stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: All right, [inaudible], I'll wait. Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet.  [TARGET]Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board.[/TARGET] Teacher: You are going to count the number of students, number of boys, number of girls. Teacher: Same as yesterday. Student: I wasn't here yesterday.
Teacher: All right, a review on perimeter. Teacher: The perimeter is the distance, what? Multiple Students: [Multiple answers].  [TARGET]Teacher: Guys, excuse me.[/TARGET] Teacher: I'm sorry. Teacher: There's some people in here who don't understand when they are supposed to read. Teacher: Once again, if you don't realize that, then don't say anything at all.
Teacher: All right, about another 30 seconds or so and then let's go over this. Student: Last night I found this in my book. Teacher: Okay.  [TARGET]Teacher: Throw it away.[/TARGET] Teacher: Yes, ma'am. Teacher: Question? Teacher: What is it?
Teacher: All right, be quiet. Teacher: Focus. Teacher: [Inaudible].  [TARGET]Teacher: Listen up.[/TARGET] Teacher: Student S, look. Student: Student S. Teacher: All right.
Teacher: All right, both of you go outside. Student: No. Student: What?  [TARGET]Teacher: Go, Student K and Student O.[/TARGET] Student: [Inaudible] Teacher: No, I want both of you out there together, go. Teacher: [Crosstalk]
Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer. Teacher: Number one - excuse me, Student [inaudible], too much going on. Teacher: Number one, how many 2s are there in 10?
Teacher: All right, boys and girls.  [TARGET]Teacher: I need everybody in their seats.[/TARGET] Teacher: Sit down, please. Teacher: Okay. Teacher: Last week we learned about adding and subtracting fractions so this week we're gonna learn about multiplying and dividing fractions, excuse me, decimals.
Teacher: All right, boys and girls. Teacher: I need everybody in their seats.  [TARGET]Teacher: Sit down, please.[/TARGET] Teacher: Okay. Teacher: Last week we learned about adding and subtracting fractions so this week we're gonna learn about multiplying and dividing fractions, excuse me, decimals. Teacher: Who remembers what we learned about adding and subtracting decimals last week?
Teacher: All right, do we agree with number three and number four? Teacher: Any questions. Teacher: Student A, I don't see your eyes up here.  [TARGET]Teacher: Student M, I don't see your eyes up here.[/TARGET] Teacher: Do you agree with number three and number four? Teacher: His fractions and his percents? Multiple Students: Yes.
Teacher: All right, draw your line plot, please. Teacher: I love the way Student R is getting started. Teacher: I can tell he's really getting started on that.  [TARGET]Teacher: Student K, could you please sit down?[/TARGET] Teacher: Very nice. Teacher: I like what I see over on this side of the room. Teacher: Yes, ma'am?
Teacher: All right, excuse me. Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute.  [TARGET]Teacher: [Inaudible] not talking.[/TARGET] Teacher: Three are talking. Teacher: Good job. Teacher: Let me see.
Teacher: All right, five - Student: And six. 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.[/TARGET] Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand.
Teacher: All right, focus. Teacher: Eyes back up here. Teacher: Student C, shh.  [TARGET]Teacher: Eyes back up here.[/TARGET] Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]? Teacher: Focus.
Teacher: All right, for time's sake I want you to put this in a safe place, because our homework - you don't need to do the "You Do" side for homework, you only need to do the homework side for homework. Teacher: That would be too much if you did both. Teacher: So do the homework side for homework.  [TARGET]Teacher: Put it away.[/TARGET] Teacher: I want you to begin working on your exit ticket. Teacher: Again, working on your exit ticket. Teacher: [Students working on exit tickets].
Teacher: All right, give me five. Teacher: Give me five. Teacher: Way too loud.  [TARGET]Teacher: And why are we out of our seats?[/TARGET] Teacher: Sit down. Student: Okay. Teacher: Just sit down.
Teacher: All right, great. Teacher: Okay, here we go. Teacher: We're new concept, new skill today.  [TARGET]Teacher: Put this away.[/TARGET] Teacher: Take out your notes. Teacher: We are dividing decimals. Student: Yes.
Teacher: All right, guys, let's go ahead and check these. Student: No, I'm not done. Teacher: Listen.  [TARGET]Teacher: Student A, Student J.[/TARGET] Teacher: So 18 times 27, most of the pictures look right to me. Teacher: Student H, are you ready? Teacher: 7 times 8, 56, carry the 5.
Teacher: All right, guys, math detectives - what? Student: [Inaudible] Teacher: How did that happen?  [TARGET]Teacher: Okay, just leave it alone.[/TARGET] Student: 'Cause he was picking his nose. Student: No. Teacher: Guys.
Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division. Teacher: Now, these are some division problems. Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them.  [TARGET]Teacher: So if you've not worked them, that's perfectly all right.[/TARGET] Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something.
Teacher: All right, here is your first question. Teacher: I'm going to - I believe I can make the font bigger. Teacher: [Pause].  [TARGET]Teacher: Yes, who is calling me?[/TARGET] Student: [Inaudible]. Teacher: Student K, can you - honey, Student K, could you please get out of your seat? Teacher: Since I'm having to do this manually - no, it's not going to let me move it up.
Teacher: All right, here we go. Teacher: I need to change my color. Teacher: [Crosstalk]  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait. Teacher: Student K? Student: You said this was our test for [inaudible].
Teacher: All right, here we go. Teacher: Shh. Teacher: Okay.  [TARGET]Teacher: All right we're going to ... we're going to - I want you to stop when you get to number ten.[/TARGET] Student: [Inaudible]. Teacher: And - close my door, sweetie. Teacher: Stop when you get to number ten.
Teacher: All right, here we go. Teacher: So turn your papers to the sides. Teacher: But yours could look like it looked like over there.  [TARGET]Teacher: All right, turn your paper to the side, that way.[/TARGET] Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with. Teacher: Let's see.
Teacher: All right, here we go. Teacher: This is the eight times four sheet. Teacher: Please - you are not writing answers, are you?  [TARGET]Teacher: Because that would be considered cheating.[/TARGET] Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet. Teacher: You better count out so that we can go look at the board.
Teacher: All right, here you go. Teacher: Here's a little bit harder. Teacher: Hang on.  [TARGET]Teacher: I lost my place here.[/TARGET] Teacher: [Crosstalk] Teacher: All right, and here is your next problem. Teacher: There are six white beans.
Teacher: All right, hold on. Teacher: Somebody already do number two. Student: Three fourths.  [TARGET]Teacher: Some people already do number two.[/TARGET] Teacher: Ruby gets how many pieces? Teacher: Were you looking when I- Student: Yeah.
Teacher: All right, how about for number 2? Teacher: What's my common denominator? Teacher: Don't-do not do anything.  [TARGET]Teacher: Student M, you can take this if you want 'cause-okay.[/TARGET] Teacher: You closed your notebook. Teacher: We're not putting away anything. Teacher: We're not doing anything except for finishing this.
Teacher: All right, keep it quiet, guys. Teacher: Student D. Student: Do you know where my math book is?  [TARGET]Teacher: I don't.[/TARGET] Teacher: Take out your math book please. Teacher: [Crosstalk] Teacher: Let's open up to unit 6.
Teacher: All right, let's see. Teacher: So we're 6.9 times 3.1.  [TARGET]Teacher: Student I, you going back to recess, babe?[/TARGET] Teacher: [Crosstalk] Teacher: All right, Student I, what's you answer? Student: Twenty-one point three nine.
Teacher: All right, let's take a look, everybody. Teacher: [Crosstalk] Teacher: Turn around.  [TARGET]Teacher: Turn all the way around and stay that way.[/TARGET] Teacher: Okay. Teacher: Let's take a look, page 9, everybody. Student: I didn't finish it.
Teacher: All right, listen up, guys. Teacher: Have a seat. Teacher: You still didn't do the very first thing, Student K.  Student F, is your name Student K?  [TARGET]Teacher: On camera I'm gonna yell at you.[/TARGET] Student: [Inaudible] Student: Oh. Student: Like this.
Teacher: All right, listen up. Teacher: Look at this. Teacher: Look at this.  [TARGET]Teacher: Student S got - look at me, please.[/TARGET] Teacher: Can we stop for a second? Student: Yes. Teacher: Stop for a minute.
Teacher: All right, listen up. Teacher: Sit. Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer.  [TARGET]Teacher: So don't yell it out.[/TARGET] Teacher: After you answer your question correctly you may go. Teacher: Student A, what is 30 times 10? Student: 300
Teacher: All right, listen. Teacher: Good job. Teacher: Now, that's how I need it.  [TARGET]Teacher: Now, I'm gonna have these three people - listen to what you're gonna do.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Now, see - see, people are not really listening.
Teacher: All right, listen. Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24. Multiple Students: 24 -  [TARGET]Teacher: Hold on.[/TARGET] Teacher: [Crosstalk] Teacher: I remember it was you. Teacher: That's okay.
Teacher: All right, next one, Student D.  Student D.  Student D.  Student D. Student: That's - Teacher: Yeah.  [TARGET]Teacher: Okay, go ahead now.[/TARGET] Student: Today I learned that - Teacher: Now, say it loud. Teacher: Yeah.
Teacher: All right, now, one thing. Student: Today in math I learned that - Teacher: Some people are not listening.  [TARGET]Teacher: Somebody is sharing.[/TARGET] Teacher: Some people are not - [inaudible] listening. Teacher: Student M is not listening and Student A is not listening. Student: I am.
Teacher: All right, now. Teacher: Shh. Teacher: Listen.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Listen. Teacher: Student S, are you feeling okay? Student: [Inaudible].
Teacher: All right, page 29. Student: We've done that. Teacher: Page 29.  [TARGET]Teacher: What?[/TARGET] Teacher: [Crosstalk] Teacher: I can't help you with that, share. Teacher: Share with Student J.
Teacher: All right, pencils down. Teacher: Pencils down. Teacher: I need you - I'll explain this now.  [TARGET]Teacher: All right, sit down, Student C, thank you.[/TARGET] Teacher: Student D, Student M, I don't appreciate the talking. Teacher: Put your pencils down. Teacher: Okay.
Teacher: All right, so it - let me get a general feeling. Teacher: Student M, can you stop building? Teacher: All right, thumbs up if you agree.  [TARGET]Teacher: Student C, can you stop building?[/TARGET] Teacher: Thumbs down if you disagree. Teacher: Thumbs sideways if you're just not sure. Teacher: All right, I'm going to agree with you but explain why.
Teacher: All right, so next one. Student: Yes. Teacher: Student C, the question is for you.  [TARGET]Teacher: Now, look at me, what I've done.[/TARGET] Teacher: Yes, if anybody want to help me out, they can raise their hand. Teacher: Now, what am I doing? Teacher: I'm going down.
Teacher: All right, so the partners. Multiple Students: [Crosstalk]. Teacher: Okay.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Listen up.
Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work. Teacher: Yesterday this board was in its own world  and it just did not want to cooperate with me. Teacher: Some days it's like that, and I feel like this is going to be one of those days.  [TARGET]Teacher: Paper.[/TARGET] Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see. Teacher: [Inaudible] my pattern.
Teacher: All right, so what's this number? Multiple Students: [Crosstalk while working on activity]. Multiple Students: [From 0:30:08 to 0:34:50]  [TARGET]Teacher: I shouldn't hear that much crazy shaking.[/TARGET] Teacher: [Inaudible]. Student: [Crosstalk]. Teacher: And you know what?
Teacher: All right, so you know what? Teacher: It is almost our social studies time, so we are not going to go and play the second game. Teacher: So I need you to focus.  [TARGET]Teacher: I need you focused.[/TARGET] Teacher: [Crosstalk] Teacher: We are going back. Teacher: The reason we tried - understand, we make it a point to understand equivalent fractions is why?
Teacher: All right, so, you know what? Teacher: In fairness to them, guys, I'm not gonna do that. Teacher: Everybody needs to do this on their own.  [TARGET]Teacher: That's just not fair to not have you guys move about.[/TARGET] Teacher: You started this on your own, you all have calculators of choice. Teacher: You guys have paid great attention up here. Teacher: Let's just start - let's just do this on our own, okay?
Teacher: All right, stop. Teacher: Hands down. Teacher: Everybody, I want you to pay close attention because we're gonna answer these together.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: That's not helping him. Teacher: That's doing it. Teacher: I don't want anybody to put anything away.
Teacher: All right, taking a look at this, just reflecting back, does anybody remember what the properties of math are? Teacher: Yes? Student: It [inaudible] like [inaudible].  [TARGET]Teacher: Please excuse my dear Aunt Sally.[/TARGET] Teacher: No, that's order of operations, but that's a good - that's a mnemonic device, so that's great. Teacher: Yes? Student: Like the - oh, [inaudible].
Teacher: All right, thank you. Teacher: That was very good. Teacher: All right Student A, your group.  [TARGET]Teacher: Can you guys be nice and loud for me?[/TARGET] Teacher: I know Student A can. Teacher: All right, all stars; remember, they gave you their undivided attention, now you need to them your undivided attention. Student: Once there was a kitten and a dog.
Teacher: All right, that's as close as I can get. Teacher: Thank you. Teacher: When your team's ready.  [TARGET]Teacher: I'm not understanding that.[/TARGET] Teacher: You know what you need to be doing? Teacher: What are you listening for? Teacher: You have exactly two minutes to finish the one that you're on.
Teacher: All right, the first thing I want you to do is I want you, [laughter] to take your chocolate bar and I want you to look at it. Teacher: Don't touch. Teacher: Don't smell.  [TARGET]Teacher: Don't eat.[/TARGET] Teacher: Don't feel. Teacher: Look at it. Student: [Inaudible].
Teacher: All right, the topic is what, everybody? Multiple Students: [Inaudible]. Teacher: Let's read the instructions, and we're not going to talk.  [TARGET]Teacher: We're reading and listening.[/TARGET] Teacher: Let's read the instructions. Teacher: It says, "Tell whether the fraction is in simplest form. Teacher: Write yes or no."  So they're going to give us a list of fractions, and we have to decide are they in the simplest form?
Teacher: All right, thumbs up if you like having that fact family done already. Teacher: Doesn't that make it easier just having it done before? Teacher: You're spent time doing it, but you're not stressed out about it.  [TARGET]Teacher: Thank you, you can put your hands down.[/TARGET] Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90. Teacher: And, you know what?
Teacher: All right, try to work this one. Teacher: It's the same as the one that we just did together. Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one.  [TARGET]Teacher: You're not a turkey.[/TARGET] Teacher: You're finished. Teacher: [Crosstalk] Teacher: No, you're right.
Teacher: All right, turn your paper to the side, that way. Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with.  [TARGET]Teacher: Let's see.[/TARGET] Teacher: I want you all to [try these]. Teacher: Five and three, four. Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page.
Teacher: All right, we need to make space for Student O. Teacher: Student O, do you want to sit - Student: She can sit over there.  [TARGET]Teacher: Right over here, sweetheart.[/TARGET] Teacher: Bring your chair to this space. Student: Okay. Teacher: Okay.
Teacher: All right, we're ready to go over some of this. Teacher: That means your pencils are down and your eyes are up. Teacher: Most people are ready.  [TARGET]Teacher: I'm waiting for a few people to take a seat.[/TARGET] Teacher: Most of the class is ready. Teacher: There's three people that are ruining it for the group. Student: [Inaudible] the computer.
Teacher: All right, well, just keep - it doesn't make - can you go over? Student: Yes. Teacher: Whoever is this closest.  [TARGET]Teacher: You need to - come on, children.[/TARGET] Teacher: We're getting ready to stop in a minute. Student: Okay. Student: Six times -
Teacher: All right, we're going to play another one, let's see if you can build it. Teacher: You're getting your own. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: No. Teacher: I'll come around. Teacher: Shh.
Teacher: All right, we're gonna shut this down. Student: [Inaudible] Teacher: You guys have to get to Teacher's room.  [TARGET]Teacher: I've actually held you over kind of long.[/TARGET] Teacher: It's not fair to her kids. Teacher: [Crosstalk]  Teacher: Okay.
Teacher: All right, what we're going to do is this I'm going to switch over to the ELMO. Teacher: I'm going to show you what you're going to do in class. Teacher: That was weird.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Sh. Teacher: Yes, Student J? Teacher: You sure can.
Teacher: All right, yeah, page five. Teacher: Yeah, page five. Teacher: Hold on.  [TARGET]Teacher: Now, let's see.[/TARGET] Teacher: Some people - page five. Teacher: Yes, six. Teacher: Now, let's look at page five, page five together.
Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up.  [TARGET]Teacher: I am looking for the group that's ready.[/TARGET] Teacher: Could you get me a poster board? Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may.
Teacher: All right.  [TARGET]Teacher: I need quiet.[/TARGET] Teacher: No ma'am. Teacher: You should not be up right now. Teacher: Everybody should have their - I need you sitting up.
Teacher: All right.  [TARGET]Teacher: Okay, friends, you have your beans on your desk and we are not going to touch those, correct?[/TARGET] Multiple Students: Correct. Teacher: Okay. Teacher: There's another manipulative I need to give to you.
Teacher: All right.  [TARGET]Teacher: Student B, take a seat.[/TARGET] Teacher: Student N. Student: [Inaudible] is still on. Teacher: That's okay.
Teacher: All right. Student: And we need - Teacher: We're good.  [TARGET]Teacher: We've got Student D, and Student D and Student M maybe.[/TARGET] Teacher: I suggest coming to the carpet. Teacher: Thank you. Teacher: All right, can someone read the question for me?
Teacher: All right. Student: Do we stop at 12:45? Teacher: You all know what to do.  [TARGET]Teacher: You can - you know what?[/TARGET] Teacher: Sit here, and that way you'll have it, okay? Teacher: all right, you guys, we're going to - shh. Teacher: Shh.
Teacher: All right. Student: [Inaudible], because all the other [inaudible]. Student: [Crosstalk]  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Student M, would you like to come sit over here beside me? Teacher: I didn't think so. Teacher: [Crosstalk]
Teacher: All right. Student: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: I'll wait.
Teacher: All right. Teacher: Are you itching? Student: I don't feel comfortable.  [TARGET]Teacher: You don't feel comfortable?[/TARGET] Student: I wish I could lay down. Teacher: Well, you can go ahead and lay down. Teacher: Just don't nap though because you need to pay attention.
Teacher: All right. Teacher: Boys and girls, everyone should have their name and date on the paper.  [TARGET]Teacher: Can you sit correctly please?[/TARGET] Teacher: Thank you. Teacher: Let's get ourselves focused. Teacher: We have our chart at the front of the room.
Teacher: All right. Teacher: Boys and girls, today, we are going to do a review lesson, probably, from all the way back to, maybe, third grade for you, but we're gonna do it Teacher B's style. Teacher: And so, we're going to learn a mnemonic device for the following.  [TARGET]Teacher: I need - A, please don't go anywhere.[/TARGET] Teacher: Let's take A back up there. Teacher: There we go. Teacher: All right.
Teacher: All right. Teacher: Close the book   This is a group [inaudible]. Student: [Inaudible].  [TARGET]Teacher: You need it now.[/TARGET] Teacher: Okay. Teacher: I would like to show how smart you are, today. Teacher: You're being taped.
Teacher: All right. Teacher: Do you understand that? Multiple Students: Yes.  [TARGET]Teacher: Take a look at the next one.[/TARGET] Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent. Teacher: I want you to reason this in your brain. Teacher: This is now tilting more towards this, so can that be 40 percent?
Teacher: All right. Teacher: E, I want you to do E on your own. Teacher: And I'm gonna check it.  [TARGET]Teacher: Do E on your own and I'm gonna check it.[/TARGET] Teacher: E.  Do E on your own and I'm gonna check it. Student: I'm done. Teacher: Just thumbs up if you're done, you don't need to say that.
Teacher: All right. Teacher: Excuse me. Teacher: All right.  [TARGET]Teacher: I need for you to be listening.[/TARGET] Teacher: All right. Teacher: Instead of like doing all of our less thans and greater thans, we're going to go by the denominator. Teacher: That's why I put them in order.
Teacher: All right. Teacher: Excuse me. Teacher: You can do your exit slip.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're going to do the exit slip. Teacher: Excuse me. Teacher: You're going to do your exit slip before you leave quietly, okay?
Teacher: All right. Teacher: Eyes and ears please. Teacher: You can stay exactly where you are.  [TARGET]Teacher: Just give me your attention please.[/TARGET] Teacher: I am going to let you each come up and write one of your factor pairs up on the chart. Teacher: Please write it as you wrote the sample, neatly, which you did on your papers. Teacher: So when you come up to write, skip a line from the one above it, and as I did, you write your fact, and then you write your fact pairs, okay?