stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Let me see where you are. Student: Teacher, can I have this? Teacher: I said I will give it to you, but not now.  [TARGET]Teacher: When you finish with your math.[/TARGET] Teacher: So we're going to do this 29 times - Student: [Inaudible]. Teacher: Which other way can you do this?
Teacher: Let me see who's following directions. Teacher: They have their name written, and they were ready. Teacher: This is a guided page, so we're going to do this together.  [TARGET]Teacher: We're not going to talk.[/TARGET] Teacher: We're going to listen. Student: I need a pencil [inaudible]. Teacher: You need to get one.
Teacher: Let me see your homework. Teacher: Can I see your homework so I can see what it looks like? Teacher: Okay.  [TARGET]Teacher: Don't hum.[/TARGET] Teacher: Student D, why didn't you finish your homework? Teacher: Double check it. Teacher: Make sure you're not using outdoor voices.
Teacher: Let me see yours. Teacher: If it's wrong, it has an X on it, on the number like that. Teacher: Okay.  [TARGET]Teacher: We have two groups that are working on groups and two groups that are individual, so if you're in the individual group, you are not to be talking to each other until you're done working on the individual assignment.[/TARGET] Teacher: Thank you, Student S.  You ready? Teacher: Let's see the backside. Teacher: Any problems on the back side?
Teacher: Let me see. Teacher: Let me see. Teacher: [Crosstalk]  [TARGET]Teacher: Student L is talking over there.[/TARGET] Teacher: I'm looking for one third. Teacher: I want to eat one third. Teacher: How many pieces would that be?
Teacher: Let me see. Teacher: Student B, come with me back here. Teacher: Okay.  [TARGET]Teacher: Student S, go back there.[/TARGET] Teacher: Go back there, Student S.  Okay. Teacher: They have four. Teacher: It's only two?
Teacher: Let me show you, Student K, would you erase my board? Student: [Inaudible] Teacher: Get your what?  [TARGET]Teacher: You need to wait a minute and pay attention to this.[/TARGET] Teacher: I need everybody to have a seat. Teacher: And just let me go through thank you, Student M, would you erase that where it says read pages 433 to 435 as well? Teacher: Because this is a new mimeo that we have not done before so I just want to show you how this one works.
Teacher: Let me tell you what we're gonna do today. Teacher: We're gonna finish the fraction activity that we did yesterday. Teacher: Student J, I know.  [TARGET]Teacher: You need to sit up and listen.[/TARGET] Student: [Inaudible] journal. Teacher: I'm talking right now. Teacher: We're gonna finish the fraction activity that we did yesterday and then we're gonna do another new activity.
Teacher: Let me wait for Student L.  Yeah. Teacher: Student L, yeah. Teacher: Show me.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, next one, Student C.  All right, next one, we're going to one fourth, one fourth, of that half. Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set - Student: Is sixth.
Teacher: Let me wait. Student: Let everybody copy. Teacher: Yeah, let everybody copy.  [TARGET]Teacher: When you're ready, just put your pencils down.[/TARGET] Teacher: Because, you're not gonna need them in a second. Teacher: Thank you, Student J. Teacher: Thank you, Student D.  Thank you, Student D and Student C.
Teacher: Let me - let me - stop for a minute. Teacher: Look at Student D's. Teacher: Thank you.  [TARGET]Teacher: Now, I'm going to ask a simple question, a simple question to Student D.  Student D, [inaudible] give me your attention.[/TARGET] Teacher: Do I have you back? Teacher: Student C, do I have you back? Teacher: Yes.
Teacher: Let me ... let me say it, again. Teacher: [Sigh]. Teacher: [Silence].  [TARGET]Teacher: You're still doing that with your chair, and I'm waiting for you to be quiet.[/TARGET] Teacher: Sit in your chair right. Teacher: Thank you. Student: [Inaudible].
Teacher: Let them share. Student: Okay. Teacher: So now all eyes on the speaker.  [TARGET]Teacher: Whoever is not finished.[/TARGET] Teacher: Speak loud. Teacher: [Inaudible] you not listen. Teacher: Listening.
Teacher: Let them - let them. Teacher: [Crosstalk] Teacher: Somebody is ready.  [TARGET]Teacher: Student M, Student O.[/TARGET] Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right?
Teacher: Let's do 0.25 times 1,000; 0.25 times 100; 0.25 times 10; 0.25 times 1. Teacher: This is still the same column ladies and gentlemen. Teacher: I am just moving it over so you can see it.  [TARGET]Teacher: Student C, not appropriate.[/TARGET] Teacher: Times 0.1, 0.25 times 0.01, 0.25 times 0.001. Teacher: All right, go to it. Student: Teacher, do we have to put our arrows?
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.  [TARGET]Teacher: You can't just accuse someone.[/TARGET] Teacher: I will talk to him later. Teacher: He's not in the room right now, so we're going to let it go. Teacher: I need you to sit down and multiply.
Teacher: Let's do this math, please. Teacher: You know what to do. Teacher: Try and do this math.  [TARGET]Teacher: I will show you.[/TARGET] Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something.
Teacher: Let's do this. Teacher: Let's do this again. Teacher: Uh-huh.  [TARGET]Teacher: Let's go.[/TARGET] Student: Fifty-six? Teacher: Yeah. Student: Times what?
Teacher: Let's do three-thirds. Teacher: Okay, let's do three-thirds. Teacher: [Crosstalk]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: 24 divided by 3. Student: 8. Teacher: 36 divided by 3.
Teacher: Let's find ourselves ready please. Teacher: 1, 2, 3 - look at me when you count all the way to 10 - 4 - isn't that special - 5, 6 - what happened? Student: I fell.  [TARGET]Teacher: Off the scooter?[/TARGET] Student: I mean skateboard. Teacher: 7, 8 - all right, young man. Teacher: Get ready.
Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from?  [TARGET]Teacher: Get away from there.[/TARGET] Teacher: Come right here. Teacher: Your mom did not sign it. Teacher: What is the problem with the camera?
Teacher: Let's go back up here. Teacher: Let's do this one. Teacher: Let's label this A for Student A, because he did a good job on his division.  [TARGET]Teacher: Let's label this N, because Student N is not doing what he's supposed to be doing right now.[/TARGET] Teacher: In the center, C, for me. Teacher: [Inaudible]. Teacher: All right.
Teacher: Let's go on. Teacher: Now I want to show you how to multiply double digit numbers. Teacher: We say two digit numbers.  [TARGET]Teacher: I don't want you to shout out until I call for it.[/TARGET] Teacher: Is that clear, Student S? Teacher: Remember, the most important rule in multiplication is that each piece is multiplied. Teacher: I am going to use the same strategy.
Teacher: Let's go to the rug, quietly, please. Teacher: Bless you. Teacher: Hello?  [TARGET]Teacher: Sit anywhere.[/TARGET] Teacher: Leave him alone. Teacher: Sit. Teacher: Student D, I don't have to wait for you, do I?
Teacher: Let's go, gentlemen. Teacher: Student T, do you not understand? Teacher: All right.  [TARGET]Teacher: Now, for those people, Student B, you're holding me up.[/TARGET] Teacher: For those people that divided their lines successfully into fours, I want you to divide it again into- Multiple Students: Eighths. Teacher: Let's go.
Teacher: Let's go. Teacher: I found my partner. Teacher: Give me 5.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Somebody standing back here does not have a partner. Teacher: Turn around. Teacher: Okay.
Teacher: Let's go. Teacher: Let's see who else is [clean and ready]. Multiple Students: [Inaudible]  [TARGET]Teacher: [Inaudible] [sitting quiet and not talking].[/TARGET] Teacher: [End of Audio]
Teacher: Let's go. Teacher: That's not what you're doing now. Teacher: You know what?  [TARGET]Teacher: I'm giving everybody a choice.[/TARGET] Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math. Teacher: You know what to do.
Teacher: Let's go. Teacher: Write your name. Teacher: Somebody sit here.  [TARGET]Teacher: Turn this way.[/TARGET] Teacher: Okay. Teacher: Student A, what are you doing with pencils? Student: The pencils broke.
Teacher: Let's go. Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please?  [TARGET]Teacher: Actually, we're going to move over there.[/TARGET] Teacher: What are you doing? Teacher: Okay. Teacher: Let's go.
Teacher: Let's listen for a moment. Teacher: Okay? Teacher: Some of you are listening very respectively, but let's put our pens and markers down because that's a sign of showing that we are listening fully.  [TARGET]Teacher: Okay, Student A, put that down so that you show that you're listening fully.[/TARGET] Student: I am. Teacher: So Student S, you said your sketch, you put 11 dots in each group? Teacher: And what does that represent from the story problem?
Teacher: Let's look at this one, everybody. Teacher: Eyes over here. Teacher: We have - if your eyes are on me, you can't be writing.  [TARGET]Teacher: Student M, you need to go to your group with your math book.[/TARGET] Teacher: Eagles and Doves, I need you to do 10, 11, 12, 13, 14, 15 and 16. Teacher: Okay. Teacher: Over here.
Teacher: Let's look at what a thousand is. Student: Three. Teacher: A thousand means no ones.  [TARGET]Teacher: Student B, sit down.[/TARGET] Teacher: No ones. Teacher: No tens. Teacher: No hundreds.
Teacher: Let's look at what we have done so far. Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Let's stop. Teacher: I'm waiting for you Teacher S. Teacher: Sorry.
Teacher: Let's make change for you. Student: Have him make what? Teacher: Make change.  [TARGET]Teacher: Yes.[/TARGET] Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here?
Teacher: Let's move on. Teacher: We are going to get [inaudible]. Teacher: Very good.  [TARGET]Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins.[/TARGET] Teacher: So now we're just going to worry about getting the questions correct and explaining them. Teacher: We're not going to make it into a winner, loser situation. Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers.
Teacher: Let's open up to unit 6. Student: I need you to check if we left this [inaudible]. Student: Teacher, isn't it page 31?  [TARGET]Teacher: No.[/TARGET] Student: What page should it be? Student: What page? Student: She's looking.
Teacher: Let's read at the same time. Teacher: Come to play. Teacher: Come to this side.  [TARGET]Teacher: When you do the first one - come right here.[/TARGET] Teacher: Everyone's playing. Teacher: Okay. Teacher: Student T, move over here.
Teacher: Let's see if Student L got it right. Teacher: Everyone cap your markers. Teacher: Student N, no ma'am.  [TARGET]Teacher: Student L, bring your board.[/TARGET] Teacher: Let's see if Student L got them right. Teacher: You're going to check the ones that worked with your fingers. Teacher: Touch it and it will check it.
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.  [TARGET]Teacher: These two boys, you need to be quiet and not moving around or touching things.[/TARGET] Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry.
Teacher: Let's see if we can figure out how to solve it. Teacher: A fishy story. Teacher: Who can read it for me?  [TARGET]Teacher: Student N, nice and loud.[/TARGET] Student: A fishy story. Student: Joe noticed that the octopuses he saw had a total of [inaudible]. Student: How many octopuses did he see?
Teacher: Let's see what you're doing. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Spread your card.  [TARGET]Teacher: I'm going to help you.[/TARGET] Teacher: This is going to be too much. Teacher: You have to use three cards. Teacher: Let me help you the first time.
Teacher: Let's see who's doing that. Teacher: Student K. Student: Yeah?  [TARGET]Teacher: I don't see you doing your work.[/TARGET] Student: Because I can't. Student: It's because I [inaudible]. Teacher: Where'd your paper go, darling?
Teacher: Let's see who's going to be the first one finished. Teacher: Throw that one that doesn't work away. Teacher: Close the door and put your feet on the [inaudible].  [TARGET]Teacher: Stand outside of the door, and I will talk to you when we stop filming.[/TARGET] Teacher: Don't forget to try the seven, okay? Teacher: All right, Student S.  Is this number going to be divisible by 2? Teacher: Is it going to go in evenly without a remainder?
Teacher: Let's see. Teacher: Student M, do you want to go up there? Student: [Inaudible].  [TARGET]Teacher: Jaguars, stop talking.[/TARGET] Student: [Inaudible]. Teacher: How did you get the whole number in this? Student: It's [inaudible].
Teacher: Let's talk about it. Teacher: In fact, Student A, will you come up here and solve it? Teacher: Bring your marker and talk it through like it's a math journal.  [TARGET]Teacher: Scoot up a little bit so she doesn't step on you, honey.[/TARGET] Teacher: I don't see you multiplying. Teacher: I want to see a three digit number on your board that you're multiplying by a two digit number. Teacher: We did this yesterday.
Teacher: Let's try. Teacher: Let's try. Teacher: See, I want you to do this math here like 29 plus 29 is the same thing as 29 times 2.  [TARGET]Teacher: Just go.[/TARGET] Teacher: I'm not sure what you're doing there. Student: I don't know. Teacher: So you have four here.
Teacher: Let's work with me, come on. Teacher: Come on, work with me. Teacher: Come on, work with me here.  [TARGET]Teacher: Student A, come on.[/TARGET] Teacher: Excuse me. Teacher: Mind your own business. Teacher: Nobody is coming to you.
Teacher: Letter Q. Teacher: Across seven, up seven bring me right to the letter Q. Teacher: How about zero, 10 where am I'm going with zero, 10?  [TARGET]Teacher: Student M - Student S, excuse me.[/TARGET] Student: E. Teacher: E? Teacher: Okay.
Teacher: Let's check that. Teacher: Let's see. Teacher: So talk to us, Student H.  Start with either the right side, or the left side, since they're both going to be the same.  [TARGET]Teacher: It's okay to talk.[/TARGET] Student: [Inaudible] the right side, and if there's two pawns, and they both equal six, that would be twelve. Student: Plus the two is fourteen. Student: And then on the left side, one of the pawns is six, and six plus eight is fourteen.
Teacher: Let's do one problem. Teacher: Go to your slate. Teacher: Let's do one problem together, everyone.  [TARGET]Teacher: I'm going to be asking you some question, what we should be doing.[/TARGET] Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step.
Teacher: Let's do that again or are you just practicing? Teacher: Put it away get ready for math, math. Student: Who's math?  [TARGET]Teacher: It's time you put the trashcan back by the door I know Student D had it.[/TARGET] Teacher: [Inaudible]. Teacher: [Whispering] the cameras is watching you,  Teacher: there three of them it is.
Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student D, what is the first step here? Student: What's the number? Teacher: Look at the steps.
Teacher: Let's find it on there. Teacher: That's what you're writing. Teacher: Hey, excuse me.  [TARGET]Teacher: Why are we talking?[/TARGET] Teacher: Stick it on the board. Teacher: What is it? Student: Thirty-six.
Teacher: Let's finish this work. Student: What work? Teacher: You could if you like.  [TARGET]Teacher: You could if you like.[/TARGET] Teacher: Let's go, let's go. Student: No January 8th. Student: What are you talking about?
Teacher: Let's get a piece of paper and start listening. Teacher: Keep it together. Teacher: We're not dividing them.  [TARGET]Teacher: That's not what we want to do.[/TARGET] Teacher: Go ahead and roll and start. Teacher: Tell me about it. Teacher: What did you roll first?
Teacher: Let's go back to the multiplication chart. Teacher: So I would go to my 6 tables. Student: [Inaudible].  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Stop yelling out. Teacher: There's my 6 tables right here. Teacher: Here's the problem, 15 divided by 6.
Teacher: Let's go over our problems so we can finish up and wrap up. Teacher: I'll be over with you in a minute, Student A, okay. Teacher: There's one of me and there's 21 of you.  [TARGET]Teacher: I shouldn't hear counters at this point.[/TARGET] Teacher: I think the majority of you are getting this. Teacher: Some of you are just sort of getting a little bit confused about how many groups, what am I pushing together. Teacher: I'm sorry?
Teacher: Let's go. Student: Yeah. Teacher: Okay we're gonna score them now so let's pay attention okay?  [TARGET]Teacher: Shh everybody's listening Student A, Student A, Student D put the papers down and please listen and look up on the board okay?[/TARGET] Teacher: If one block weighs 10 pounds what is the weight in pounds of one ball? Teacher: Group one says split 10 in equal half is five. Teacher: So five is the answer, 10 minus 5 equals 5.
Teacher: Let's go. Teacher: The next group. Teacher: Excuse me.  [TARGET]Teacher: Why are you talking?[/TARGET] Teacher: Stay focused. Teacher: [End of Audio].
Teacher: Let's have Student A's group sit over there. Teacher: Let's have Student A's group sit here. Teacher: [Crosstalk]  [TARGET]Teacher: Student J, whose group are you in?[/TARGET] Teacher: What did I tell you? Teacher: Student D, Student J, let's go. Teacher: [Crosstalk - excessive noise]
Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A.  and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, "Write this."  Okay?  [TARGET]Teacher: I will give you guys fifteen minutes for this.[/TARGET] Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in.
Teacher: Let's move on to part B. Teacher: Part B says, "What is the total number of blocks needed to balance six balls?"  Show, or explain how you got your answer. Teacher: What's important in that statement?  [TARGET]Teacher: Let's have some new hands.[/TARGET] Teacher: Whose voices haven't I heard yet, today? Teacher: Student R. Student: What is the total number - what is the total number of blocks to get to balance the balls?
Teacher: Let's say we had ... we had one-fifth, and we wanted to get - go sit down and stop it. Teacher: Did I tell you to touch those? Teacher: Then don't touch them.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: How did we find an equivalent fraction when we were adding? Teacher: What did we do right here? Teacher: [Teacher writing on board].
Teacher: Let's see if there's -  Student: Oop. Teacher: So it's broken.  [TARGET]Teacher: Let's just throw it away.[/TARGET] Student: Can I just put 76 and then put the cents sign? Teacher: Mm-hm. Student: Can I do this?
Teacher: Let's see if this works. Teacher: 1 times 4. Teacher: [Crosstalk]  [TARGET]Teacher: Watch me.[/TARGET] Teacher: [Crosstalk] Teacher: So we're doing 1 times 4 plus 1. Teacher: We're gonna see if this idea works.
Teacher: Let's see says that [Inaudible] Student: Student J is stupid! Teacher: Let's do it.  [TARGET]Teacher: The 9 [Inaudible] Come back here Student T now![/TARGET] Student: You really said that? Teacher: Half you're looking for half here. Teacher: You're looking for 1 fourth here.
Teacher: Let's see what you did here. Teacher: You're fine. Teacher: I'm just watching to see.  [TARGET]Teacher: Come here, Student J.[/TARGET] Teacher: What are you looking for? Student: Yellow. Student: It's the last one I need.
Teacher: Let's see what you're doing. Student: [Inaudible]. Student: [Crosstalk -excessive noise]  [TARGET]Teacher: I need your eyes and ears up here please [inaudible] in 5, 4, 3, 2, 1.[/TARGET] Teacher: [Crosstalk] Teacher: We have split our four wholes into thirds, similarly as we did here. Teacher: Since we're dividing by two-thirds, we can do 1, 2.
Teacher: Let's see where quadrant two would go. Teacher: Quadrant two. Teacher: Let's sit down.  [TARGET]Teacher: You can have a seat.[/TARGET] Teacher: Thank you. Teacher: Very great. Teacher: Quadrant two.
Teacher: Let's see you do the second one. Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk]   [TARGET]Teacher: [Inaudible] too loud.[/TARGET] Teacher: Now, let's see. Teacher: He's working. Teacher: She's working.
Teacher: Let's see you do the second one. Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk]  [TARGET]Teacher: [Inaudible] too loud.[/TARGET] Teacher: Now, let's see. Teacher: He's working. Teacher: She's working.
Teacher: Let's see. Teacher: Can you put it down? Student: Yes.  [TARGET]Teacher: Where can you put it?[/TARGET] Student: Here. Teacher: What's five eighths equal to? Student: Five eighths is equal to 62 and a half.
Teacher: Let's see. Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way.  [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: Student C? Student: Why do they all start with P? Student: [Inaudible].
Teacher: Let's start with Student Z. Teacher: Stand up. Teacher: Read what you wanted to say.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We're listening. Student: One third is less that three sixths. Teacher: Why?
Teacher: Let's take the next three minutes and see how you do on this, three minutes. Teacher: Do you get it? Student: Yeah.  [TARGET]Teacher: There's one here for you.[/TARGET] Teacher: I would really appreciate it if you would join us. Teacher: Did you check out entirely back here? Student: Who, me?
Teacher: Let's talk about - yesterday we got some notes on converting fractions. Teacher: No. Teacher: Sit.  [TARGET]Teacher: I need you to be working.[/TARGET] Teacher: Thank you. Teacher: Not playing a game with the two of you. Teacher: Yesterday we talked about converting fractions from improper fractions to mixed numbers and mixed numbers to improper fractions.
Teacher: Let's - good afternoon. Teacher: Let's get started with our math. Teacher: I want you to find the green slip of paper I gave you earlier.  [TARGET]Teacher: Turn around, please.[/TARGET] Teacher: The green little sticky note. Teacher: Student I, tell me what problem I gave you for division. Student: Nine-hundred eighty-two.
Teacher: Like her and I were taught. Teacher: Okay, so let's take a step back. Teacher: When you say, "We have to find a common denominator."  And how do we do that, Student L?  [TARGET]Teacher: Who's about to have a heart attack.[/TARGET] Student: [Inaudible] - we'd have to find the multiples. Student: Like ten is a multiple. Student: But then a least common ... then a least common -
Teacher: Like if we did R equals 2, what's R plus 3? Student: Five. Teacher: Okay, remember where you have to substitute?  [TARGET]Teacher: Student A, you listening?[/TARGET] Student: Yeah. Student: No, way, what? Teacher: Remember it said, if R equals 2 what's R plus 3?