stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Got you. Teacher: Boys and girls, listen carefully. Teacher: We will be using the protractors later, so would you put those in your desk?  [TARGET]Teacher: Would you please put your paper in your blue folder for homework tonight?[/TARGET] Teacher: Thank you oh so much. Teacher: Yes? Student: You can also use it for like, chocolate.
Teacher: Grab another one. Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds.  [TARGET]Teacher: Sh.[/TARGET] Teacher: You're shading two thirds. Teacher: This is one. Teacher: You've got to do two.
Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh. Teacher: You're shading two thirds.
Teacher: Great job right here. Student: [Inaudible] Number 2. Student: I'm not doing Number 2.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I like how Student D is working. Teacher: Excellent. Teacher: Student A, I need you to focus.
Teacher: Great. Teacher: Okay. Teacher: So I'm going to point these out to you.  [TARGET]Teacher: Student O, can you please close that door?[/TARGET] Teacher: What is it? Student: Would two cups make a pint? Teacher: We're going to talk about that today, okay?
Teacher: Great. Teacher: That's good. Teacher: That's exactly what I wanted.  [TARGET]Teacher: I need kids sitting at their desk.[/TARGET] Teacher: I need you pushed into your desk. Teacher: Mrs. S's group come right back to your desk please. Teacher: Mrs. B's group, once you put your homework in your mailbox I need you to come join us over here please.
Teacher: Group four. Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C.  So, what I would do, task manager, raise your hand.  [TARGET]Teacher: You're the boss, remember.[/TARGET] Teacher: That's you. Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A.
Teacher: Group one and Ms. A's students are with me. Teacher: Group one, when you come, you guys, bring your worksheets with you. Teacher: Do you know what Mr. S?  [TARGET]Teacher: Why don't you have a seat, put your head down?[/TARGET] Teacher: Don't change it. Teacher: It's already on an activity for you. Teacher: Look on to Student B's and bring up the website.
Teacher: Group one will be with me. Teacher: Group three, you'll take your papers that you have, and I'll give you another sheet back here. Teacher: You will work on the other sheet.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: As soon as I know why somebody's standing up, I'll know what to say. Teacher: Very good, Student S.  Still waiting. Teacher: Wait a minute.
Teacher: Group three will come up with me. Teacher: So who isn't in group two? Teacher: Student S, why did you exit all the way out?  [TARGET]Teacher: You have to wait.[/TARGET] Teacher: [Inaudible]. Teacher: I'll still wait. Teacher: I'm still waiting.
Teacher: Group three. Teacher: Group four. Teacher: Whatever you guys are.  [TARGET]Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C.  So, what I would do, task manager, raise your hand.[/TARGET] Teacher: You're the boss, remember. Teacher: That's you. Teacher: I would say, okay, everyone.
Teacher: Group two at the top. Student: Well what if you didn't get an answer? Teacher: That's okay you're gonna all do A and B together and then if nobody got C you work on it together okay?  [TARGET]Teacher: You have to stop writing now.[/TARGET] Teacher: You guys are group four who's the recorder? Teacher: Share and help each other to write the final. Teacher: Write group four at the top, two, three, four, yep at the top.
Teacher: Group two. Teacher: Group three. Teacher: Group four.  [TARGET]Teacher: Whatever you guys are.[/TARGET] Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C.  So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember. Teacher: That's you.
Teacher: Group two- Student: I told them C and B already. Student: I know B and C because C will be 5 cause when you do um-  [TARGET]Teacher: Wait, wait, wait Student D is talking.[/TARGET] Student: And B, B will be three. Student: No. Teacher: Okay you're trying to say if you will get A right you will get B and C right because they go in order.
Teacher: Guys sit down and get to work. Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her?  [TARGET]Teacher: Put it down.[/TARGET] Teacher: If you didn't do your work yesterday you can start now. Multiple Students: [Inaudible] Multiple Students: [Student humming purposely into the mic]
Teacher: Guys, I got tape. Teacher: You can tape them up. Teacher: Okay.  [TARGET]Teacher: You're talking to her.[/TARGET] Student: Teacher F, we need help for one for leftovers. Teacher: Hold on one second, 'cause I haven't been to this group at all. Student: Is this -
Teacher: Guys, after you draw your grid and add it up, go ahead and do the multiplication problem any way you want. Teacher: You can do - Teacher: [Crosstalk]  [TARGET]Teacher: Listen.[/TARGET] Teacher: I want you to check your answer. Teacher: After you draw the grids out, go ahead and do the problem. Teacher: You can do Lattice or partial product.
Teacher: Guys, everyone needs to clean up. Teacher: Everyone's stuff should like Student A's and Student C's and Student R's. Teacher: That's it.  [TARGET]Teacher: Bye.[/TARGET] Teacher: [Inaudible] Teacher: Let's go. Teacher: Let's see who else is [clean and ready].
Teacher: Guys, excuse me. Teacher: I'm sorry. Teacher: There's some people in here who don't understand when they are supposed to read.  [TARGET]Teacher: Once again, if you don't realize that, then don't say anything at all.[/TARGET] Teacher: Perimeter is the what? Multiple Students: [Crosstalk]. Student: The distance around the outside edge of a flat object.
Teacher: Guys, give me five. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, I'm going to pass this out. Teacher: You only need one paper. Student: Can we cut it in half?
Teacher: Guys, hold on. Teacher: Listen up. Teacher: Hello?  [TARGET]Teacher: I'm talking here.[/TARGET] Teacher: Go to your seats, please. Teacher: That's problem D.  That's a mistake. Teacher: Let's do these problems, quickly.
Teacher: Guys, you need to be quiet so I can hear Student E's- Student: 58, 160, free space, 1,936, and 35. Teacher: He got bingo.  [TARGET]Teacher: Like I said, don't clear your boards.[/TARGET] Teacher: Boys, you can continue to play, okay, but it's always the first boy and the first girl who get a credit. Teacher: Now we'll keep playing until one of our girls gets bingo. Teacher: You've got bingo too?
Teacher: Guys? Teacher: Guys? Teacher: Listen.  [TARGET]Teacher: Shh.[/TARGET] Teacher: We're going to review this some more. Teacher: We're going to review more tomorrow. Teacher: We're going to work on this more tomorrow, but we got to take a test on area.
Teacher: Had they said number of students, you would just put 22. Teacher: They said fraction. Teacher: All right.  [TARGET]Teacher: E, I want you to do E on your own.[/TARGET] Teacher: And I'm gonna check it. Teacher: Do E on your own and I'm gonna check it. Teacher: E.  Do E on your own and I'm gonna check it.
Teacher: Half of 24. Teacher: Half of 24, one out of 2 pieces. Teacher: [Crosstalk among students]  [TARGET]Teacher: If you're being silly she can't think.[/TARGET] Student: I'm not being silly. Student: I'm telling her. Teacher: Well let's see.
Teacher: Half of six is three. Teacher: So three out of six pieces is half of them. Teacher: I can tell that is bothering classmates when we have side conversations.  [TARGET]Teacher: I don't know who it is, but it need to stop.[/TARGET] Teacher: So if half are yellow, we know have are yellow. Teacher: Now there are 30 marbles in the whole bad. Teacher: Now we're getting a number.
Teacher: Half. Teacher: Half of the half is six, half of the half is one fourth. Teacher: That's what we're looking into again.  [TARGET]Teacher: And let's continue.[/TARGET] Teacher: What is this here? Teacher: Look at this. Teacher: Anybody, anybody, anybody.
Teacher: Hands down. Teacher: Everybody, I want you to pay close attention because we're gonna answer these together. Teacher: Turn around.  [TARGET]Teacher: That's not helping him.[/TARGET] Teacher: That's doing it. Teacher: I don't want anybody to put anything away. Teacher: I want everybody to be quiet because we're outta time.
Teacher: Hands - guys. Teacher: What's our deal? Teacher: Hands are on our desk.  [TARGET]Teacher: That noise, it's too disruptive.[/TARGET] Teacher: What's the matter with this? Teacher: If you saw somebody doing this, what do you tell them to fix them? Student: [Inaudible] them, because if you don't, you'll get -
Teacher: Hang on. Teacher: Hang on. Teacher: Okay, lips together.  [TARGET]Teacher: Eyes up here.[/TARGET] Teacher: If you're in the back of the room getting a pair of scissors, you need to be listening. Teacher: The problem that we were supposed to attempt to do, Student M, was one-half - to model, was one-half equals three-sixths. Teacher: And what you should have done was that original candy bar that was divided into twelfths, right?
Teacher: Hang on. Teacher: Okay, lips together. Teacher: Eyes up here.  [TARGET]Teacher: If you're in the back of the room getting a pair of scissors, you need to be listening.[/TARGET] Teacher: The problem that we were supposed to attempt to do, Student M, was one-half - to model, was one-half equals three-sixths. Teacher: And what you should have done was that original candy bar that was divided into twelfths, right? Teacher: See if Teacher H can do this.
Teacher: Has anybody ever did this, before? Multiple Students: Yes. Multiple Students: [Inaudible].  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Has anybody ever did this problem, before? Multiple Students: [Multiple answers]. Teacher: What happened when you could not take away nine from the zero?
Teacher: Have a seat and quiet in front. Student: Can we do it again? Teacher: Four.  [TARGET]Teacher: Three.[/TARGET] Teacher: Shh. Teacher: Two. Teacher: Shh.
Teacher: Have a seat and raise your hand. Student: What'd you say? Student: I just told you.  [TARGET]Teacher: Have a seat and raise your hand.[/TARGET] Student: Teacher, what's the paper for? Teacher: With your reflection, to reflect on what just happened. Student: She gave me this.
Teacher: Have a seat right now. Teacher: Right there. Teacher: Put your hands in your lap.  [TARGET]Teacher: Put your hands in your lap.[/TARGET] Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible]. Teacher: And copy Student V.  When I ask for your attention, they get it right away. Teacher: I get it from them.
Teacher: Have a seat. Teacher: All right. Teacher: We have just a couple of minutes.  [TARGET]Teacher: You can go back to your seat, Student D.  Have a seat.[/TARGET] Teacher: All right. Teacher: I think we look a little better. Teacher: When I counted these - put your feet down.
Teacher: Have a seat. Teacher: I can't see behind you. Teacher: I'm sorry.  [TARGET]Teacher: We've got people over at this table not following directions.[/TARGET] Teacher: It's hard for me to hear you. Teacher: Okay. Teacher: So making the thousandths with these pieces, can we really do that?
Teacher: Have a seat. Teacher: Let me grab you a tissue. Teacher: Sit down, Student A.  [TARGET]Teacher: You know what, Student A, I don't want to have to show your parents that you're fooling around.[/TARGET] Teacher: I'd like to show them that you're working well. Teacher: Take a seat. Student: [Inaudible].
Teacher: Have a seat. Teacher: Not you. Teacher: Anybody else paying attention?  [TARGET]Teacher: You can go back to your seat and be done.[/TARGET] Teacher: Have a seat. Teacher: Yes, I wanted one half, not my equivalents to a half, but one half like this one. Teacher: That's not a half.
Teacher: Have a seat. Teacher: When you're done, I'm taking your markers. Teacher: Thank you.  [TARGET]Teacher: Student J, have a seat, Student J.[/TARGET] Teacher: That's three, maybe four times I just said that. Teacher: How many - wonderful. Teacher: When you have a seat I'll be giving you a ticket.
Teacher: Have a seat. Teacher: You're smiling as you tell me that so I think you're going to be okay. Teacher: Have a seat.  [TARGET]Teacher: Let me grab you a tissue.[/TARGET] Teacher: Sit down, Student A. Teacher: You know what, Student A, I don't want to have to show your parents that you're fooling around. Teacher: I'd like to show them that you're working well.
Teacher: Have a seat. Teacher: [Crosstalk] Teacher: [Students doing group work]  [TARGET]Teacher: I need your attention.[/TARGET] Teacher: [Crosstalk] Teacher: Who did not get it? Teacher: This is the way Student J did it.
Teacher: Have you discussed the chart and what you see? Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. Teacher: Let's get to work.  [TARGET]Teacher: I'm going to give you 15 minutes, so you need to hurry up.[/TARGET] Teacher: Based on the numbers, what will your interval be? Teacher: All right. Teacher: One, two, three, eyes on me.
Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see? Teacher: I want to know the trends that you see, or what your decisions will be based on that trend.  [TARGET]Teacher: Let's get to work.[/TARGET] Teacher: I'm going to give you 15 minutes, so you need to hurry up. Teacher: Based on the numbers, what will your interval be? Teacher: All right.
Teacher: Have you done it yet? Teacher: That's okay. Teacher: Go back 72 degrees.  [TARGET]Teacher: Where's your protractor?[/TARGET] Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay.
Teacher: Have you finished? Teacher: Keep following it. Teacher: You're doing all three groups.  [TARGET]Teacher: You don't have a choice.[/TARGET] Teacher: Stop saying that. Teacher: Stop doubting yourself like that. Teacher: Please move on.
Teacher: Have your math notebooks either in your lap or on your desk. Teacher: Give me your attention. Teacher: Student D, too late.  [TARGET]Teacher: Come sit down.[/TARGET] Teacher: Okay. Teacher: We talked about this. Teacher: We said what this shape is.
Teacher: He added it up and got 1,006 - 1,160. Teacher: Was there any other problem in this math that many people had a lot of challenges solving? Teacher: Anyone here?  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Was there any other problem in this math that anybody had any challenges solving. Teacher: Sit. Student: No.
Teacher: He dies? Teacher: How does he die? Student: [Inaudible] and he fell off the bridge.  [TARGET]Teacher: And then what do they do to him?[/TARGET] Student: They take him out of business. Teacher: they take him out of business, because they're all better than he is? Student: Yeah.
Teacher: He got it, sweetheart. Teacher: We already did it over here. Teacher: Let's look at number four.  [TARGET]Teacher: Student K, don't snap your fingers, please.[/TARGET] Teacher: That's not polite. Teacher: We've got Student C doing four. Teacher: Before he does it, where is the point located on the X axis for number four?
Teacher: He ignored them. Teacher: He put them away in his head, because I see when he was doing this, he never considered the whole numbers. Teacher: He ignored them when he said put away.  [TARGET]Teacher: He ignored them in his head.[/TARGET] Teacher: He knew he was going to come back to them. Teacher: When you look at this, you're thinking, "What happened here?" Teacher: He ignored these two whole numbers and solve all of the fractions, and when he was done, you see it over there.
Teacher: He joined us late, huh. Teacher: Number 3, how many 6s in 24? Teacher: [Excessive background noise]  [TARGET]Teacher: [Inaudible] we've got to move on without you.[/TARGET] Teacher: How many halves in 3? Teacher: No, let me get you a new pencil 'cause we need to keep moving. Teacher: All right, boys and girls, please remember the procedure for going over - shh.
Teacher: He looks funny. Teacher: He's making a funny face. Teacher: Good job.  [TARGET]Teacher: Student M, you're disturbing this group.[/TARGET] Teacher: It was right here. Teacher: Is it yours? Teacher: What about the backside?
Teacher: He looks so sad. Student: Oh. Teacher: I know.  [TARGET]Teacher: And all of the sudden, come here Mr. Parenthesis, Student A goes on vacation.[/TARGET] Teacher: I'm so sorry you're sad. Teacher: You come over here. Teacher: You come in here.
Teacher: He went to the clinic. Teacher: He'll be back in just a second. Teacher: All right.  [TARGET]Teacher: Can I have your attention now?[/TARGET] Teacher: All right. Teacher: Associative property of addition. Teacher: What do you remember about the associative property of addition and multiplication?
Teacher: He's collecting calculators. Teacher: You really don't need to be speaking. Teacher: Move your desk up.  [TARGET]Teacher: He's saying excuse me.[/TARGET] Teacher: I heard it four times. Teacher: Move your desk up, and the chair now. Teacher: Thank you.
Teacher: He's doing this up there, and I don't see it. Teacher: And that needed to be corrected. Teacher: [Why am I over here] picking on you?  [TARGET]Teacher: Shhh.[/TARGET] Teacher: What's 9 times 8, Student L? Student: [81]. Teacher: No.
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: Student M, you're supposed to be here.  [TARGET]Teacher: The two of you need to come here.[/TARGET] Teacher: There's too many in that group. Teacher: You're multiplying. Teacher: Is this your group you're with?
Teacher: He's okay. Teacher: [Crosstalk among students] Teacher: Okay.  [TARGET]Teacher: I need your attention [inaudible].[/TARGET] Teacher: One. Teacher: Thank you, Student D.  Student B, I'm here. Teacher: Okay.
Teacher: Hearing? Teacher: Not hearing. Student: Quiet.  [TARGET]Teacher: Quiet.[/TARGET] Teacher: Okay? Teacher: Are you doing both steps? Student: Uh-huh.
Teacher: Hello?  [TARGET]Teacher: Number 730, take three.[/TARGET] Teacher: [Just kidding]. Teacher: Okay. 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: Hello? Teacher: Sit anywhere. Teacher: Leave him alone.  [TARGET]Teacher: Sit.[/TARGET] Teacher: Student D, I don't have to wait for you, do I? Teacher: Move over there. Teacher: Estimate the sums and describe your thinking.
Teacher: Hello? Teacher: Wait. Teacher: Let's not argue.  [TARGET]Teacher: Student C, can you sit down, please.[/TARGET] Teacher: 24 divided by 3 gives me what? Multiple Students: 8. Teacher: 8 times 4 gives me what?
Teacher: Help them out. Teacher: This is not what we're doing. Teacher: You and Student K are working together on this.  [TARGET]Teacher: Student J, you need to be helping her.[/TARGET] Teacher: Girls, that is not what we're doing at all. Teacher: It is not good for time if you're not doing what we need to be doing on the back. Teacher: You need to find it, sweetie.
Teacher: Here is a great kind of predictor for you, to know where you should be at this time. Teacher: You have about 5 more minutes, maybe 7 max to be able to get these together. Teacher: That means some of you need to stop talking as much as you are.  [TARGET]Teacher: You need to start cutting faster, putting together faster, and stop the conversation.[/TARGET] Teacher: 5 to 7 minutes to finish putting your cubes together. Student: I already measured mine and they're all the same. Teacher: Should she measure hers to make sure they're all the same or just copy?
Teacher: Here is a second person's thinking. Teacher: Sorry about that little box. Teacher: I couldn't get rid of it.  [TARGET]Teacher: I tried to get rid of it.[/TARGET] Teacher: Look at their thinking. Teacher: You cut across each pizza until all of the pizzas have eight pieces. Teacher: Can you cut a sixth circle into 8 pieces?
Teacher: Here they are. Teacher: You won again. Teacher: What do you have, Student J?  [TARGET]Teacher: You have to turn them over.[/TARGET] Teacher: Let me see the cards. Teacher: Who won here? Teacher: What landmark can you compare these to?
Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63.  [TARGET]Teacher: Last column - honey, you can't write the answers.[/TARGET] Teacher: That's considered cheating. Student: Oh. Teacher: What were you erasing?
Teacher: Here we go. Teacher: Are you all ready to listen? Multiple Students: Yes.  [TARGET]Teacher: Come on Student J, hurry back.[/TARGET] Teacher: You two work together. Teacher: Student N, you're by yourself. Teacher: Take this and sit down.
Teacher: Here we go. Teacher: Go all the way around. Teacher: Look it over and draw the rest of your circle.  [TARGET]Teacher: Once you've done that, if you'll take a look back at the board.[/TARGET] Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? Teacher: When you are there, please put your protractor down to the side and take a look at page 276.
Teacher: Here we go. Teacher: Okay. Teacher: Water boils - check this.  [TARGET]Teacher: If you get them both right, take them off, or turn them over.[/TARGET] Teacher: If you didn't, the other partner - I mean, leave them. Teacher: Don't take them off. Teacher: If you didn't get them both right, leave them.
Teacher: Here we go. Teacher: So 34-36 should be 2.124. Student: Wait.  [TARGET]Teacher: No, I'm not waiting.[/TARGET] Teacher: You didn't do yours. Teacher: So 38 is 2.124-38 is 0.644. Student: I know why I got it wrong.
Teacher: Here we go. Teacher: [Crosstalk] Teacher: All right, here we go.  [TARGET]Teacher: I need to change my color.[/TARGET] Teacher: [Crosstalk] Teacher: I'll wait. Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait.
Teacher: Here we made it how many pieces? Multiple Students: 4. Teacher: What is 10 - now, let's try and trace back as I do it.  [TARGET]Teacher: Student R, you will not know what to do.[/TARGET] Teacher: Here is 2 times 20. Teacher: What is 2 times 20? Multiple Students: 40.
Teacher: Here you go. Teacher: Now you have all of the information you need to complete your pie graph. Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in.  [TARGET]Teacher: See if you can complete this particular pie chart.[/TARGET] Student: Can we do it on the back? Teacher: Absolutely. Student: 180 is exactly on the line.
Teacher: Here you go. Teacher: Working on number five. Teacher: All right, hands down.  [TARGET]Teacher: Student S, talk to us.[/TARGET] Student: Since it was an improper fraction, you had to put the highest number in the doghouse and the lowest number outside the doghouse. Teacher: Wait a minute, the highest number. Teacher: Is it always the highest number in the doghouse?