuse me. Teacher: We're no gonna start this again.  [TARGET]Teacher: Put your hand down, dear.[/TARGET] Teacher: Clear everything off your desk because we're gonna be switching. Teacher: [Crosstalk] Teacher: Student D, put everything off your desk.
Teacher: I'm gonna pick on one person. Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator.  [TARGET]Teacher: Student N, Student N, something about denominator.[/TARGET] Teacher: What is it you present? Teacher: What does - when you say the denominator, what do I have in mind? Student: The whole fraction.
Teacher: I'm gonna play a little game called "Guess My Rule." Student: Guess my rule. Teacher: Let me see what I want for my rule.  [TARGET]Teacher: I don't want [pushing back my chairs from all the room.][/TARGET] Teacher: Student M, Student J, Student M, stand up front please. Teacher: Student L, Student A, Student B, sit up front please. Teacher: You know what?
Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up.  [TARGET]Teacher: I'll check it and I'll send you to special.[/TARGET] Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question. Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color?
Teacher: I'm gonna say that correctly. Teacher: Put the caps back on the marker, please. Teacher: And I already asked you to have a seat, so that should have been the first thing that you did.  [TARGET]Teacher: I didn't ask you to do anything else.[/TARGET] Teacher: I didn't ask you to stack the markers on top of one another. Teacher: I didn't ask you to fix the little cards. Teacher: I didn't ask you to play with the dice.
Teacher: I'm gonna work with the large group till about five more minutes and then I'm gonna regroup then on the rug so that we can talk about what they've been doing. Teacher: How did they do with their activity? Teacher: Nice job.  [TARGET]Teacher: Can you please stop playing with your pencil because that's not the - nope, give it to Mrs. S.[/TARGET] Student: This was mine. Teacher: Give it to Mrs. S.  You don't need it right now. Student: Four fifths.
Teacher: I'm just putting it in bullets instead of sentences. Teacher: So this is the rule for multiplying fractions. Teacher: You need to have it in your math journal so you have it.  [TARGET]Teacher: I'll move on when everybody has this written down.[/TARGET] Teacher: Multiply the numerators, multiply the denominators, write in the simplest form. Teacher: Three easy steps. Teacher: [Side conversation]
Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk]  Teacher: Hold on.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right.
Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] Teacher: Hold on.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right.
Teacher: I'm like, "Whoa. Teacher: What are you doing? Teacher: One number per place value, dude.  [TARGET]Teacher: Slow down.[/TARGET] Teacher: All right?"  So, we've divided. Teacher: Now we have to multiply. Teacher: We just said what four times nine was.
Teacher: I'm looking to see if my back table's ready. Teacher: Turn around, please. Teacher: Put your thumb up if you're ready to move on.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student S, how many numbers are in my first number? Teacher: How many places? Student: Three.
Teacher: I'm losing you. Teacher: See, I'm losing them. Teacher: Yes, that's the way.  [TARGET]Teacher: All right, listen.[/TARGET] Teacher: Good job. Teacher: Now, that's how I need it. Teacher: Now, I'm gonna have these three people - listen to what you're gonna do.
Teacher: I'm making it three tall. Teacher: Let me get mine built up, and then I'll show you. Student: Three tall.  [TARGET]Teacher: Would you come sit right here, Student S?[/TARGET] Teacher: Come sit right here. Teacher: Woops. Teacher: Let me get my [inaudible].
Teacher: I'm not gonna snatch it so I can look at it and say, "Oh it's three plus three."  Whoever's rolling says what it is and tells the answer, okay? Teacher: And by me snatching, it's no longer three and three. Teacher: It's three and five.  [TARGET]Teacher: So don't snatch it.[/TARGET] Teacher: So it's three plus three equals six. Teacher: So everybody at my group - now this is just an example - will decide where to put their six. Teacher: Now the decimal point is always gonna be under the decimal, okay?
Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. Teacher: So, everybody, take your - Teacher: [Crosstalk]  [TARGET]Teacher: Excuse me, one -[/TARGET] Teacher: [Crosstalk] Teacher: The second one to you in the classroom, the second one. Teacher: All the A's, you're gonna take the side that has the answer and you read to -
Teacher: I'm not gonna tell you again. Teacher: If I do, I'm calling home. Teacher: Right in computer lab.  [TARGET]Teacher: Student T, you can stay here.[/TARGET] Teacher: Student M, sit down. Teacher: I can call home, too, as well. Teacher: Computer lab has a phone.
Teacher: I'm not sure if that's correct. Teacher: What can I do? Teacher: Go.  [TARGET]Teacher: Stop.[/TARGET] Teacher: I'm not sure. Teacher: What can you do? Student: Two goes into eight -
Teacher: I'm not sure if we have [inaudible]. Teacher: You don't have anymore of the ones? Teacher: Get those back to me when you finish.  [TARGET]Teacher: Girls, don't do that.[/TARGET] Teacher: Number one, it wastes and it messes it up. Teacher: That's okay. Teacher: You know what they are, right?
Teacher: I'm not sure why you're putting anything in that scale. Teacher: Go sit down and read the directions again. Teacher: Put all the weights down.  [TARGET]Teacher: You're not following directions.[/TARGET] Teacher: You guys are better at following directions than that. Teacher: You haven't done anything it says except for making a chart. Teacher: Read the directions.
Teacher: I'm not the Pied Piper, right. Student: [Inaudible]. Teacher: The Pied Piper is someone who played the flute or the little recorder and he had all these kids and animals following him.  [TARGET]Teacher: I'm not that.[/TARGET] Student: [Inaudible]. Teacher: No. Teacher: You go trade it in.
Teacher: I'm not understanding what you're saying. Teacher: What did you get, Student D? Teacher: Boys, here we go talking again.  [TARGET]Teacher: Stop talking, please.[/TARGET] Teacher: Student D? Teacher: When you added all these up, what did you get? Teacher: What did everyone get?
Teacher: I'm on my way to grandma's house."   Teacher: "We'll you can kiss seeing your granny goodbye, unless you have bill in that basket [missy]." said the little man with stamp, a stomp and a snort. Teacher: "Can't you see that sign?"  "Oh, my goodness, what a big toll you have." sighed Little Red Riding Hood.  [TARGET]Teacher: But all Little Red Riding Hood could find in her basket was one crummy little quarter, a gooey nickel and three sticky pennies.[/TARGET] Teacher: How much do they have? Teacher: One crummy quarter; how much is that? Multiple Students: Twenty-five.
Teacher: I'm really sad that you're not doing the work because you're too - I will take care of this. Teacher: Excuse me Teacher. Teacher: I'm gonna come around and get the raisins 'cause they're too many people who can't do two things at once.  [TARGET]Teacher: Please throw them in the trash please.[/TARGET] Teacher: If you wanted them you would've already eaten them. Teacher: Student K.  This is what I'm doing during the math lesson because students can't focus and do - try - I've already asked you to hold on to the box. Student: [Inaudible].
Teacher: I'm so sorry, Student M.  In your place value, and if we don't get it done today, we're going to add them tomorrow, but everybody's going to stop right now. Teacher: I'm sorry, Student J.  I really need people to listen. Teacher: Student S?  [TARGET]Teacher: You're not listening.[/TARGET] Teacher: Your numbers will be down one side. Teacher: Your partners will be down another. Teacher: We'll start adding, and you guys can use - do you know how to apply numbers with 10?
Teacher: I'm sorry, turn to page 85 in your workbook, and I want you to practice ...  Page 85, page 85, in your workbook. Teacher: Get your workbook out, let's go. Teacher: Page 85.  [TARGET]Teacher: Do you want to call your mom and go home?[/TARGET] Teacher: Do you need to go home? Teacher: Head down to the nurse and have them call your mom, go home. Teacher: Page 85.
Teacher: I'm sorry. Student: Times 85. Teacher: Listen, guys.  [TARGET]Teacher: Please listen.[/TARGET] Teacher: I don't want to hear "times". Teacher: All I want to hear is what is the radius. Student: Oh.
Teacher: I'm sorry. Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson.  [TARGET]Teacher: Student S, this is your last chance.[/TARGET] Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now.
Teacher: I'm sorry. Teacher: I'm still adding. Teacher: Tell us what you did.  [TARGET]Teacher: I need everybody to turn this way.[/TARGET] Teacher: Tell us exactly what you did. Student: [Inaudible]. Teacher: You said 4 times 9 is 0?
Teacher: I'm sorry. Teacher: Okay, now you're looking. Teacher: You're not touching.  [TARGET]Teacher: You're not feeling.[/TARGET] Teacher: How many of you have extra saliva in your mouth, because your mouth is watering just looking at it? Teacher: Isn't that amazing that that does that? Teacher: Seriously.
Teacher: I'm sorry. Teacher: What did you say?' Student: They're getting [inaudible].  [TARGET]Teacher: That's music to my ears.[/TARGET] Teacher: Oh, I broke my rubber band. Teacher: Thank you. Teacher: [Crosstalk]
Teacher: I'm sorry. Teacher: You have to value your education. Teacher: Stop playing around.  [TARGET]Teacher: You need to get busy.[/TARGET] Teacher: The median is the middle number. Teacher: Which one is your middle number? Teacher: First let's write them in a row.
Teacher: I'm starting the timer, now. Teacher: How long did I say? Multiple Students: Ten minutes.  [TARGET]Teacher: Ten minutes.[/TARGET] 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.
Teacher: I'm still hearing side conversations. Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave?  [TARGET]Teacher: Student A has been following my directions when I've asked him to move.[/TARGET] Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now. Teacher: Are you trying to learn?
Teacher: I'm talking to Student D, now. Teacher: Now if I say anything again, it's silence. Teacher: And Student G, I'm giving you the opportunity to work with a group.  [TARGET]Teacher: Don't lose your opportunity.[/TARGET] Teacher: You can bring that over here, Student D, and I'll look at it. Teacher: I'm sorry. Teacher: Four times five.
Teacher: I'm teaching math. Teacher: [Crosstalk] Teacher: Put that away.  [TARGET]Teacher: Student A, give me it.[/TARGET] Student: No. Student: Do you know the camera is on? Student: You're not taking my $5.00 coloring book, no, unless you'll be paying.
Teacher: I'm - I like the way Student A is sitting. Teacher: He's ready for my question. Teacher: I need you to pull your chair in.  [TARGET]Teacher: I need you eyes on me.[/TARGET] Teacher: Okay, I need someone to raise their hand and answer the essential question. Teacher: Tell me, how do we write a number - a fraction in it's simplest form? Teacher: Student S, how do we - before you speak, Student S, I need to make sure everyone has your attention.
Teacher: I've already read it to you, once. Teacher: What's the step after you read? Student: Re-read.  [TARGET]Teacher: So, now everyone, right now, you're doing your re-reading.[/TARGET] Teacher: Go ahead. Teacher: [Inaudible] together, okay? Teacher: You're the motivator.
Teacher: I've counted to one. Teacher: I shouldn't hear anything. Teacher: I shouldn't hear cubes rattling, either.  [TARGET]Teacher: I should not hear a thing.[/TARGET] Teacher: You have cubes. Teacher: You have cubes. Teacher: Student N, give him cubes, please.
Teacher: J, how do you find the range?"  You've got to remember this. Teacher: This is review now. Teacher: You understand?  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: If you're finished, you need to just be quiet. Teacher: Are you finished? Teacher: We need to stop playing over here.
Teacher: Jaguars?  [TARGET]Teacher: Does it have the lead in it?[/TARGET] Teacher: You can use it. Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week.
Teacher: Jaguars? Teacher: Does it have the lead in it?  [TARGET]Teacher: You can use it.[/TARGET] Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week. Teacher: You're going to be spending part of the time - I will.
Teacher: Julie had a little tiny freckle right there on her cheek. Teacher: Score for the teacher. Teacher: Because I'm like, Julie, do you see that over there?  [TARGET]Teacher: Now, she's pointing to me, so which way do I want her to look?[/TARGET] Teacher: And she's like, what? Teacher: I'm like, oh, that's Julie. Teacher: Whew, it's great.
Teacher: Just X out what you don't like. Teacher: All together is 52 coins, which is what you've got. Teacher: You are just matching the stacks so two of the piles are the same and one is twice as many.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: I've got them. Teacher: You turn around and do you. Teacher: Are these extras?
Teacher: Just a minute. Student: [Inaudible]. Teacher: Shh.  [TARGET]Teacher: Student L, hang on.[/TARGET] Teacher: Hang on. Student: [Inaudible]. Teacher: Shh.
Teacher: Just a minute. Teacher: Just a minute. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student L, hang on. Teacher: Hang on. Student: [Inaudible].
Teacher: Just a second. Teacher: I need two more minutes. Teacher: Okay.  [TARGET]Teacher: We need to wrap it up and I need everyone's attention, please.[/TARGET] Teacher: Five sixths equals what? Student: Three sixths and two sixths. Teacher: Three sixths equals-
Teacher: Just asking any person. Student: We good. Teacher: Thank you.  [TARGET]Teacher: Is there anybody that has not got a paper.[/TARGET] Student: Student J. Student: [Crosstalk] Teacher: You need a pencil.
Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6? Teacher: Talk about it.  [TARGET]Teacher: You two talk about it.[/TARGET] Teacher: What would be the best choice for you? Teacher: Let's just look. Teacher: What's the highest number?
Teacher: Just be gentle. Teacher: No. Teacher: I don't know what's going on.  [TARGET]Teacher: It doesn't like me.[/TARGET] Teacher: You jinxed me. Teacher: I was doing so well today with it. Teacher: Now we have 12 cookies.