stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: The total number of blocks needed to balance six balls is. Teacher: You can tell him that's okay. Student: [Whispering].  [TARGET]Teacher: Student O can you help Student A please?[/TARGET] Teacher: Okay and the last question C it says what is the total number of balls needed to balance 10 cans? Teacher: What's the important information Student B? Student: What is the total number of balls needed to balance 10 cans?
Teacher: The total number of pillows. Teacher: Jaguars, up here. Student: I'm listening.  [TARGET]Teacher: You're not looking though.[/TARGET] Teacher: 8 represents the total number of pillows. Teacher: This is a probability problem. Teacher: [Inaudible].
Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now.  [TARGET]Teacher: Student D, you have the time.[/TARGET] Teacher: You look at the time. Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction.
Teacher: The week after April vacation, okay. Teacher: But right now - Teacher: [Crosstalk]  [TARGET]Teacher: Okay, boys, please stop that.[/TARGET] Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me.
Teacher: The whole point of this is you have to be able to explain your response. Teacher: Student A, I'm sorry, but I have a little sick tummy today. Teacher: I'll be right back if you will talk quietly.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Student J, join those other two girls. Teacher: I'll be right back. Teacher: I have this sick tummy.
Teacher: The whole thing. Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor.  [TARGET]Teacher: Hand on your head when you're finished re-reading the whole thing.[/TARGET] Teacher: A, B, and C.  Student B, I need you to sit up, okay? Teacher: Thank you. Teacher: [Students reading].
Teacher: The whole this time was placed into what? Teacher: Nine parts. Teacher: Now in the first circle I want you to shade three pieces of it, or three parts of it.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Can you let me take care of my class, please? Teacher: Now we have a few that did not hear me. Teacher: Color three pieces or three parts from that first pair.
Teacher: Then I need nice clear desks. 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.  [TARGET]Teacher: Student K, you have to be very careful in that seat.[/TARGET] Teacher: Eyes up here, please. Teacher: I don't see clear desks. Teacher: Let's look at today's math objective.
Teacher: Then I want you to introduce - so you're going to do, "Who wants my favorite food?"  "Who wants my favorite ice cream?"   Student: [Inaudible] can't vote twice. Teacher: Okay.  [TARGET]Teacher: [Inaudible] side groups.[/TARGET] Teacher: This group has, "My favorite foods."  This group has, "My favorite ice cream."  So that should be the name of your graph. Teacher: This group has, "My favorite desserts."  You got to have that on there. Teacher: This group has, "My favorite fruits."  So you have to get up.
Teacher: Then I will know you're ready to be more of a sport. Teacher: I will know immediately when things have changed. Teacher: Okay.  [TARGET]Teacher: So I'm going to give you guys a minute for this, and you may begin.[/TARGET] Teacher: Okay. Teacher: Time is up. Teacher: So we're going to have Student B.
Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem.  [TARGET]Teacher: Go to your slate.[/TARGET] Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together.
Teacher: Then do it anyway, Student Z. Teacher: Just do one. Teacher: But get straight.  [TARGET]Teacher: You're driving me crazy.[/TARGET] Student: I don't like being straight. Teacher: Well, I like you to be straight 'cause when you're straight you're paying attention. Student: I really still don't pay attention.
Teacher: Then get this ... if you're not going to sit and talk to Student L about this, then get this cleaned up, and then you can start on this. Student: Is that the same one as that? Teacher: Student W, you have directions.  [TARGET]Teacher: What are you supposed to be doing?[/TARGET] Student: [Inaudible]. Teacher: Okay, and if you're not doing anything, then you need to start cleaning that up. Teacher: What?
Teacher: Then he added and got this. Teacher: This is a good strategy too. Teacher: Let's move on to the next one where we have the word problem.  [TARGET]Teacher: Go and sit down.[/TARGET] Teacher: Go and sit down. Student: [Inaudible]. Teacher: We're going to look at where we have the problem here.
Teacher: Then just do it. Teacher: What's going on? Student: [Inaudible]  [TARGET]Teacher: You're not doing anything over here.[/TARGET] Student: [Inaudible] Teacher: Did you divide one by one? Teacher: Why don't you start right at the beginning?
Teacher: Then keep an eye on that clock. Teacher: Okay. Teacher: And then my other job is supply monitor.  [TARGET]Teacher: Okay, very good.[/TARGET] Teacher: Alright. Teacher: As my supply monitor, I need you to do something. Teacher: I need you to take this white envelope and put it in your group folder.
Teacher: Then my next one is 2 times 3, then I go to 6. Teacher: The next one is 6 times 3 and I get 18. Teacher: Then I did 18 times 3 and get 54.  [TARGET]Teacher: Student A, you're not paying attention.[/TARGET] Student: Sorry. Teacher: So step three, after you've met all the rules, step three, list the numbers from applying the rule starting from the position you're looking for. Teacher: I'm looking at the fourth position.
Teacher: Then pair. Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group.  [TARGET]Teacher: We're going to share all our answers.[/TARGET] Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. Teacher: And then as a class, we're going to score them together, okay? Teacher: Does everyone understand?
Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself.  [TARGET]Teacher: There's no need to have any kind of discussion.[/TARGET] Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards. Teacher: You need to take out one.
Teacher: Then range. Teacher: Someone tell me how to find the range. Teacher: Raise your hand.  [TARGET]Teacher: Stop shouting out.[/TARGET] Teacher: Student I, how would I find my range? Student: Subtract the lowest number from the highest number. Teacher: What are those two numbers?
Teacher: Then step three, divide the number or position you're looking for by the number of items in your set, and your remainder is your answer. Teacher: If there's no remainder, the last shape is your answer. Teacher: [Crosstalk]  [TARGET]Teacher: Student K, you're not doing that.[/TARGET] Teacher: Have a seat. Teacher: [Crosstalk] Teacher: [Students doing group work]
Teacher: Then that's something different than saying that you don't know how to do it. Teacher: Student D, I am speaking. Teacher: You are sitting.  [TARGET]Teacher: You are not talking.[/TARGET] Teacher: Telling me I'm going too fast is different than saying that you don't understand. Teacher: So the very first one was three-fourths. Teacher: Anybody that has nine-twelfths on your board, you should have that one crossed off for three-fourths.
Teacher: Then three seven. Teacher: Then equals. Student: [inaudible]  [TARGET]Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now.[/TARGET] Student: Mr. A, this is what I got. Teacher: I'll check your work. Teacher: Give me a second.
Teacher: Then we know that they are all going to be [inaudible]. Teacher: Stop for a second. Teacher: Let me hear why you disagree.  [TARGET]Teacher: Are you just trying to be argumentative?[/TARGET] Teacher: You have one and two halves, and you have [inaudible]. Teacher: Did you finish the first page together? Teacher: Are we finished?
Teacher: Then we'll come back to the rug. Student: On D or this? Teacher: Guys, hold on.  [TARGET]Teacher: Listen up.[/TARGET] Teacher: Hello? Teacher: I'm talking here. Teacher: Go to your seats, please.
Teacher: Then we're going to compare seventy-one thousandths. Teacher: Pay attention. Teacher: Excuse me.  [TARGET]Teacher: I'm not asking you to compare them to each other.[/TARGET] Teacher: Look. Teacher: Stop. Teacher: I want to know what four eighths is to one half.
Teacher: Then what did you have to look at? Student: [Inaudible]. Teacher: Sh.  [TARGET]Teacher: Excuse me, sit please.[/TARGET] Student: [Inaudible]. Teacher: Okay, so you figured that you need to go back and solve it yourself, right? Teacher: And then?
Teacher: Then what's left? Teacher: I'll let you do the rest. Teacher: Student D, and Student E, please go outside my door.  [TARGET]Teacher: Go outside.[/TARGET] Teacher: You have plus 200. Teacher: Go out. Teacher: Okay.
Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. Teacher: So how did I lie? Teacher: Sit down please.  [TARGET]Teacher: Student J, where is your math?[/TARGET] Teacher: Stop. Teacher: Get your math book. Teacher: We are here now.
Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct. Teacher: That's how you get that. Teacher: Let's move on.  [TARGET]Teacher: We are going to get [inaudible].[/TARGET] Teacher: Very good. 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. Teacher: So now we're just going to worry about getting the questions correct and explaining them.
Teacher: Then you add what? Teacher: Plus 3. Teacher: Yes, but plus 3.  [TARGET]Teacher: Don't jump ahead.[/TARGET] Teacher: Equals what? Teacher: Now slow down. Teacher: You're behind us.
Teacher: Then you bring it all the way down. Teacher: All right, here we go. Teacher: What is your problem?  [TARGET]Teacher: All right, so here we go.[/TARGET] Teacher: What did you get? Teacher: I can't see that. Teacher: Yeah, but you didn't bring down the [inaudible].
Teacher: Then you can do that, because some of you are not talking to each other. Teacher: I share my thinking out loud, and you can talk to your group about that. Teacher: You guys decide.  [TARGET]Teacher: What's wrong, Student K?[/TARGET] Student: Nothing. Teacher: Are you frustrated? Student: Yes.
Teacher: Then you decide on what type of data or graph you're going to do. Student: [Inaudible] everybody have a different [inaudible]. Teacher: You [inaudible] write it in.  [TARGET]Teacher: You don't know.[/TARGET] Teacher: [Students loudly in groups]. Teacher: [Inaudible]. Teacher: You know what the problem you all are having, right here [inaudible].
Teacher: Then you fold it into four sections. Teacher: Guys, look. Teacher: Everybody look up here.  [TARGET]Teacher: If you're having trouble, please look up here.[/TARGET] Teacher: No, no, no, no, no. Teacher: We're not gonna waste paper. Teacher: Go sit down.
Teacher: Then you need to do 21.1 and 21.3. Teacher: These are due by next Monday. Teacher: Okay?  [TARGET]Teacher: Have a seat please.[/TARGET] Teacher: Okay? Teacher: So next Monday is February 7. Student: I don't have those.
Teacher: Then you need to talk to him about it. Student: I did. Teacher: Give me 5, really quickly, because we need to shut it down.  [TARGET]Teacher: We need to shut things down and we need to think about today.[/TARGET] Teacher: Wrap it u and tell me in one sentence, what did we learn? Teacher: What are the major things that we learned today? Student: We learned prime numbers.
Teacher: Then you wait. Teacher: That is the essence of working together, so the two of you can share ideas. Teacher: [Crosstalk]  [TARGET]Teacher: Did you read the step before you did question number seven?[/TARGET] Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps. Teacher: You erase everything that you have now and go to question eight. Teacher: I want A to lead the discussion.
Teacher: Then you will give them your story problem and they will give you the answer sentence to your story problem. Teacher: Don't look. Teacher: Read it out loud.  [TARGET]Teacher: Can you guys listen?[/TARGET] Student: Ms. C went to the apple farm. Student: Each bus holds 8 students. Student: How many buses do they need?
Teacher: Then you're not done. Teacher: You're not working with your team. Teacher: Why not?  [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: You're working with them. Teacher: You have to talk to me.
Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler. Teacher: You can go get a ruler.  [TARGET]Teacher: You know where they are.[/TARGET] Teacher: [Crosstalk] Student: Can we use a compass? Teacher: No.
Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday.  [TARGET]Teacher: Write it down.[/TARGET] Teacher: No calling out - just write it down. Teacher: Just write it down. Student: So we can use the [inaudible] graph there?
Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here.  [TARGET]Teacher: Look here.[/TARGET] Teacher: Please, whisper it in my ear. Student: [inaudible] Teacher: Are you sure?
Teacher: Then, take your stuff, get a board, and sit on the carpet. Teacher: You're not sitting over there. Multiple Students: [Inaudible chatter]  [TARGET]Teacher: It's Student R's seat.[/TARGET] Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk. Teacher: Those are your two options. Student: [Inaudible chatter]
Teacher: There are 300 tires. Teacher: How many cars can I make with 300 tires if there's 4 tires per car, things like that? Teacher: Remember?  [TARGET]Teacher: Are you guys talking?[/TARGET] Teacher: You know what? Teacher: He has his notebook out. Teacher: You don't need to worry about that.
Teacher: There are enough rulers here for everybody, if you can please grab one. Teacher: Thank you. Teacher: You want to stand?  [TARGET]Teacher: We're not talking.[/TARGET] Teacher: That's a bad habit you've gotten into the last couple of weeks and I'm not going to tolerate it. Teacher: In front of us we have a sheet on parameters and what we are going to be reviewing today and every day will be a different topic in our guided math group, is parameter, area, and volume is our review topic for today. Teacher: The directions on the top of your first page say find the parameter of each shape by using a centimeter ruler.
Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on.  [TARGET]Teacher: Two things, and then we're going to go back to our seats.[/TARGET] Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. Teacher: You all understand that?
Teacher: There is always. Teacher: And what did we learn? Teacher: I'm gonna pick on one person.  [TARGET]Teacher: Student N, when we say - can I see you sit - yes.[/TARGET] Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator. Teacher: What is it you present?
Teacher: There is gonna be some extra left over. Teacher: Student H, you can go on. Teacher: [Crosstalk]  [TARGET]Teacher: Student N, you've been pretty quiet.[/TARGET] Teacher: What do you think, buddy? Student: I've been writing stuff down. Teacher: I know, but you've been quiet.
Teacher: There is no common multiples. Teacher: All right. Teacher: I'm sorry.  [TARGET]Teacher: I'm not going to be able to let you do that.[/TARGET] Teacher: You need to put that string away. Teacher: That's the other one I wanted to talk about. Teacher: Four fourths.
Teacher: There is no mode. Teacher: Student V, you finished? Teacher: Come here.  [TARGET]Teacher: You need to get busy.[/TARGET] Teacher: Let me have all of this. Teacher: Stop giving up on yourself like that. Teacher: Do you hear me?
Teacher: There is no talking, and we need to see if it turns into an array. 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.  [TARGET]Teacher: I need all animals up here.[/TARGET] Teacher: I need us to move. Teacher: We need the cameras to be able to see this. Teacher: There we go.
Teacher: There is seven. Teacher: Where do you see seven on the X axis? Teacher: There you go.  [TARGET]Teacher: Please have a seat.[/TARGET] Teacher: 5. Teacher: Okay. Teacher: Then where do you see it on the Y axis?
Teacher: There is something really important going on up here. Teacher: Stop your talking. Teacher: Okay.  [TARGET]Teacher: Please look.[/TARGET] Teacher: I want to hear all of you. Teacher: Student R, you all step back so they can all look. Teacher: Everybody look carefully at this angle.
Teacher: There it is. Teacher: It's okay guys, if you have it, don't be defensive. Teacher: Student T, no side talk.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Guys, Student D is talking. Teacher: Active listening on Student D. Student: I can prove that a square has more than four lines of symmetry.
Teacher: There shouldn't be any talking over there. Teacher: Student O, Student K, when you take out a math book there is not talking. Teacher: [Crosstalk]  [TARGET]Teacher: All right, both of you go outside.[/TARGET] Student: No. Student: What? Teacher: Go, Student K and Student O.
Teacher: There was a very good discussion over there at this table, the numbers around here, right? Teacher: I want to - Student J, have a seat, please. Teacher: I'd like you to share, some people to share some findings.  [TARGET]Teacher: Everyone, I need you to stop for a minute, please.[/TARGET] Teacher: Student I. Teacher: Remember, I asked you to look for a pattern. Teacher: The first one, can we look up here first, everyone?
Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody. Teacher: [Crosstalk] Teacher: Erase the board and do the question that some of us could not do at the beginning of the lesson, to see if you can get it right now.
Teacher: There won't be a time limit. Multiple Students: [Students working on problem]. Teacher: So, you're doing part A, part B, and part C.  And you're looking at your rubric to make sure you're getting a four.  [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Are you figuring out what they're asking you to do yet? Teacher: Okay. Teacher: How much does this block weigh?
Teacher: There you go. Teacher: All right. Teacher: Sometime today, boys.  [TARGET]Teacher: Someone called my name.[/TARGET] Teacher: Does anyone not have partner? Teacher: Student E, go. Teacher: Student K, there.
Teacher: There you go. Teacher: Good job. Teacher: All right.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Very good. Teacher: Now we're going to go through our first guided practice activity, and let me pull that up. Teacher: This has to do with this particular skill.
Teacher: There you go. Teacher: Yeah. Student: Can I go to the doctor?  [TARGET]Teacher: You're not feeling good?[/TARGET] Teacher: Go ahead. Teacher: Does that make you act up in writing? Student: He was [Inaudible]
Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible].  [TARGET]Teacher: Let's see.[/TARGET] Teacher: Student M, do you want to go up there? Student: [Inaudible]. Teacher: Jaguars, stop talking.
Teacher: There's a lot here. Teacher: If I count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, if I wanted to count each of these as a tenth, I could shade in this as one tenth, this as two tenths, plus eight more. Teacher: It would be 10, 20, 8.  [TARGET]Teacher: Don't get up while I'm teaching again.[/TARGET] Teacher: We're going to do more work on this and I do want you to do one on your own, but we just don't have the time right now. Teacher: If you could put your caps on your marker - I shouldn't have to tell anyone three times - erase your paper. Teacher: Just leave it on your - okay.
Teacher: There's a ton of pages on this. Teacher: So what I want you to do is, Student B - shhh. Teacher: Excuse me.  [TARGET]Teacher: I didn't ask for anybody to do anything yet.[/TARGET] Teacher: Student B and Student J, Student B, would you move up next to him please? Teacher: Student A, come on over with Student D.  Student C and Student D - I mean Student C and Student D.  Student A, come up and sit. Teacher: I want you to work together on these pages and figure it out.
Teacher: There's a young lady doing a report. Teacher: Yes? Teacher: On the back of - you don't have to worry about this.  [TARGET]Teacher: I'm writing this for you.[/TARGET] Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school. Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project.
Teacher: There's already five at that group and two at this group. Teacher: It was you because I took Student C.  Student D, do you need to not participate? Teacher: Sit down.  [TARGET]Teacher: Herein lies the problem.[/TARGET] Teacher: This is group one. Teacher: Are you supposed to be here? Teacher: You're at this group or this group.
Teacher: There's one difference. Teacher: So on the other side of your page, we can use the fraction pieces. Teacher: You need to write simplify fractions.  [TARGET]Teacher: I don't want to hear any noise coming from table five at all, period.[/TARGET] Teacher: Not any giggling, any mumbling, nothing. Teacher: This is exactly how I want it to be in your notebook. Teacher: [Announcement]  So when we simplify fractions, we're simply making equivalent fractions, but instead of making them bigger, we're making them smaller, and what operation do we use - Student T, you always do that.
Teacher: There's one fence. Teacher: We're not building - it's one fence. Teacher: Are you focusing?  [TARGET]Teacher: Are you focusing here?[/TARGET] Teacher: This is what you need to focus on. Teacher: You just came - math is almost over and you just came back, so you missed a lot of it, so you need to listen. Teacher: Did you hear what Student F said?
Teacher: There's only one object. Teacher: There's one fence. Teacher: We're not building - it's one fence.  [TARGET]Teacher: Are you focusing?[/TARGET] Teacher: Are you focusing here? Teacher: This is what you need to focus on. Teacher: You just came - math is almost over and you just came back, so you missed a lot of it, so you need to listen.